Table of ContentsWhat is Drama?The History of DramaThe Importance of DramaThe Benefits of DramaTheatre for Language TeachingBenefits of Using dramaUsing drama in language teachingDramatic performance in teaching drama in EFL contextsFacilitating English language teaching (ELT) through dramaUsing local theater for writing and speaking: creative expression of EFL learnersNew Drama activities for foreign language classrooms: benefits and challengesDrama in the mixed-ability EFL classroomThe effectiveness of drama techniques in the foreign language classroomDrama and CLIL: the power of connectionEffects of teaching modernDrama as a method for speak fluentlyWhat is theater? There are a few definitions of drama but the most common is that drama consists of bringing to life a word, a concept, an experience, an event by developing games or games. It is a kind of literature which is written in poetic, narrative or dialogical form and consists of the writing of the genealogical text. It should be seen as a term that shows a common characteristic of all kinds of theatrical products, not only the common characteristic of self-proclaimed works in theatrical writing, but also the use of the Greek word "dromenon" for action. Among the Greeks, drama directly meant “to live”. In the Oxford Dictionary, the word drama refers to "a play and dramatic art." Another meaning in Greek is “to play.” Since the development of ancient theater, this word has not meant "someone who does something" but "a certain person doing something that is meaningful to the participants." It's a way for people to turn their creations into action. Drama is a set of situations that exist in every action and acquisition of man. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay The history of theater named in the United States as "creative drama", in the United Kingdom as "drama in education", in the Federal Republic of Germany as "School Play" and " Play and interaction”. In the field of “Creative Drama in Education”, it is very likely that the first practices of classroom drama lessons have been carried out. by Harriet - Finloy Johnson, a village teacher. This practice, as a first theater lesson, is a kind of “imaginary game”. In 1921, John Dewey's child-centered understanding of education and behavioral development through play, rescuing the individual from passivity, created an active playground that allowed the individual to s 'express. In this approach, which gave more importance to the process than to the product or the result, it started from children's games. In the 1970s, Dorothy Heathcote reconstructed and described the drama. He did not immediately give children and young people the opportunity and freedom to express themselves, unlike others. Heathcote may seem bossy with these thoughts, but the goal was to teach students how to use their powers gradually. The Importance of Drama In drama, there is an interaction between the real world and the fictional world. Participant's drama, it feels like it's real and real feelings are felt. From this point of view, fiction is closely linked to reality. People who participate in drama studies learn about situations, events, and relationships as part of the dramatic process. Participants use their real-world knowledge and experience to create an imaginary world in theater and learn to study theevents and relationships by defining the situations and roles they conceive in the theater. Theater is a learning tool that emerged in children's spontaneous games, strengthening the participants' artistic sensitivity, their awareness of people and the world and developing their imagination. Theater is a field used in education to energize play. The playful characteristic of theater is remarkable because it is suitable for creative actions and creative processes. Thanks to these characteristics it is possible to use theater in education. The benefits of theater The benefits of theater allow the individual to recognize the limits of the body and to develop their body in a multifaceted way. This allows emotions to be noticed and expressed. It develops the four basic language skills (speaking, listening, reading, writing) and improves the quality and use of the language. It allows the development and creativity of creativity. This increases decision-making power and the ability to communicate positively with individuals. Theater brings experience with different events and situations. He develops the ability to express his feelings and thoughts verbally and physically. Since theater is done by playing games, it helps to understand and concretize abstract and theoretical events and concepts. Drama for language teaching Through creative drama activities, individuals learn the skills of thinking, speaking, listening and understanding. Theater enriches the repertoire of its communicative and linguistic behavior, which is similar to the play, in which the individual, in real life, plays a particular role and acts verbally and non-verbally against this role. It is argued that drama develops not only verbal but also non-verbal communication skills. It is found that individuals use verbal and non-verbal language very effectively in drama studies. Individuals learn the skills to think, speak, listen, tell stories and communicate with each other by participating in these activities. In language development; develop self-confidence in speaking, increase vocabulary, express ideas, acquire the ability to interact with people, use different languages ​​in different situations, define, discuss and evaluate skills.Benefits of using drama In this article, it is stated that the use of drama benefits from EFL/ESL classes. The benefits were seen as follows: Gaining meaningful and fluent interaction in the target language, a global contextualized and interactive approach, assimilating all pronunciations and a series of prosodics, a student learning the target language in the context of a concept and a completely new structure. It also suggests that the teacher will support the learning process and allow the student to explore language activities. Using Drama in Language Teaching In this essay, it has been claimed that using drama in language teaching makes the student aware of the target language. and cultural. Tips on using drama for learners include: gaining life experience, effectively making sense of their extra-linguistic world. The benefits of using drama are categorized as follows: stimulates the imagination and promotes creative thinking, develops critical thinking, promotes language development, improves effective listening skills, strengthens comprehension and. By including the senses as an integral part of the learning process, the learning attitude increases empathy and awareness of others, encourages peers. respect and cooperation ofgroup, reinforces positive self-concept and gives teachers a new perspective on teaching. Dramatic Performance in Drama Teaching in EFL Contexts This work argues that with dramatic performance in English drama, the teacher can improve dramatic knowledge of English literature. students. The research was conducted over the course of a 60-semester academic semester. Students enrolled in English Theater II courses. There were two groups as experimental and control groups. The researchers taught the experimental group how to perform the games with their role-playing strategy. Participants in the control group normally reviewed the content of the same games without any performance. A final achievement test was applied to both groups and the results showed a significant difference between the two groups in favor of the experimental group. As a result, it was claimed that literature students not only performed traditional comprehension activities, but also analyzed the characters and story and played games. Teaching (ELT) through drama In this research, it was demonstrated that students in their oral communication studies had the potential to engage them kinesthetically, emotionally, and cognitively – activities that could facilitate them when interacting in English. Drama activities help learners transform a number of unpleasant feelings and sensations such as tension, resistance, embarrassment and shyness into positive feelings such as ease and confidence. Through repetition and rhythm of drama activities, students learn to assess their comfort level as they become more familiar with the extroverted side of language learning. Using local drama for writing and speaking: EFL learners' creative expression. This study which aims to describe the students' activities consisting of writing a local drama script and acting out the drama were carried out by observation. He applies a qualitative approach. It is intended to understand the activities of students in carrying out the stages of writing the script and producing a local play. The results of this study show how to teach screenwriting in English by encouraging students to use genre and stages of writing and exercise their creative expression through directing drama. Nine Drama Activities for Foreign Language Classrooms: Benefits and Challenges This article aims to illustrate nine types of drama activities that can be used in foreign language classes. Drama can be integrated effectively into all foreign language classes to achieve communication goals by integrating four basic language skills, lexicon and grammatical structures. In this presentation, English teachers presented nine types of drama activities compiled from various sources, while highlighting the benefits of implementing drama activities. Regarding the criteria to be used in the implementation of drama activities, the difficulties related to the application of drama activities in foreign language classes will be shared. Drama in the Mixed-Ability EFL Classroom This study is the result of an attempt to use drama skills to teach English as a foreign language with particular caution in a mixed-ability classroom environment. It begins with an in-depth review of research on the use of drama in teaching English as a foreign language. She then examines my classroom experience through personal observations and unstructured interviews. The discussion.