本研究旨在探討讀者劇場活動應用在國中七年級對學生英語學習的影響。首先比較實施讀者劇場前後，學生對英語教材的反應；之後探討學生英語閱讀和口說能力的改進，以及學生對讀者劇場劇本及活動的反應。最後，研究者檢視學生對讀者劇場教學的建議。本研究實施的對象是台中市向上國中六十八位七年級的學生。實施活動為期十二週。活動實施前，學生先進行英語口說能力前測及填寫前測問卷，並以第一次月考作為英語能力前測。實施活動期間，學生必須藉由五項讀者劇場活動來唸讀五個讀者劇場劇本。五項讀者劇場唸讀活動分別為全班唸讀(Primary Reading)、輪流唸讀(Round Robin Reading)、即興唸讀(Instant Reading)、合作唸讀(Cooperative Reading)、及上台讀劇(Staged Reading)。每項活動後尚須完成一份讀者劇場活動學習單。活動實施結束後，學生再進行英語口說能力後測及填寫後測問卷，並以期末考作為英語能力後測。 根據研究歷程，研究者蒐集並比較所得數據，分別以成對樣本t檢定作量化分析。此外，問卷中的開放性問題另以質化分析之。 根據數據分析結果，本研究的主要發現摘述如下： 一、實施讀者劇場活動前後，學生對國中英語教材的看法沒有顯著不同。然而根據平均數，學生喜歡改編自教材的劇本，且認為英語教科書的內容適合他們。 二、實施讀者劇場活動之後，學生認為讀者劇場活動能促進英語學習，減低學習焦慮，以及增進人際互動。五種讀者劇場活動當中，學生最喜歡全班唸讀活動。活動中最大的收穫和困難皆是劇本中的英語生字。 三、實施讀者劇場活動前後，對於提昇學生的英語閱讀能力沒有顯著差異，但是對提昇學生的英語口說能力有顯著差異。然而從平均數來看，學生的英語閱讀成績有小幅進步。 四、實施讀者劇場活動之後，學生建議除了改編自英語教材的劇本之外，能選讀更多樣化的讀者劇場劇本和進行更多的讀者劇場活動，以提高英語閱讀興趣及增進英語能力。 根據本研究結果，提供以下教學建議: 國中英語教師可以運用讀者劇場活動於英語課室活動當中，以提昇英語學習興趣及能力，特別是口說能力。教師亦可以增加活動次數及使用各式改編劇本，以增進唸讀的興趣。除了由教師改編英語教科書成為劇本進行讀者劇場唸讀活動之外，亦可以鼓勵學生自行改編教材成為劇本，以增進學生的英語寫作能力及提昇英語教科書的正向功能。

The purpose of the study is to investigate the effect of the Readers Theater (RT) on seventh-graders in junior high school. First, the student responses to the English teaching materials before and after the RT instruction were compared. After that, the students’ English reading and speaking performance and their responses to RT scripts and RT activities were probed and analyzed. Finally, the students’ suggestions to the RT instruction were examined in this study. The subjects of this study were 68 seventh-graders in Hsiang Shang Junior High School in Taichung City. The RT instruction of the students lasted for 12 weeks. Before the RT instruction, the students took an English speaking pretest, answered the pretest questionnaire and took the first monthly English exam as the English pretest. During the RT instruction, the subjects needed to read the five RT scripts by doing five RT activities, including primary reading, round robin reading, instant reading, cooperative reading, and staged reading, and finish writing the RT worksheets after each activity. When the RT instruction was completed, the subjects took the English speaking post-test, answered the post-study questionnaire and took the final monthly English exam as the English post-test. After collecting data, the researcher quantitatively compared them by samples-paired t-tests. In addition, the student responses to the open-ended questions in the questionnaire were analyzed qualitatively. Based on the data analyses, the findings of the study are summarized as follows: 1. There is no significant difference between the student responses to their English teaching materials before and after the RT instruction in the study. However, based on the mean scores, the students enjoyed the adapted RT scripts and found the content of the English textbooks suitable for them. 2. After the implementation of the RT instruction, the students considered RT beneficial to prompting English learning, lowering learning anxiety, and fostering interpersonal relations. Of the five RT activities, primary reading was at the top of the students’ favorite RT activity. In addition, the students’ best gain and difficulty in the RT instruction was learning the new English words. 3. There is no significant difference between the students’ English reading performance before and after the RT instruction in the study, but there is a significant difference between the students’ English speaking performance before and after the study. Nonetheless, according to the mean score, the students’ English reading performance was slightly improved after the study. 4. After the RT instruction, the students suggested that besides the adapted RT scripts from the English textbooks, various RT scripts and more RT activities should be implemented in the English class to prompt the students’ English reading motivation and to improve their English reading performance. On the basis of the study, some pedagogical applications are suggested. English teachers in junior high school can apply RT instruction in their English class to enhance the students’ interest in English learning, particularly English speaking. Moreover, teachers can design more RT activities and RT scripts than before in their class to facilitate English reading. Besides teacher-oriented script adaptation, English teachers can encourage their students to adapt their own RT scripts from their English textbooks. In this way, the students’ English writing competence can be improved and the functions of the English textbooks can be positively promoted.

