Overcoming Foreign Language Anxiety by means of Process Drama

The aim of this dissertation is to see whether and to which extent process drama can be a way through which second language adult learners can cope with foreign language anxiety. Language anxiety has been considered a specific feeling of tension and apprehension that students feel when learning a foreign language. Learners may experience uneasiness to the point it affects the production in the target language as well as the whole language learning. However, anxiety is not the only element influencing students’ learning, since other factors – motivation among others – contribute to feed a vicious circle in which a causal order between affective factors and learning achievement is difficult to pinpoint. Process drama represents a suitable solution, being a real-life experience in a monitored environment. Some drama-based activities will be described, addressing the need to create a safe-place where students are actively involved and not scared of making mistakes. A case study will be described to explore how these activities can be introduced in a second language learning environment, focusing on how they can facilitate students’ learning of Italian. In particular, the role played by language anxiety will be explored, as well as the importance of fostering motivation in adult learners.