USING PUPPET THEATRE PERFORMANCE TO FORM INTERCULTURAL COMMUNICATIVE COMPETENCE
NURSEITOVA G.ZH.1*, NUREKESHOVA G.R.2
¹2nd year master student
Qyzylorda University by Korkyt Ata, Qyzylorda, Kazakhstan
²acting associate professor, Candidate of Philological Sciences, Kazakh National Pedagogical University named after Abai, Almaty, Kazakhstan
In the modern world, where the economy, culture, and other spheres of life are changing and developing very quickly, knowledge of any language does not make it possible to grow and move forward, it is very important to know not only the language, but also the culture of the country, so we not only understand foreign speech, but we can also understand culture, norms of life this country and communicate on an intercultural level, avoiding any misunderstandings. Language barriers and differences between different cultures hinder the acquisition of intercultural communicative competence, since each culture is special in its own way. Thus, the relevance of our article lies in the study of effective methods for the development of intercultural communicative competence. Puppet theaters attract a lot of attention, but since children do not go to theaters much in the present time, the use of a puppet theater is problematic. The purpose of our article is to analyze and evaluate the potential of the puppet theater in the formation of intercultural communicative competence of students.
The term intercultural communicative competence itself consists of two such competencies as communicative and intercultural. Communicative competence means proficiency in a foreign language, which makes it possible to speak this language fluently. In the works of I.L.Medvedeva, communicative competence is defined as "functional linguistic ability; interpretation and discussion of meaning, including interaction between two or more individuals belonging to the same or different speech communities, or one individual and a written and oral text" [1]. The term communicative competence was first introduced by the American anthropolinguist D.Himes [2, p.52]. Сommunicative competence consists of such subcompetencies as sociocultural, discursive and sociolinguistic [3, p.79]. According to the definition of N.S.Tyrheeva's intercultural competence is "the possession of a whole set of knowledge, the formation of special abilities and skills of intercultural communication, education of a special attitude to the interlocutor and the process of communication" [4]. The ultimate goal of teaching a foreign language is the formation of the subject of intercultural communication, since it is impossible to form a secondary linguistic personality outside the language environment. [5]. To form a subject of intercultural communication who has a high level of intercultural communicative competence, various linguistic and cultural materials such as books, drawings, music are used in foreign language lessons, it is also possible to use a puppet theater, which will be especially interesting and useful for younger and middle classes.
The study focused on a group of 15 participants, fourth-grade students from School-lyceum number 10 named after Y.Altynsaryn in Kyzylorda. The participants, aged between 9 and 10 years, were chosen due to their developmental stage, where they begin to grasp complex cultural concepts. The group represented a mix of cultural backgrounds prevalent in Kyzylorda, ensuring a diverse perspective on the intervention.
Prior to the study, the students had limited exposure to puppet theatre, ensuring a relatively neutral starting point for the experiment. The experiment extended over a period of 3 weeks, during which carefully designed puppet performances were executed within the school premises. The puppet performances were curated to encompass English cultural narratives, integrating language, traditions, and historical tales into the shows. The performances were interactive and engaging, encouraging active participation and nurturing a sense of cultural immersion.
After each presentation, we held discussions that encouraged students to express their opinions and feelings about cultural elements. Various small group activities were also organized which allowed students to work together, share their observations and reflect on the intercultural aspects that are shown through puppet theatre.
Data collection was predominantly qualitative, employing methods such as post-performance interviews, participant observations, and reflective group discussions. Semi-structured interviews were conducted after each performance to gather individual perspectives on intercultural understanding and communicative competence. These interviews were conducted in an open and friendly manner to create a comfortable atmosphere for the students to share their thoughts.
We observed the participants during the puppet theater and also during the discussion. The main attention was paid to non-verbal signals and the level of involvement. Group discussions were recorded and thematic analysis was used to identify recurring themes and patterns in students' interpretations and reflections.
The qualitative data was complemented by quantitative analysis through pre- and post-intervention surveys. The surveys, administered at the beginning and end of the 3-week period, sought to measure changes in the students' comprehension of intercultural communicative competence. Descriptive statistics and comparative analysis were applied to the survey data to discern any notable shifts in understanding.
In this study, we explore the impact of a carefully designed puppet theatre performance on the understanding of English culture among 4th Grade students. Prior to the performance, these students had varying levels of exposure to puppetry and cultural concepts. Through post-performance interviews, we sought to gauge their perceptions, understanding, and curiosity regarding puppetry and English culture. The following diagrams encapsulate the insights gained from these post-performance interviews, portraying the students' responses and the potential of puppet theatre in fostering intercultural awareness and curiosity. These visual representations provide a glimpse into the educational effectiveness of puppetry as a tool for cultural exploration and competency development in young minds.
Picture 1. The results of the first question
This question aimed to understand the students' prior familiarity with puppetry. It allows us to see that a significant portion had some prior idea, albeit limited. This indicates that for many students, this was a relatively new experience.
Picture 2. The results of the second question
This question aimed to assess the educational impact of the puppet show in terms of introducing English culture to the students. The high percentage indicating they learned something new suggests that the puppet show effectively conveyed cultural elements to the students.
