DEVELOPING STUDENTS’ SPEECH ACTIVITY THROUGH DRAMATIZATION METHODS

Abstract

This article explores the role of dramatization methods in developing students’ speech activity and communicative competence in the process of language learning. It analyzes the pedagogical, psychological, and linguistic foundations of dramatization as an effective means of enhancing learners’ verbal and nonverbal expression, creativity, and self-confidence. The study emphasizes the integration of drama-based activities—such as role play, simulation, improvisation, and storytelling—into the curriculum as tools for forming active speech habits, emotional engagement, and social interaction. Based on theoretical frameworks of communicative and constructivist approaches, the paper demonstrates how dramatization stimulates linguistic, sociolinguistic, and pragmatic competence while promoting empathy, teamwork, and cultural awareness. The results show that dramatization transforms the language classroom into a dynamic environment where learners acquire language naturally, meaningfully, and expressively.