Drama as a Means of Improving the Advocacy Skills of...

Drama as a Means of Improving the Advocacy Skills of Non-English-Speaking-Background Students Chamkaur Gill Faculty of Humanities Social Sciences Bond University, Australia cgill@staff.bond.edu.au This paper will discuss the problems facing overseas-Asian students who study law in Western universities and will deal with how drama can help improve their English-language oral-communication skills. A profile of the average student belonging to a high-context, relational culture will be provided with the aim of showing why such a student needs full-on immersion in oral English. An attempt will be made to suggest that the activities and materials employed by instructors using such a strategy can help lower students?affective†¦show more content†¦The general tone is one of harmony, a concept that one normally does not associate with law, given its adversarial traits. In anthropological terms, we are dealing with students who share a relational and collectivist philosophy, rather than one based on transactional or individualistic notions (Goh, 1996, 2002). They are reluctant to ‘open up?because of ‘social anxiety?(Sc hneier Welkowitz, 1996), thus limiting their participation in oral interaction. Even the body language they exhibit denotes appeasing and pacific behaviour. They are less inclined to communicate through touch, facial expressions or gestures (Willoquet-Maricondi, 1991). Such students can be said to be cautious about a loss of face. They tend to be easily affected by embarrassment when they make mistakes that are linguistic, paralinguistic or content-related. While there is no denying the fact that Western students, too, can get embarrassed, Asian students generally get into the ‘once bitten twice shy?mode more immediately than their Western counterparts. So, instead of facing the risk of being shamed, they would much rather limit their participation in the proceedings. The classroom behaviour of such students could be described as follows: 1. Reserved ?usually quiet or with limited participation during discussions; tend not to volunteerShow MoreRelatedFactors Affecting Motivation to Learn English25117 Words   |  101 PagesIN ENGLISH AS A SECOND LANGUAGE AMONG CHINESE STUDENTS IN JOHOR BAHRU BY OOI CHOON LEAN MP061113 EDUCATIONAL PSYCHOLOGY 581225-07-5846 SUPERVISOR ASSOC PROF DR AZIZI HJ YAHAYA ii ABSTRACT There has been an ongoing debate about the importance of the English language. Employers are lamenting that new graduates these days lack communicative proficiency in English. 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