A theatre experiment: A research paradigm with applications for second language learning?

References

• Belliveau, G., Kim, W., Schewe, M., & Even, S. (2013). Drama in L2 learning: A research synthesis. Scenario, 7(2), 7–13. http://research.ucc.ie/journals/scenario/2013/02/BelliveauKim/02/en
   Google Scholar
• Berenstain, S., & Berenstain, J. (2007). Bears in the night. Random House Children’s Books.
   Google Scholar
• Bora, S. F. (2020). Curtain up! Enhancing L2 spontaneous and authentic speaking opportunities through play scripts and drama-based approaches. RELC Journal, 52(3), 1–16. http://journals.sagepub.com/doi/10.1177/0033688219887536
   Web of Science ®Google Scholar
• Bora, S. F. (2022). Drama pedagogy in foreign language learning: Investigating the impact of theatre texts and theatre performance on L2 speaking accuracy and complexity. Research in Drama Education: The Journal of Applied Theatre and Performance, 27(4), 1–17. Routledge. https://doi.org/10.1080/13569783.2021.2019578
   Web of Science ®Google Scholar
• Borgdorff, H. (2012). The conflict of the faculties: Perspectives on artistic research and academia. Leiden University Press.
   Google Scholar
• Bournot-Trites, M., Belliveau, G., Spiliotopoulos, V., & Séror, J. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context. Journal for Learning Through the Arts, 3(1), 1–35. https://doi.org/10.21977/D93110058
   Google Scholar
• Bryant, D., Rummel, S., & Giebert, S. (2015). Nachhaltige dramapädagogische Sprachförderung für Grundschulkinder mit DaZ. Scenario – Zeitschrift für Drama- und Theaterpädagogik in der Fremd- und Zweitsprachenvermittlung, 9(2), 7–36. http://publish.ucc.ie/journals/scenario/2015/02/BryantRummel/02/de
   Google Scholar
• Busby, S. (2022). Editorial,’ research in drama education. The Journal of Applied Theatre and Performance, 27(1), 1–3. https://doi.org/10.1080/13569783.2022.2027086
   Google Scholar
• Chekhov, M. (2003). To the actor: On the technique of acting. Routledge. Rev. ed.
   Google Scholar
• Conrad, D. (2004). Exploring risky youth experiences: Popular theatre as a participatory, performative research method. International Journal of Qualitative Methods, 3(1), 12–25. https://doi.org/10.1177/160940690400300102
   Google Scholar
• Creswell, J., & Plano Clark, V. (2007). ‘Choosing a mixed methods design’ in Designing and conducting mixed methods research. Sage Publications.
   Google Scholar
• Creswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research. Sage Publications.
   Google Scholar
• Crutchfield, J., & Sambanis, M. (2017). Staging otherness: Three new empirical studies in dramapädagogik with relevance for intercultural learning in the foreign language classroom. In J. Crutchfield & M. Schewe (Eds.), Going performative in intercultural education. Multilingual Matters. https://doi.org/10.21832/9781783098552
   Google Scholar
• Dawson, K., & Lee, B. K. (2018). Drama-based pedagogy: Activating learning across the curriculum. Intellect.
   Google Scholar
• de Koning, B. B., Bos, L. T., Wassenburg, S. I., & van der Schoot, M. (2017). Effects of a reading strategy training aimed at improving mental simulation in primary school children. Educational Psychology Review, 29(4), 869–889. https://doi.org/10.1007/s10648-016-9380-4
   Web of Science ®Google Scholar
• Dragović, G. 2019. Fremdsprachenunterricht (ent-)dramatisieren eine empirische Untersuchung zur Effizienz des dramapädagogischen Ansatzes im schulischen DaF-Unterricht mit speziellem Fokus auf Grammatik ( Doctor of Philosophy). Universität Freiburg in der Schweiz.
