Improvisation (exercises and games) in foreign language classrooms

Improvisation (exercises and games) in foreign language classrooms
Ashirova Mokhinur
UzSWLU, English language Faculty 2, XT-2005 group
Scientific advisor: Shohista Nusratullayeva
Integrated English course
Scientists criticize traditional scripted teaching which is common today. This type of school designed during the first half of the 20^th century as an answer to the challenges of the industrial economy. (Sawyer, 2006 1.) However, to conduct lesson with only remembering a collection of static facts and procedures in the technology era cannot cover a need. 21^st century requests creativity from educators, and utilizing improv games in classrooms can satisfy the demand. Particularly, foreign language learners can improve their grammar, listening, reading, writing, speaking and fluency by playing improvisation. Teacher`s role is more to facilitate in creative teaching rather than scripted teaching (Sawyer, 2009) although it can be challenging at the same time.
According to the researches, in every culture, young children will role play. Because their brains need chance to imagine themselves in different situations, as well as they enjoy playing role. Children watch cartoons, read fairytales and their brains need to pretend as famous people. Nevertheless, children spend most of their time at school but there is less chance to improve creativity in classroom. It is important that they do not lose their opportunity for imaginative play. Ingrid Morken has stressed that an important function of improvisation is that it helps to reveal issues, which happens during improvisation. Viola Spolin (1974), argues the nucleus of improvisation is intuitive activity, which helps in solving real life problems.
Bolton (1984) encouraged teacher to use drama in L1 classes. Later L2 practitioners adapted drama to learn foreign language and it became popular among foreign language classes. However, practicing drama in foreign language classes does not mean to perform classic novels or theatre (Schejbal, 2006, p. 6), but it means to experience using a language in the classroom become similar to the real-life experience. Instructor should choose appropriate improv games to student`s level and nationality or discuss it with language learners. Improvisation in teaching cannot be done in a laissez-faire manner, but should be well planned. (Sawyer, 2006 1.) They can imagine situations that may happen in a country where the targeted language spoken. It requires not to use L1 and motivate them to learn language better. So, drama is an ideal way to bring the skills of grammar, reading, writing, speaking, listening and pronunciation together in a course where the focus is not on from but rather fluency and meaning (Dodson, 2000). Ability making conversation in L2, as well as L1 is a need of the modern century. Successful communication requires “turn-taking” skills. This can be trained through improvisation exercises because turn-taking is a vital part of improv. Two or more students interact with each other, reacting to expressions and comments, posing questions or solve a task together. Everyone has different personality: some people are shy, some are not good listeners. Nonetheless, in improv games, students pretend themselves as another people and they can not manage to care about their shyness, they need to listen peers to comprehend game.
Teachers do huge performance in traditional scripted lesson. In teacher centered lesson, teacher stands on “class stage” and give a long lecture. He or she loses energy and be tired both physically and mentally. An alternative to scripted schooling is creative teaching, which aims for deeper conceptual understanding by preparing students to create new knowledge. And teachers` tasks become more easier, they only manage class.
Using drama and improvisation in foreign language classes can improve the quality of learning and the quality of life in teacher education because drama can be used to extend the worldview of the human being and deal with difficult situations.
The preliminary study (Toivanen, Rantala & Ruismäki, 2009) examines four young primary school educator who completed drama education studies with high score. Learning how to use the tools of drama obtained during the drama studies was a challenge to the primary school teachers after they began to work. Drama was seen as an important part of schoolwork, but using it in everyday schoolwork presented many obstacles. And they show unsureness to their identity. It shows that complexity and diversity of creativeness challenges young teachers. Consequently, teacher's work requires courage to trust his/her own intuition, awareness and a tolerance of ambiguity.
To conclude, because of huge benefits of improvisation exercises and games and need for them in young children, teachers should use them in their foreign language classrooms. Improvisation exercises and games can gain insights to use them in their practices so that learners can use the target language communicatively integrating four language skills, the lexis, and grammar effectively. Additionally, it makes easy teachers` task, but it requires teachers to be more creative, flexible and qualified.
References

1. 
   Morken, I. (1985). Drama i oppdragelse og undervisning. Kolbotn: Tano.
   
2. 
   Sawyer, K. (2006). Educating for innovation. Thinking Skills and Creativity,1, 41–48.
   
3. 
   Tapio Toivanena*, Kauko Komulainena, Heikki Ruismäkia.(2010) Drama education and improvisation as a resource of teacher student’s creativity.
   
4. 
   Sehriban Dundara. (2012) Nine drama activities for foreign language classrooms: Benefits and challenges.
   
5. 
   Sina Laura Rautmann. Benefits of using imrov games for teaching EFL classes.