The challenges of designing drama syllabus to applied English students : ISLG students as a case study

الملخص EN

Survey-based, the paper evaluates the syllabus of a classical drama course designed for first year applied students (2016 - 2019) at the Higher Institute of Languages of Gabes, Tunisia (ISLG).

The paper will refer to the problem of capturing the attention of business English learners who have often asked about the use of attending a drama tutorial in the age of digital humanities.

It studies the challenges of teaching and also learning drama in a Post-Jasmine Tunisian revolution context.

The lack of motivation is the main challenge for teaching drama in a foreign context.

Learners face difficulties at grasping the significance of a classical dramatic text and they often get blocked at the literal meanings of the text.

The present paper aims at showing the role of redesigning drama syllabus in achieving better learning outcomes, in creating active learners and in making the drama course a more beneficial course to business English students.

A qualitative method will be deployed to evaluate the drama syllabus, to perceive students 'preferences and to fix new pedagogic parameters.

Data analysis is meant to recognize the pedagogic needs of business English students, to compare them to fundamental students and to understand their challenges.

Developing certain awareness about the challenges of learners is a fundamental step for reaching pedagogic efficiency.

To reach the conclusion about the importance of students' engagement, the paper will be divided into two major parts.

The first part approaches the problem of motivation and students' preference for modern drama over classical drama by foregrounding a gender-oriented change in students' attitudes throughout the course.

The second section deals with an analysis of the survey and it highlights the role of variety in enriching drama syllabus.

The final goal of the paper is to conclude that teaching drama in a foreign context becomes pleasurable for both teacher and learner when students start to be involved and to create a dialogue between different and incomparable cultures.

Some recommendations for redesigning the drama booklet will be suggested in the light of the students' responses.

Responding to the needs of learners is another tool for achieving pedagogic efficiency.