Picture 3. The results of the third question
This question explored the extent to which the puppet show piqued the students' curiosity about diverse cultures and learning more about them. The majority of the students expressed curiosity, indicating that the puppet show was successful in sparking their interest in exploring various cultures further.
The observational phase of this study entailed a meticulous analysis of the 4th-grade students' reactions and engagement during the puppet theatre performance. The purpose was to assess their non-verbal expressions, level of involvement, and overall receptiveness to the cultural narrative presented through the puppetry. During the puppet show, the students exhibited a range of non-verbal cues that conveyed their level of engagement and interest. The majority displayed attentiveness, maintaining eye contact with the puppets and the performers. Their facial expressions were animated, mirroring the emotions and actions portrayed by the puppets. Laughter and smiles were observed, indicating amusement and enjoyment. Furthermore, the students demonstrated physical engagement, leaning forward, and making gestures that mirrored the actions of the puppets. These observations underscore the potential of puppetry in educational contexts to enhance intercultural understanding and communicative competence.
The findings of this study shed light on the effectiveness of utilizing puppet theatre as an educational tool to enhance intercultural understanding and communicative competence among 4th-grade students. The study aimed to explore how a carefully designed puppet theatre performance could influence the students' perceptions of puppetry itself and their understanding of English culture. The observed high level of engagement and enthusiasm during the puppet theatre performance highlights the potential of puppetry as an effective medium for introducing and immersing students in a cultural narrative. The interactive and dynamic nature of puppet shows captures the attention of young learners, allowing for a more interactive and engaging educational experience. The students' attentiveness, facial expressions, and physical involvement indicate a successful integration of puppetry in educational contexts, aligning with previous research that recognizes puppetry as an effective tool for enhancing comprehension and engagement among young learners.
The post-performance interviews revealed that a significant proportion of students perceived the puppet show as an educational experience that enhanced their understanding of English culture. The majority of students acknowledged learning something new about English culture through the performance. This signifies the educational efficacy of puppet theatre in conveying cultural elements and promoting intercultural awareness among young learners. The interactive nature of puppet shows facilitates a multi-sensory learning experience, enhancing the retention and comprehension of cultural aspects.
Moreover, the study demonstrated that the puppet show stimulated curiosity among the students, inspiring them to learn more about diverse cultures. The majority expressed a heightened interest in exploring various cultures further. This aligns with the intrinsic appeal of puppetry, capturing young minds and fostering a desire to delve deeper into cultural understanding. Such curiosity is an essential precursor to intercultural competency, promoting open-mindedness and a willingness to embrace diversity.
The emotional reactions of the students during dramatic scenes signify a deeper emotional connection and engagement with the performance. This emotional resonance suggests that puppetry not only engages their cognitive abilities but also elicits empathetic responses. Combining emotional engagement with cognitive understanding enhances the overall impact of the educational intervention. Incorporating puppetry into educational curricula, especially for intercultural education, holds substantial promise. Its ability to captivate young learners, enhance understanding of cultural nuances, stimulate curiosity, and encourage peer interaction makes it a valuable tool for educators. Designing puppet theatre performances that align with educational objectives and cultural diversity can significantly contribute to developing intercultural communicative competence in students.
In the realm of educational pedagogy, the potential of puppet theatre as a potent instrument for fostering intercultural understanding and communicative competence has been explored. As the grand tapestry of puppet theatre unfolded before our young audience, their response transcended passive observation. Entranced, they leaned forward, eyes wide with curiosity, mirroring the emotions portrayed by the puppets. This interactive engagement underscored the efficacy of puppetry as an educational tool, seamlessly blending entertainment with instruction. Education, at its essence, is a collective endeavor, and puppet theatre offers a promising channel for such collaborative enrichment. Such integration holds the potential to nurture generations of culturally empathetic individuals, cognizant and appreciative of the world's diverse mosaic. Future research could expand the scope by including a more diverse student population across different age groups and educational settings. Additionally, incorporating pre- and post-performance assessments would offer a more comprehensive understanding of the students' cognitive and emotional development resulting from the puppet theatre intervention. This study illuminates the potential of puppet theatre as an engaging and effective educational tool for enhancing intercultural understanding and communicative competence among young learners. The findings underscore the importance of innovative approaches in educational practices to nurture a culturally competent and globally aware generation.
REFERENCES
1. Medvedeva I.L. Psiholingvisticheskie aspekty funkcionirovaniya inoyazychnogo slova. Tver.: Prosveshchenie, 1999. - P. 247 [in Russian]
2. Hymes D. On Сommunicative Competence / D. Hymes // Sociolinguistics. –Harmondsworth: Penguin, 1972. - 52 p.
3. Kunanbayeva S.S. Teoriya i praktika sovremennogo inoyazychnogo obrazovaniya, Almaty, 2010 -79 p. [in Russian]
4. Tyrheeva N.S. Formirovanie mezhkul'turnoj kompetencii pri obuchenii inostrannomu yazyku na yazykovyh kursah. St. Petersburg., 2005. - P.285 [in Russian]
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