Theatrical Monologue at the Service of Teaching / Learning of FLE


Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol.23, no.3, pp.1033-1047, 2019 (Peer-Reviewed Journal) identifier


The information process is a rule of three that brings together the learner, the teacher, and the method. The method directly affects both the learner and the teacher. Methods and approaches to learning and teaching foreign languages are tailored to the individuals’ needs, expectations and language goals. These techniques and methods are important not only for learners but also for teachers. The first and only condition for learning to have permanent, effective and concrete results is the method used especially in the classroom applications. It is very important to know how and by whom this learning takes place, in what way and for what reason it is done. Since the learner is at the center of the learning process the way of knowing is very important. Theatrical activities that allow learners to practice, to live what they learn and to represent an opposite approach to all traditional teaching methods are all based on memorization. According to this point of view, theatrical activities are essential for many pervasive pedagogical and didactic affinities related primarily to teaching/learning French as a Foreign Language. Some of these contributions can be given as follows: elaboration of pronunciation, participation in class, physical and mental exercises, self-development and even tools for using French grammar. So far, in the concept of these practices, different kinds of theatrical discourses are used. It must be said that these discourses allow only well-defined activities given the number of students, the physical conditions of the classroom and the limited hours of classes, in our case of French, in each class. Dramatic language can be very effective and usable in the French as a Foreign Language classroom. However, several modalities of speech are defined in the theatrical field, such as the monologue where the activity can be concentrated on the learning and development of the latter in each student. In this article, we consider that the monologue may be a new approach to tracking the language learning progress of each learner using a specific learning approach by adopting the theatrical monologue as a teaching tool for French as a Foreign Language. Admittedly, this approach can adapt to different grades, making it more cost-effective than existing methods.