Abstract:
Communicating involves expression and reception, two aspects that intermingle and influence each other. Optimizing the oral reception process is one of the concerns of kindergarten and primary school teachers. Reception disorders, such as, lack of attention, misunderstanding the message or lack of involvement, lead to the failure of the act of communication. In the context of current concerns about functional literacy, there is an increasing emphasis on expressive reading aloud to children in class by experienced readers such as: older students, parents, teachers, actors or writers. Such an activity focuses on emotional development, but also has obvious intellectual benefits: enriching vocabulary, learning phonics that give expressiveness to language, improving attention and practicing comprehension. However, listening is currently approached as a multidimensional competence that includes cognitive, behavioral and affective components. The affective components of listening take into consideration how/the way students engage in listening, motivation for listening, willingness and pleasure to listen. When listening is stimulated through game-exercises, dramatization, role-play and storytelling techniques, it has positive effects on both comprehension and attention, as well as on performance in interpersonal communication. The main purpose of this work stems from the need to stimulate the development of oral reception in young schoolchildren, an important component of the communication and interpersonal relations competence. This study provides a clearer perspective on the use of dramatic strategies for the development of oral message reception competence.
