Video Drama-Making Activity in an Upper-intermediate Conversation Class

Abstract

This paper is a report on the effects of the introduction of a video drama- making activity in upper-intermediate conversation class. There are two types of discourse: 1) planned discourse (designed and prepared in advance) to accomplish certain tasks, such as making a speech in public. 2) arbitrary discourse which changes depending on the situation, such as a discussion or daily conversation with friends. Video drama-making activities are supposed to contribute to the development of both types of discourse, as well as non-verbal communication skills. It is sometimes difficult for teachers to have students of this level repeat sentences or phrases with the correct and appropriate accent and intonation. During the video- making process, however, students should be willing to practice their lines in order to produce a good film. Some important language usage mistakes were found and corrected efficiently during filming.