DSpace-CRIS

The article analyzes the methodological potential of drama in modern socio-philosophical research. It is shown that the theoretical reconstruction of the drama model allows us to talk about the dramatic approach in the study and explanation of society, and the morphological analysis of the structure reveals its methodological potential for studying crises in society. Our focus is on the socio-philosophical study of drama. The subject allowed us to appreciate philosophy’s complex, contradictory nature and history with its gains and losses. It also overcomes simplistic and excessive ideologization in the interpretation of the intellectual process of European culture. Our analysis of the concept of drama reveals the differences between the concept of social dramatization and the dramatic approach of I. We examine Hoffman’s approach describing the analysis’s main stages, which is necessary to positively answer whether drama has all the aspects of social dramatization in its invariant structure.

Introduction Culturally responsive language education seeks to connect English as a Foreign Language (EFL) instruction with learners' cultural identities and local knowledge. However, classroom-based quantitative research on the integration of indigenous folklore into primary EFL education remains limited, particularly in Central Asia. This study examined changes in fourth-grade learners' linguistic, speech, and sociocultural competence following the integration of Kazakh indigenous folklore into primary EFL instruction. Methods A quasi-experimental one-group pre-test-post-test design was employed with 100 fourth-grade students aged 9–10 years at a public primary school in Kazakhstan. The 12-week intervention comprised two 45-minute lessons per week and was delivered by the regular classroom teacher. Adapted Kazakh folk narratives, cultural traditions, traditional games, storytelling, role-play, retelling, discussion, and productive language tasks were incorporated into English lessons. Learners' communicative competence was assessed using parallel pre- and post-test forms of a 25-item lexical-grammatical test, three composite speech performance tasks, and a 25-item sociocultural competence test. Paired-samples t-tests were used to examine within-group changes, and Cohen's dz and 95% confidence intervals were calculated. Results Post-test scores were significantly higher than pre-test scores across all three competence domains (all p < .001). Linguistic competence increased from M = 12.84 (SD = 4.63) to M = 17.92 (SD = 4.41), with a mean gain of 5.08 points and a large effect size (dz = 0.84). Speech competence increased from M = 16.27 (SD = 5.18) to M = 22.68 (SD = 4.95), with a mean gain of 6.41 points and a large effect size (dz = 0.98). Sociocultural competence increased from M = 11.96 (SD = 4.88) to M = 18.74 (SD = 4.37), producing the largest mean gain (6.78 points) and effect size (dz = 1.10). All 95% confidence intervals for the mean differences excluded zero. Discussion The findings indicate substantial within-group development in linguistic, speech, and sociocultural competence during the folklore-based instructional period, with the strongest improvement occurring in the sociocultural domain. These results suggest that culturally familiar materials may help learners connect English language use with their existing cultural knowledge and experiences. However, because the study involved a non-randomized one-group design without a control group and was conducted in a single school with one teacher, the observed improvements cannot be attributed exclusively to the intervention. The study contributes classroom-based quantitative evidence from an underrepresented Central Asian context and highlights the potential value of culturally meaningful resources in multilingual primary EFL education.

Жарияланымдар / Публикации

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