Drama as a pedagogical factor encouraging learners' sociolinguistic thinking
Abstract
The article addresses the topic of using drama as a pedagogical factor for stimulating students’ sociolinguistic thinking in teaching foreign languages. Particular attention is paid to the question of how this factor can be used in teaching to encourage students to make the most of the foreign language in class. The authors draw attention to the fact that the drama and role play can be different depending on the complexity and language skills of students, and that the correct choice of the type of drama, role-playing game corresponding to the level of knowledge of the group. The article demonstrates that drama games are extremely helpful and can help students to consolidate their acquired knowledge, sociolinguistic competence, critical and sociolinguistic thinking, and teach them a foreign language for professional purposes. The practical significance of the article lies in the fact that using drama is a student-centered teaching method that develops their sociolinguistic thinking, communicative and sociolinguistic competence. The authors are of the opinion that drama promotes the application of theoretical knowledge in practice, thus bridging the gap between theory and practice; also it is extremely effective for learning about the real world and for improving professional skills. This article demonstrates that drama sessions put students in real-life situations by teaching those skills such as the ability to make phone calls, book a hotel, order food in restaurants, talking to a salesperson in a store, negotiating, having an interview at employment, exchange views, and debate in a foreign language.