Dramatization at Extracurricular Activities as a Means to Enhance Foreign Language Teaching

The main purpose of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies dramatization and its appropriateness in foreign language teaching, provides criteria for choosing a literary work for dramatization. The use of dramatization at extracurricular activities develops communication abilities, creativity; enhances motivation to learn a foreign language and strengthens students’ confidence in a foreign language.


INTRODUCTION
The main task of higher education is to train competitive specialists with professional competence. Contemporary employers prefer motivated university graduates who can think outside the box, take initiative and make independent decisions, possess communication abilities, know at least one foreign language to match their professional field. Thus along with traditional methods, university lecturers should use active teaching techniques. One of them is literary work dramatization at extracurricular activities. On the whole, dramatization involves improvisation, creates atmosphere of enthusiasm, promotes learning motivation increase and interest in a foreign language.

II. RELATED WORK
Researchers say that foreign literature helps gain deeper understandings of another culture, promotes confidence and critical thinking skills [1,2]. The work with fictional texts develops intercultural awareness and competence [3,4]. The use of literature at EFL classes widens the scope of learners' knowledge [5]. In [6] the authors write that creative drama significantly reduces language anxiety. Drama is a powerful language teaching tool. It fosters language skills, enriches learners' experience [7], challenges learners to take part in speaking and discussions [8,9].
The use of dramatization while foreign language teaching: 1) forms key competencies (linguistic communicative, cognitive, socio-cultural, strategic, social); 2) develops memory, imagination, speech, thinking skills; 3) furthers creative abilities; 4) develops mutual understanding and mutual support; 5) develops initiative, responsibility, ability to work in a team.
We mostly use dramatization while extracurricular activities. It helps: 1) encourage learners to speak the target language; 2) create a situation of success to increase learners' confidence and abilities; 3) develop speech abilities; 4) memorize new language and speech material. Choosing a literary work for dramatization the following aspects should be considered: 1) informative value; 2) cultural value; 3) topicality; 4) intelligibility; 5) compliance with the target language knowledge. As we approached the 450 th anniversary of William Shakespeare's birthday, we decided to dramatize his comedy "The Taming of the Shrew". Second year students of our university agreed to participate in the performance. The preparation process took three months. Firstly, we found a short modern version of the comedy. Secondly, we cast parts to students, read the text, analyzed it and started to rehearse. Thirdly, we thought over decorations, costumes and music. And lastly, we decided to make a quiz for the audience to find out if they understood the comedy and were attentive during the performance. After the performance our actors were given the questionnaire (several options could be chosen). Eleven respondents marked that dramatization activity: • gives assurance to speak in a foreign language (82 %); • develops communication abilities (73 %); • helps memorize the language material (100 %); • forms mutual help (82 %); • teaches to work in a team, develops tolerance (82 %); • develops creative skills (91 %).

III. CONCLUSION
Thus, it can be said that dramatization prepares to communicate in a real foreign language environment, develops creative skills, teamwork skills. Learners become emotionally richer, more relaxed, more confident in their knowledge of a foreign language.