Proceedings of The 4th International Academic Conference on Education
The Role of Student’s Imagination in Amplifying the Ability to Memorize Foreign Language
The influence of technology together with social media is developing rapidly in Japan and with an already low English fluency level the children’s ability to learn English is depleting – the children cannot associate the learned language with everyday life. Past research has presented a lot of evidence stating that the involvement of Drama elements has the potential to let children develop a more extrovert language use ability and also create a real life context that they can relate to. This research aims to find ways how to make this method even more engaging for children by teaching children how to apply themselves more via preparation, greetings, rhythm and most importantly in this research: self-generated curriculum.
To test the hypothesis that expressions chosen by oneself in their native language and then taught in a foreign language are easier to memorize than when they are chosen by a third person, a previously taught role-play framework and a verbal testing was used. The results affirmed that ownership of curriculum directly affects the motivation and connects the pupil to well-imagined situations that allows memorizing language to become easier and with more sophisticated result language.
These findings suggest that the future of foreign language education can be facilitated very much by combining both teacher centered and student centered methods. An important point to keep in mind is that usual problems encountered in creative methodology can be tackled effectively by teaching children group mentality through greetings and pace controlling tools – the fusion of them is of paramount importance in the future.
keywords: Drama, Education, Role-play, Greetings, Rhythm.