   Google Scholar
• Ernst, M., & Sauter, W. (2015). Antigone’s diary – young audiences as co-creators of GPS-guided radio drama. Nordic Theatre Studies, 27(1), 32. https://doi.org/10.7146/nts.v27i1.24245
   Web of Science ®Google Scholar
• Fonio, F., Genico, G., Schewe, M., & Even, S. (2011). The compatibility of drama language teaching and CEFR objectives–observations on a rationale for an artistic approach to foreign language teaching at an academic level. Scenario, 5(2), 75–89. https://doi.org/10.33178/scenario.5.2.6
   Google Scholar
• Foster, P. (2020). Oral fluency in a second language: A research agenda for the next ten years. Language Teaching, 53(4), 446–461. https://doi.org/10.1017/S026144482000018X
   Web of Science ®Google Scholar
• Franks, A. (2019). Drama and Learning. In G. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-391
   Google Scholar
• Galante, A., & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. TESOL Quarterly, 51(1), 115–142. https://doi.org/10.1002/tesq.290
   Web of Science ®Google Scholar
• Gallagher, K., & Ntelioglou, B. Y. (2011). Which New Literacies? Dialogue and performance in youth writing. Journal of Adolescent & Adult Literacy, 54(5), 322–330. https://doi.org/10.1598/JAAL.54.5.2
   Web of Science ®Google Scholar
• Greenfader, C. M., Brouillette, L., & Farkas, G. (2015). Effect of a performing arts program on the oral language skills of young English learners. Reading Research Quarterly, 50(2), 185–203. https://doi.org/10.1002/rrq.90
   Web of Science ®Google Scholar
• Grisoni, L. T. M. M., Pulvermüller, F., & Pulvermüller, F. (2017). Neural correlates of semantic prediction and resolution in sentence processing. Journal of Neuroscience, 37(18), 4848–4858. http://www.jneurosci.org/lookup/doi/10.1523/JNEUROSCI.2800-16.2017
   PubMed Web of Science ®Google Scholar
• Haseman, B. (2006). A manifesto for performative research. Media International Australia Incorporating Culture and Policy, 118(1), 98–106. https://doi.org/10.1177/1329878X0611800113
   Google Scholar
• Hattie, J., & Yates, G. C. R. (2013). Visible learning and the science of how we learn. Routledge.
   Google Scholar
• Hille, K., Vogt, K., Fritz, M., & Sambanis, M. (2010). Szenisches Lernen Im Fremdsprachenunterricht: Die Evaluation Eines Schulversuchs. Diskurs Kindheits- und Jugendforschung, 5(3), 337–350. http://www.ssoar.info/ssoar/handle/document/35468
   Google Scholar
• Hulse, B., & Owens, A. (2019). Process drama as a tool for teaching modern languages: Supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13(1), 17–30. https://doi.org/10.1080/17501229.2017.1281928
   Web of Science ®Google Scholar
• Jansen van Vuuren, E. N. (2018). Arts across the curriculum as a pedagogic ally for primary school teachers. South African Journal of Childhood Education, 8(1), 1–10. https://doi.org/10.4102/sajce.v8i1.477
   Web of Science ®Google Scholar
• Janzen Ulbricht, N. (2018a). An experiment on gesture and fluency in two German schools. ELT Journal, 72(3), 309–318. https://doi.org/10.1093/elt/ccx059
   Web of Science ®Google Scholar
• Janzen Ulbricht, N. (2018b). The role of music and theater as classroom glue: An experienced teacher navigates chaos and group cohesion. In M. Sambanis & H. Böttger (Eds.), Focus on Evidence II Netzwerke zwischen Fremdsprachendidaktik und Neurowissenschaften (pp. 199–205). Narr Francke Attempto.
   Google Scholar
• Janzen Ulbricht, N. (2020). The embodied teaching of spatial terms: Gestures mapped to morphemes improve learning. Frontiers in Education, 5(109), 1–13. https://doi.org/10.3389/feduc.2020.00109
   Google Scholar
• Janzen Ulbricht, N., & Uhl, O. (2020). Ein Theaterexperiment mit Gesten und Musik: Gemeinsam Englisch lernen. In C. Andrä & M. Macedonia (Eds.), der sechsten Klasse Bewegtes Lernen - Ein Handbuch für Forschung und Praxis 9 (pp. 41–54). Lehmanns Media Berlin. 978-3-96543-111-9.
