This research was an attempt to investigate the remarkable dubbing techniques that can improve communicative competence to achieve appropriate level of speaking abilities. The growth of technology increases the need for learning an international language. Because of this learners tend to improve their speaking abilities specifically the suprasegmental features that can shed light on the quality of their interaction and communication. Since EFL learners" muscles need to be well developed to produce the new words of the target language, pronunciation becomes so difficult. The main focus of this study was the investigation of a great deal of variety in the dubbing techniques that lead to more rehearsal, high motivation, self-confident and more successful English speakers. In order to investigate the relationship between dubbing and improved suprasegmental features, 24 homogeneous intermediate 10-15 year old learners were chosen from 40 randomly by an oral test that was divided to two sub groups, i.e,12 in experimental who received treatment and 12 in control group without that. Students took posttest orally and their performances were recorded and investigated. The result of data analysis indicated that dubbing based strategies have a significant influence on native like pronunciation development.
The present article investigates the significant effect of drama-based techniques as language learning strategies that can improve communicative competence to achieve appropriate level of speaking abilities. As a matter of fact drama based strategies are similar to that of language learning strategies that both as pedagogical tools deal with improving high order thinking skills that result in learner’s self-control and facilitate the internalization, storage, retrieval and interaction in the process of accomplishing well-grounded speaking tasks. In order to investigate this study, a total of 60 primary school children in third to sixth grade in private English Institute in Iran, take Ket Movers Exam. 30 homogeneous students are chosen and are divided in two groups, 15 in experimental who receive treatment and the other in control group. Data analysis presents the significant role of using drama-based strategies as beneficial learning strategies for developing communicative ability.
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