The genesis of the concept «performative foreign language didactics»

Introduction . The development of pedagogy requires constant updating and revision of existing methods. The term «performative didactics of a foreign language», introduced in 2013 by Manfred Schewe, reflects the growing interest of the pedagogical community in the use of theater arts and other types of artistic and creative activity in teaching foreign languages. However, the practical application of performative methods faces difficulties associated with the interdisciplinary nature and insufficient methodological base. Purpose setting . The purpose of the study is to identify key scientific concepts that contributed to the formation of the theoretical foundations of performative didactics of a foreign language as an independent section of pedagogy and educational theory, to determine the key characteristics of performative didactics of a foreign language and its place in the general methodology of teaching foreign languages, as well as to develop methodological principles for its implementation. Methodology and methods of the study . The study is based on the analysis of scientific literature and a comparison of the most common existing methods of teaching a foreign language according to the criteria of focus, the role of participants and the format of training. Results . The unification of approaches of drama pedagogy and theatre pedagogy under a single concept of «performative didactics of a foreign language» allows us to see the overall picture of the use of theatrical elements and techniques, music, dance and other performative forms in teaching foreign languages. The unification of approaches allows us to speak of performative didactics as a single conceptual approach, where «small» and «large» forms complement each other and create a single system of teaching. Drama pedagogy and theatre pedagogy pursue a common goal – the development of communication skills, creative potential and critical thinking of students through active involvement in the educational process, game design of classes and an aesthetic component. Conclusions . The unified concept of performative didactics facilitates the structuring and classification of scientific knowledge about performative methods. The prospects of performative didactics are connected with further study of methods that combine traditional pedagogical practices with elements of theatre and drama, as well as with the study of their influence on cognitive and emotional development, intercultural competence and critical thinking.