   Google Scholar
• Johnson, B., & Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014
   Google Scholar
• Kabilan, M. K., & Kamaruddin, F. (2010). Engaging learners’ comprehension, interest and motivation to learn literature using the reader’s theatre. English Teaching: Practice and Critique, 9(3), 132–159.
   Web of Science ®Google Scholar
• Kaiper, A. (2018). Critical ethnographic narrative analysis: The narratives of South African domestic workers and English language learning. SAGE Publications Ltd.
   Google Scholar
• Kao, S. M., Carkin, G., & Hsu, L. F. (2011). Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 489–515. https://doi.org/10.1080/13569783.2011.616399
   Web of Science ®Google Scholar
• Knoeferle, P., & Guerra, E. (2016). Visually situated language comprehension. Language and Linguistics Compass, 10(2), 66–82. https://doi.org/10.1111/lnc3.12177
   Web of Science ®Google Scholar
• Kuhn, T. S. (1962). The structure of scientific revolutions. University of Chicago Press.
   Google Scholar
• Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. https://doi.org/10.1093/applin/22.1.1
   Web of Science ®Google Scholar
• Li, C., & Wei, L. 2022. ‘Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?,’ Studies in Second Language Acquisition: 1–16. https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/anxiety-enjoyment-and-boredom-in-language-learning-amongst-junior-secondary-students-in-rural-china-how-do-they-contribute-to-l2-achievement/B9198349C1D64B59AB1530F5ACF5721B
   Google Scholar
• Matthias, B., Schewe, M., & Even, S. (2007). “Show, don’t tell!”. Scenario: A Journal of Performative Teaching, Learning, Research, I(1), 51–65. https://doi.org/10.33178/scenario.1.1.3
   Google Scholar
• McKnight, L., & Morgan, A. 2019. ‘The Problem with Using Scientific Evidence in Education (Why Teachers Should Stop Trying to Be More like Doctors),’ EduResearch Matters (blog). March 24, 2019. https://www.aare.edu.au/blog/?p=3874.
   Google Scholar
• Mkhize, D. 2013. The nested contexts of language use and literacy learning in a South African fourth grade class: Understanding the dynamics of language and literacy practices ( Doctor of Philosophy). University of Illinois.
   Google Scholar
• Morrin, S. (2018). Implizites Kultur- und Sprachwissen: Hervorbringen von Transritualität und mimetische Aneignung von Sprache in einer Berliner Willkommensklasse. In Wulf, C. (Ed.), Berliner Arbeiten zur Erziehungs- und Kulturwissenschaft. Logos Verlag.
   Google Scholar
• Nel, N., Mohangi, K., Krog, S., & Stephens, O. (2016). An overview of grade r literacy teaching and learning in inclusive classrooms in South Africa. Per Linguam, 32(2), 47–65. https://doi.org/10.5785/32-2-651
   Google Scholar
• Nel, N., & Müller, H. (2010). The impact of teachers’ limited English proficiency on English second language learners in South African schools. South African Journal of Education, 30(4), 635–650. https://doi.org/10.15700/saje.v30n4a393
   Web of Science ®Google Scholar
• Nicholson, H., & O’Connor, B. (2014). Applied drama: The gift of theatre. (2nd, Ed)Macmillan International Higher Education.
