Résumé:
The current study is interested in the role of theatrical activities in facilitating vocabulary learning in foreign language classes. It investigates the possibility of the involvement of theatrical activities during foreign language sessions to foster and ameliorate vocabulary acquirement, so, the ultimate goal of this research is to prove this.
The dissertation stresses two main questions: Do theatrical activities have positive impact on students’ vocabulary in EFL classes? And, do EFL teachers believe in its importance and use it during their classes? The research hypothesize that the vocabulary development and acquirement is ameliorated by the help of theatrical activities and that all teachers of EFL classes in middle school use theatrical activities in teaching vocabulary . The research is quantitative in nature. In order to test these hypotheses, two questionnaires are designed and administrated to the pupils and teachers of English language of Bougarn Mohammed Middle School. Both of participants are asked to give their impressions and opinions toward the role of theatrical activities in foreign language vocabulary learning.
The findings reveal that the participants hold positive impression toward using theatrical activities during EFL classes, the collected results proved the hypotheses of this study. From the obtained results, it was clear that learners prefer to be involved in a theatrical activity in class rather than an ordinary session. This sort of activities also helps learners to be exposed to new vocabulary and use it in different real life situations which will help learners to speak English freely. Moreover, these activities can create a joyful and comfortable atmosphere for learners which will enhance their self-confidence so as to ameliorate the learning environment. At the end of this study some recommendations and suggestions are advised for both teachers and pupils to reinforce the use of theatrical activities in vocabulary acquisition.
