From Classroom to Reality: The Impact of Drama-Based Learning on Communicative Proficiency

ABSTRACT:

This research paper offers a comprehensive investigation into the cultivation of communicative competence by leveraging drama-based instructional methodologies within the field of foreign language pedagogy. The central premise of the work posits that genuine linguistic proficiency extends far beyond the mere memorization of syntactic structures and vocabulary; rather, it necessitates a functional capacity to navigate and utilize the language within authentic, socially relevant contexts. To brid ge the gap between theoretical knowledge and practical application, the study highlights how drama-based interventions establish a dynamic, experiential learning environment. Within these simulated settings, students are no longer passive recipients of information but active participants who must navigate real-time interpersonal exchanges. By synthesizing foundational linguistic frameworks with modern pedagogical strategies, the paper provides empirical evidence of how theatrical techniques—such as role-play, improvisation, and scripted performance—serve to significantly bolster both oral fluency and reading comprehension. Ultimately, the findings suggest that the immersive nature of drama fosters a more holistic and resilient approach to second-language acquisition.

Keywords: Communicative competence, Drama-based learning, foreign language pedagogy, Interactive pedagogy, Role-play, Improvisation, Affective filter, Experiential learning.