   Google Scholar
• O’Connor, P., & O’Connor, B. (2009). Editorial. Research in Drama Education: The Journal of Applied Theatre and Performance, 14(4), 471–477. https://doi.org/10.1080/13569780903285966
   Web of Science ®Google Scholar
• Omasta, M., & Snyder-Young, D. (2014). Gaps, silences and comfort zones: Dominant paradigms in educational drama and applied theatre discourse. Research in Drama Education: The Journal of Applied Theatre and Performance, 19(1), 7–22. https://doi.org/10.1080/13569783.2013.872432
   Web of Science ®Google Scholar
• Østern, A. L., & Nødtvedt Knudsen, K. (2019). Performative approaches in arts education: Artful teaching, learning and research. Routledge. https://www.taylorfrancis.com/books/9780429814235
   Google Scholar
• O’Toole, J., & Stinson, M. (2009). Drama and Language. In J. O’Toole, M. Stinson, & T. Moore (Eds.), Drama and Curriculum: A giant at the door (pp. 49–70). Springer.
   Google Scholar
• Piazzoli, E. (2010). Process drama and intercultural language learning: An experience of contemporary Italy. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(3), 385–402. https://doi.org/10.1080/13569783.2010.495272
   Web of Science ®Google Scholar
• Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. The Journal of Aesthetic Education, 34(3/4), 239. https://doi.org/10.2307/3333644
   Web of Science ®Google Scholar
• Prendergast, M., & Saxton, J. (2013). Applied drama: A facilitator’s handbook for working in community. Intellect (Theatre in education).
   Google Scholar
• Sambanis, M. (2013). Fremdsprachenunterricht und Neurowissenschaften. Narr.
   Google Scholar
• Sambanis, M. (2020). Bewegungslernen im Fremdsprachenunterricht. In C. Andrä, & Macedonia, M. (Eds.), Bewegtes Lernen—Ein Handbuch für Forschung und Praxis (Vol. 9, pp. 9–21). Lehmanns Media Berlin.
   Google Scholar
• Sambanis, M., Grubecki, D., Amerian, J., Dennstedt, L., Voigt-Mahr, L., Efstratiou, P., Kotzur, D., Lautenschlager, S., Piechowski, L., & El-Sari, R. (2020). ‘Performative Pronunciation Practice in the EFL-Classroom,’ Focus on Evidence III–Fremdsprachendidaktik trifft Neurowissenschaften. Narr.
   Google Scholar
• Schewe, M., Schewe, M., & Even, S. (2013). Taking stock and looking ahead: Drama pedagogy as a gateway to a performative teaching and learning culture. Scenario: A Journal of Performative Teaching, Learning, Research, 7(1), 1–19. https://doi.org/10.33178/scenario.7.1.2
   Google Scholar
• Sellin, A. 2014. Förderung des Perspektivenwechsels im Englischunterricht durch Dramapädagogik [Promoting changing perspectives in English lessons through drama pedagogy]. ( unpublished MA thesis) Freie Universität
   Google Scholar
• Stinson, M., & Winston, J. (2011). Drama education and second language learning: A growing field of practice and research. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 479–488. https://doi.org/10.1080/13569783.2011.616395
   Web of Science ®Google Scholar
• Surkamp, C. (2014). Non-verbal communication: Why we need it in foreign language teaching and how we can foster it with drama activities. Scenario, 8(02), 12–27. http://research.ucc.ie/scenario/2014/02/Surkamp/03/en
   Google Scholar
• Wagner, B. J. (2002). Understanding drama-based education. In G. Bräuer (Ed.), Body and language. intercultural learning through drama (pp. 4–18). Ablex Publishing.
   Google Scholar
• Weber, C. (2005). Brecht’s concept of gestus and the American performance tradition. In Bial, H., & Martin, C. (Eds.), Brecht sourcebook (pp. 57–62). Routledge.
   Google Scholar
• Winner, E., & Hetland, L. (2000). The arts in education: Evaluating the evidence for a causal link. The Journal of Aesthetic Education, 34(3/4), 3–10. https://doi.org/10.2307/3333637
   Web of Science ®Google Scholar
• Yuanyuan, C. (2019). Enhancing EFL students’ English competency through drama: A case study in a primary school in China. English Language Teaching, 12(7), 68–74. https://doi.org/10.5539/elt.v12n7p68
   Google Scholar