Process drama: the use of affective space to reduce language anxiety in the additional language learning classroom

Abstract

This paper describes a research project designed to find out what happens when process drama strategies are applied to an advanced level of additional language learning. In order to answer this question, the author designed and facilitated six process drama workshops as part of a third-year course of Italian at a university in Brisbane, Australia. Results indicated that through the medium of role, authentic contexts and dramatic tension, participants in the study were able to engage in the target language producing more spontaneous communication. Results also revealed that the affective space generated by process drama was beneficial in reducing a degree of language anxiety in some of the participants.