Developing pre-school children’s foreign language dialogue skills through drama games
DOI:
https://doi.org/10.33910/2687-0223-2026-8-1-49-58Keywords:
teaching English to young learners, dialogue skills development, drama games, preschool education, English lessonAbstract
This article focuses on the development of pre-school children’s foreign language dialogue skills through drama games in kindergarten settings. The research shows that such development is successful when based on the set of preparatory exercises proposed by S. F. Shatilov (1986) followed by the three stages of dialogue skills development outlined by G. V. Rogova (1991). The article also describes a classification of drama games (Artemova 1991; Migunova 2006) and concludes that drama games can be used at every stage of dialogue skills development, starting with simpler types (such as flannel board figures) and progressing to more complex ones (improvisation games). When developing foreign language dialogue skills through drama games, careful selection of language material is critical. Therefore, the study establishes criteria for selecting literary texts for staging. The authors argue that the modern practice of teaching foreign languages to pre-school children fails to pay appropriate attention to drama games when developing dialogue skills. Analysis shows that drama games are used to develop children’s dialogue skills in only two out of five teaching manuals examined. A survey of English language teachers revealed that most consider it possible and effective to use drama games to develop children’s foreign language dialogue skills, but they do not implement this method in their classes due to a lack of time and material resources required for staging a play. As a result of the study, a series of five classes was developed to teach English dialogue skills to pre-school children, focusing on the lexical topics ‘Colours’ and ‘Animals’. The content and sequence of classes are structured to ensure that dialogue skills are developed gradually: from forming basic speech skills to more complex, independent performance.
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