SummaryGoalsResearch designStages

GABINO BOQUETE MARTÍN AND JUAN MANUEL MEDINA ORELLANA

Building an emotional voice through the use of theatrical techniques

Learning a language involves the construction of a representation of the world and our connection to it. This connection is, to a large extent, emotional and affective, as the speaker manifests their own “self” through language. Language is the way in which we, as individuals, show our experiences, the way we see reality and the way we convey our identity.

We suggest working, through the use of theatrical techniques, on emotion in the classroom in an inherent way.To do this, we intend to bring the mind, the body, emotions, imagination and memories into the classroom to shape and deepen learning. In addition to the linguistic, psychological, educational and socio-cultural advantages, theatre helps to implant affective factors in the classroom, such as self-esteem, empathy or motivation.

Theatre is based on a human relationship where we work holistically in a process of constant synergies. This generates attitudes towards the group, based on respect and the perspective of improvement as an individual for the good of the group, where divergence is seen as something useful for the generation of knowledge and error is interpreted as something positive and necessary for learning (characteristics of a theatrical context).

Theatre not only creates a favourable climate for learning, but it can also provide tools that foster experiences, emotions and spaces to try to lead the student to this great challenge: that the word acquires identity in L2 students. To this end, we will create a didactic approach based on different theatrical techniques: theatrical improvisation, Meissner, Lecoq and Estudio Schinca. The order and application of these, as well as the inclusion of others, will be determined during the procedural evaluation of the research.

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Goals

  • To use the L2 in a communicative survival situation to foster an emotional attachment to the target language.
  • To analyse emotional responses to measure the impact of drama activites on L2 use.
  • To analyse, evaluate and measure the results of the application of drama techniques to construct the identity of the spoken word in a context of emotional dynamics.
  • To determine Spanish/L2 learners’ perceptions of their ability to express emotions in the target language.
  • To connect the results with some of the current theories on the emotional basis of languages and the processes of language acquisition and learning.
  • To elaborate a didactic approach that favours emotional development based on theatrical techniques.

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Can theatre practice provide spaces for experiential and sensitive learning?
Will L2 acquire a lasting emotional sieve?

Research methodology

We will follow the paradigm of action research. To do this, we will carry out a diagnosis of the group in order to assess the students’ ability to express themselves emotionally in Spanish. Based on the obtained data, we will design and implement a didactic approach during a trimester based on the use of theatrical techniques. At the end, we will collect data again to analyse the results and achievements.

The initial or diagnostic test will be carried out with a group of ELE students at level B2, of Chinese nationality, in a situation of immersion and aged between 20 and 25.

Only a selection of students will participate in the development of the didactic approach in order to ensure that it is properly carried out and completed. It is a demanding proposal that requires commitment and loyalty on the part of the students.

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Stages

  • Stage 1 Diagnosis
    • Data collection, alternating structured questions with spontaneous open-ended questions, in order to make an initial assessment of the emotional implications shown by the participants in their use of Spanish.
  • Stage 2 Development of the didactic approach
    • Elaboration of didactic approaches based on theatrical elements designed for the search of emotional experience of L2.
      1. Improvisation and psychophysical exercises
      2. Techniques of textual theatre
      3. Techniques of gestural theatre
    • Implementation of the approach in 10 sessions of 2 hours (once a week).
    • Data collection through ethnographic techniques (video recordings, observation, field diaries).
  • Stage 3 Assesment and evaluation of results
    • A final interview will be conducted with the students selected in the initial phase of the study, on the dramatic experience and its emotional involvement in the use of Spanish as a means of communication. In the interview, the students will narrate their perception of their journey and their affective relationship with the Spanish language. This will be contrasted with the initial questionnaire and the development of emotional involvement in Spanish will be analysed.
    • Data processing, qualitative analysis and interpretation of the obtained results.
    • Reflection and readjustments in the didactic approaches.

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Oscar Wilde
“Las pasiones sobre cuyo origen se engaña son las que más tiranizan. Los motivos que mejor se conocen tienen mucha menos fuerza”.
Oscar Wilde
Patricia Highsmith
“Lo que pasa es que uno proyecta un montón de emociones desagradables en una persona y te encuentras odiando a alguien o algo”.
Patricia Highsmith
Friedrich Nietzsche
“Nuestros pensamientos son las sombras de nuestros sentimientos, siempre más oscuros, más vanos, más sencillos que éstos”.
Friedrich Nietzche
Spinoza
“Cada cual gobierna todo según su afecto”.
Spinoza
Ralph W. Emerson
“Nada grande se ha hecho nunca sin entusiasmo”.
Ralph W. Emerson
Virginia Wolf
“I prefer where truth is important to write fiction”.
Virginia Wolf
William James
“Es nuestra actitud al comienzo de una tarea difícil la que, más que cualquier otra cosa, afecta a su resultado exitoso”.
William James
M. E. Seligman.
“Los hábitos de pensamiento no tienen por qué persistir para siempre. Uno de los hallazgos más significativos de la psicología en los últimos veinte años es que los individuos eligen su forma de pensar”.
M. E. Seligman
Winston S. Churchill
“Un pesimista ve la dificultad en cada oportunidad; un optimista ve la oportunidad en cada dificultad”.
Winston S. Churchill
M. E. Seligman 2
“El éxito requiere de persistencia, la habilidad de no rendirse en la cara del fracaso. Creo que el estilo optimista es la llave a la persistencia”.
M.E. Seligman
Ludwig Wittgenstein
“Los límites de mi lenguaje son los límites de mi mente”.
Ludwig Wittgenstein
Frederick Dodson
“Cambia tu atención y cambiarás tus emociones. Cambia tu emoción y tu atención cambiará de lugar”.
Frederick Dodson
Judith Wright
“Los sentimientos y las emociones son el lenguaje universal que debe ser honrado. Son la expresión auténtica de quiénes somos”.
Judith Wright
Eric Hoffer
“We often use strong language not to express a powerful emotion but to evoke it in us”.
Eric Hoffer
Kenneth Goldsmith
“You can't show me a sentence, word, or phoneme that is meaningless; by its nature, language is packed with meaning and emotion”.
Kenneth Goldsmith
Amy Tan
“I am fascinated by language in daily life: the way it can evoke an emotion, a visual image, a complex idea, or a simple truth”.
Amy Tan
Elizabeth Bowen
“El lenguaje es una mezcla de declaración y evocación”.
Elizabeth Bowen
Carlomagno
“Tener otro idioma es poseer una segunda alma”.
Carlomagno
Proverbio chino
“Aprender un idioma es tener una ventana más desde la que mirar el mundo”.
Proverbio chino
J.W. von Goethe
“Quien no conoce las lenguas extranjeras nada sabe de la suya propia”.
J.W. von Goethe
Jules Michelet
“El genio más íntimo de cada pueblo, su alma profunda, está sobre todo en la lengua”.
Jules Michelet
Oliver Wendell Holmes
“El idioma es la sangre del alma, en el que los pensamientos corren, y de la que crecen”.
Oliver Wendell Holmes
Charles Capps
“Words are the most powerful thing in the universe... Words are containers. They contain faith, or fear, and they produce after their kind”.
Charles Capps
Joseph Conrad
“Mi tarea es, por el poder de la palabra escrita, hacerte oír, hacerte sentir — antes de todo, hacerte ver. Eso — y nada más; eso es todo”.
Joseph Conrad
Nathaniel Hawthorne
“Las palabras: tan inocentes e indefensas como son en un diccionario y cuán potentes para el bien y el mal se convierten en las manos de quien sabe combinarlas”.
Nathaniel Hawthorne