臺灣博碩士論文加值系統

本研究主旨在探討戲劇表演融入英語教學對於國中學生語言發展及學習態度之效益。特別是探討在英語教學過程中，透過戲劇表演是否能提升學生英語聽、說、讀、寫能力的表現，以及學生經由戲劇表演之後，對於英語聽、說、讀、寫四項語言學習態度的改變，最後分析透過合作學習，學生完成戲劇表演活動後的回應。
參加本研究的實驗對象是兩班共計七十八位高雄縣阿蓮國民中學八年級的學生。實驗的設計上，將這兩班各別分成Ｐ班及Ｎ班，Ｐ班接受英語戲劇教學活動並融入戲劇表演，Ｎ班只接受英語戲劇教學活動而無戲劇表演。實驗前，兩班學生的英語聽、說、讀、寫能力並無顯著差異。在為期二十二週的英語戲劇教學活動中，學生必須閱讀三部改編劇本，並完成三份學習單。然後研究者收集兩班學生實驗前和實驗後的月考成績統計，並做量化分析。進而研究者用兩份調查問卷比較兩班對於本研究實驗前及實驗後態度上差異，再用一些開放式問題做質的分析。
在英語戲劇教學活動後，本研究的主要發現摘述如下：
1.Ｐ班及Ｎ班的學生在英語聽、說、讀的表現上有顯著差異，且Ｐ班學生的表現優於Ｎ班；但英文寫作的能力上，Ｐ班及Ｎ班並無顯著差異。
2.Ｐ班學生對於英語戲劇學習的態度高於Ｎ班學生。
3.Ｐ班對於英語聽、說、讀、寫四項的語言學習之態度高於Ｎ班。
4.Ｐ班大多數的學生都相當肯定運用合作學習對於戲劇表演的幫助，並認為戲劇表演可以加深學習的經驗。
根據本研究發現，國中英語教師可以將戲劇表演與英語教學結合，以幫助學生加深學習經驗，並提高他們的英語學習動機與興趣。此外，透過學習活動中的互動，可以使學生了解到合作學習的重要，並藉此增進人際關係及自我成長。

The purpose of this study is to investigate the effects of integrating drama performance into English instruction for junior high school students in Taiwan. Specifically, the effects of drama performance on students’ English competence in listening, speaking, reading and writing are examined first. Then, students’ attitudes toward language learning via drama technique are compared and analyzed. And finally, their responses to cooperative learning and drama performance are investigated and analyzed.
The subjects for this study came from two classes of 78 students in the eighth grade of Alian Junior High School in Kaoshiung County. The students were divided into two groups. Drama performance was applied in Class P; contrastively, drama performance was not applied in Class N during the integrating drama performance into English instruction (IDPEI) project. All of the 78 subjects joined a 22-week project, and they were requested to read three drama scripts and write three worksheets related to the drama while learning. All subjects were asked to answer the pre-study questionnaire and took a monthly English term examination as the pre-test before the IDPEI project. After the project, the subjects were asked to answer the post-study questionnaire and took a monthly English term examination as the post-test in order to compare the differences between Class N and Class P. Then, two monthly English term examination scores and the results of five-point scale questions in the pre-study and the post-study questionnaires were collected, computed and analyzed quantitatively. The opinions and responses of the students in the open-ended questions of the pre-study and post-study questionnaires were analyzed qualitatively.
Based on the quantitative and qualitative data analyses, the findings of the present study are summarized as follows.
1. After the IDPEI project, Class P performed better than Class N in listening, speaking and reading, but there was no significant difference in writing between the two classes.
2. As to attitudes toward English drama instruction, the students of Class P had more positive attitudes than those of Class N did after the IDPEI project.
3. After drama performance, students of Class P held higher attitudes toward English language learning, including listening, speaking, reading and writing, than those of Class N did.
4. Most of the students in Class P responded affirmatively to using cooperative learning in drama performance, and they also thought that drama performance reinforced their learning experience.
Based on the study findings, it is suggested that English teachers in junior high school should integrate drama performance into English instruction. This helps students reinforce their learning experience and increase students’ interest and motivation toward English learning. In addition, through the interaction in the learning activities, students can realize the importance of cooperative learning, and they will develop their interpersonal relationship and foster personal growth in the end.

