Drama activities in Slovenian EFL classrooms
The first three short chapters of the thesis focus on giving a brief overview on the use of drama activities in EFL classrooms throughout history up until the curricular reform, which brought about the new main goal of foreign language teaching and learning – communicative competence. The focus in the first part of the thesis is on the difference between drama activities in the past versus the communicative drama activities used in the EFL classrooms today. Despite there not being a specific point in history where the function or purpose of drama activities changed, the thesis emphasizes the learner centeredness as the main reason for the transformation of drama activities and their use in the EFL classrooms. The text therefore highlights the benefits of using contemporary communicative drama activities in order for the teachers and learners to meet the ultimate goal of EFL teaching and learning. In the second part of the thesis, the focus is on the analysis of EFL learning materials – the textbooks used in Slovenian high schools. The analysis was done in order to find out how many communicative drama activities are present in, or absent from the textbooks. The thesis also offers some possible reasons for the presence or absence of these activities in the final chapters. In the last part of the thesis, two original drama activities are presented.
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