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Drama in English Language Teaching: the Motivational Force of Drama in English Languageteaching ¿gnes J¿¿rf¿¿s

I started my teaching life with the latent aim tomake my students independent learners. Later I learntthat there are different types of learner withdifferent needs and attitudes to learning. Some areable to be independent, some are not, or only becomeindependent learners at a later stage of theirlearning lives. What I can give to my students ismotivation, which, if I am lucky, can becomeintrinsic and can give the drive and confidence toindependent learning. As the tool of motivation Irelied on introducing drama in the classroom. In thepresent work I hope to find answers to the followingquestions: Would drama inspire motivation insecondary English language learning and teaching?Shorter or longer projects inspire students more?Adaptation or supplementation of the course bookwould serve our purpose better? In what way can dramacontribute to cooperative language learning? Finally,for better motivation should the focus be put onprocess rather than product? This book is an honestaccount of two projects teaching the students and theteacher alike. I recommend it to those who believe inchildren and the force of motivation.