TABLE OF CONTENTS Page
CHAPTER ONE INTRODUCTION
Background and Motivation 1
Purposes of the Study 5
Research Questions 6
Significance of the Study 6
Limitations of the Study 7
Definition of Terms 7

CHAPTER TWO LITERATURE REVIEW
Factors for Language Learning 10
The Cognitive Factors for Language Learning 11
The Affective Factors for Language Learning 12
The Social Factors for Language Learning 16
Drama Performance in English Instruction 18
Nature of Drama Performance 19
Benefits of Drama Performance 21
Fostering Personal Growth 21
Expanding Imagination to Real Life 24
Facilitating Language Use 25
Language Arts in Drama Learning 26
Application of Drama Performance in English Instruction 28
Drama Performance in English Classes 30

Cooperative Learning 31
Nature of Cooperative Learning 32
Benefits of Cooperative Learning 33
Application of Cooperative Learning 35

CHAPTER THREE METHODOLOGY
Subjects 40
Instruments 41
Three Adapted Scripts 42
Three Worksheets 44
Two Monthly English Term Examinations 44
Speaking Tests 45
Questionnaires 46
Study Procedures 48
Data Analysis 50
A Quantitative Analysis 50
A Qualitative Analysis 50

CHAPTER FOUR RESULTS AND DISCUSSIONS
Comparison of Students’ English Competence Before and After 53
the IDPEI
Comparison of Student Attitudes Toward English Drama Learning 55
Comparison of Student Responses to English Four Language Skills 59
Before and After the IDPEI

Comparison of Student Responses to English Listening 59
Before and After the IDPEI
Comparison of Student Responses to English Speaking 63
Before and After the IDPEI
Comparison of Student Responses to English Reading 69
Before and After the IDPEI
Comparison of Student Responses to English Writing 74
Before and After the IDPEI
Student Responses to Cooperative Learning in English Learning 78
Student Responses to Drama Performance in English Learning 82

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions 87
Implications 89
Suggestions 91

REFERENCES 93

Appendix A: Worksheet One The Frog Prince 106
Appendix B: Worksheet Two The Golden Goose 108
Appendix C: Worksheet Three The Wizard of Oz 110
Appendix D-1: The Speaking Pretest 112
Appendix D-2: The Speaking Post-test 113
Appendix E-1: A Pre-study Questionnaire on English Learning 114
Experiences
Appendix E-2: A Post-study Questionnaire on Integrating 116
Drama Performance into English Instruction

LIST OF TABLES AND FIGURES
Table Page
3.1 The Distribution of the Subjects in Class P and Class N 40
3.2 Criteria for Evaluating the Students’ Performance in Section One and 46
Second Two of the Speaking Test
4.1 Comparison of Students’ English Competence in Listening, Speaking, 53
Reading and Writing in the Pretest
4.2 Comparison of Students’ English Competence in Listening, Speaking, 55
Reading and Writing in the Post-test
4.3 A t-test of the Student Attitudes toward English Learning between 59
Class P and Class N in the Post-study Questionnaire
4.4 Comparison of Student Responses to English Listening in the 60
Pre-study Questionnaire
4.5 Comparison of Student Responses to English Listening in the 62
Post-study Questionnaire
4.6 Comparison of Student Responses to English Speaking in the 64
Pre-study Questionnaire
4.7 Comparison of Student Responses to English Speaking in the 68
Post-study Questionnaire
4.8 Comparison of Student Responses to English Reading in the 70
Pre-study Questionnaire
4.9 Comparison of Student Responses to English Reading in the 72
Post-study Questionnaire
4.10 Comparison of Student Responses to English Writing in the 75
Pre-study Questionnaire

4.11 Comparison of Student Responses to English Writing in the 77
Post-study Questionnaire
4.12 Student Responses in Class P to Cooperative Learning after the IDPEI 79
4.13 Student Responses in Class P to Drama Performance after the IDPEI 83

Figure
1. A Flow Chart of the Study Procedures 49

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