SCHOOL-BASED GFL LESSONS WITH AND WITHOUT ELEMENTS OF DRAMA EDUCATION: FOCUS ON VOCABULARY

Authors

  • Georgina Dragović Faculty of Philology and Art, University of Kragujevac

DOI:

https://doi.org/10.18485/zivjez.2019.39.1.3

Keywords:

school context, drama pedagogy, German as a foreign language, eaching and learning vocabulary

Abstract

This article presents a brief overview of the author's doctoral dissertation which investigates the differences between the two approaches in teaching German as a foreign language in terms of cognitive and affective variables: between the traditional and the drama-oriented approach to teaching. The research was conducted in two primary schools in Serbia, within which fifth grade students (n = 60) from three classes were tested and examined through various instruments. Data were analyzed by descriptive and inferential statistics. While the doctoral thesis focuses on teaching grammar, this paper aims to present the processing of the new vocabulary as well as its practice according to both approaches to teaching. The theoretical discussion was supplemented by teaching preparations that were used during the author's intervention in the control departments, which taught traditionally, and the experimental department, which taught according to the principles of drama pedagogy. The example of the teaching unit "School subjects" shows how the same material can be accessed in two different ways. The end of this paper is a summary of the research results and the conclusion that is drawn for the work in school teaching German as a foreign language.

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Published

2019-12-30

How to Cite

Dragović, G. (2019). SCHOOL-BASED GFL LESSONS WITH AND WITHOUT ELEMENTS OF DRAMA EDUCATION: FOCUS ON VOCABULARY. Živi Jezici: Journal for Foreign Languages and Literatures, 39(1), 69–86. https://doi.org/10.18485/zivjez.2019.39.1.3

Issue

Vol. 39 No. 1 (2019)

Section

Glottodidactics

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