TABLE OF CONTENTS CHAPTER ONE INTRODUCTION Background and Motivations……………………………………...................1 Purposes of the Study………………………………….……...………………4 Research Questions……………………………………………....…………...5 Significance of the Study……………………………………….....…..............5 Limitations of the Study…………………………………………….…….......6 Definition of Terms………………………………………...……..……...…....7 CHAPTER TWO LITERATURE REVIEW Drama Performance and English Learning………………...……..…...........10 Nature of Drama Performance…………….……........…….…………..11 Drama in Educational Application.……………………………..…......13 Drama in English Instruction……………………………………...…...16 RT and English Learning………………………….………………….…….19 RT in Language Education……………………………….……….…...20 RT and Reading Instruction…….………………………………….…...22 RT and Oral Communication Skills………………………………...….24 English Teaching Materials……………….……………………….……..…27 Functions of Textbooks……………………………….….……….…….27 Mandated English Textbooks in Taiwan ……………………….……....29 RT Scripts Adapted from English Textbooks………………….....….…33 CHAPTER THREE METHODOLOGY Subjects……………………...…………………………………………….….35 Instruments…………………………………………...…………………...….36 Five Adapted RT Scripts………………………………………………..36 Pre-study Questionnaire on the Student Responses to English Teaching Materials……...……………………………….………………….37 Post-study Questionnaire on the Student Responses to the English RT...38 The English Pretest and Post-test………………………....…………….39 Five RT Worksheets……………………………….…………………....40 The English Speaking Pretest and Post-test……………..….………..…41 Study Procedures……………………………………………………….……42 Data Analysis………………………………………………………...…...…..46 Quantitative Analysis…………………………………………………...46 Qualitative Analysis…………………………………………………….47 CHAPTER FOUR RESULTS AND DISCUSSIONS Comparison of the Student Responses to the English Teaching Materials48 The Student Responses to the RT Scripts……………….…………………..51 The Students’ Favorite RT Scripts………………………………...…….51 The Student Responses to the RT Activities……………………..……........58 The Student Responses to the RT Activities …………..……………….59 The Students’ Favorite RT Activities…………………...……………....62 The Student Responses to the Difficulties in the RT Instruction……….68 The Student Responses to the Best Gains in the RT Instruction………..72 Comparison of the Students’ English Performances……………………….75 Comparison of the Students’ English Reading and Speaking Performance…………………………………………………….76 The Student Suggestions for the RT Instruction…………….……………..78 CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS Conclusions……………………………………….…………………..............81 Implications……………………….………………………………...…...........84 Suggestions………………………….………………………………...…........86 REFERENCES…………………………….………………………………....….88 APPENDIXES Appendix A-1: A Pre-study Questionnaire on the Student Responses to English Teaching Materials………………………………101 Appendix A-2: A Post-study Questionnaire on the Student Responses to the English RT……...…………………..…………….…....102 Appendix B: A Sample Lesson Plan for the RT Instruction……….…...104 Appendix C: The Sample RT Worksheet……………………………….107 Appendix D-1 : The English Speaking Pretest……….…….……………..108 Appendix D-2 : The English Speaking Post-test…………………………..109 Appendix E-1 : The Original Dialogue on Where Are They From?............110 Appendix E-2 : An RT Script on Where Are They From?…………...........111 Appendix F-1 : The Original Dialogue on Happy Birthday.........................113 Appendix F-2 : An RT Script on Happy Birthday…….………..………….114 Appendix G-1 : The Original Dialogue on It’s My Old Friend...................116 Appendix G-2 : An RT Script on It’s My Old Friend……………………...117 Appendix H-1 : The Original Dialogue on Where’s Amanda?....................119 Appendix H-2 : An RT Script on Where’s Amanda?………………….…..120 Appendix I-1 : The Original Dialogue on There’s A Pay Phone Here........122 Appendix I-2 : An RT Script on There’s A Pay Phone Here……………....123 Appendix J-1 : The English Pretest………………......................................125 Appendix J-2 : The English Post-test……………………………………...129 Appendix K-1 : Reliability of the Post-study Questionnaire…..…………133 Appendix K-2 : Validity of the Post-study Questionnaire………………..134

REFERENCESAckroyd, J., & Boulton, J. (2001). Drama lessons for five-to-eleven-year-olds. London: David Fulton Publishers. Barnes, D. (1966). Drama in the English classroom. Illinois: National Council of Teachers of English. Black, A., & Stave, A. M. (2007). A comprehensive guide to readers theatre: Enhancing fluency and comprehension in middle school and beyond. Newark, DE: International Reading Association. Booth, D. (1987). Drama words. Toronto, Ont.: Language Study Centre, University of Toronto. Bourne, E. & Garano, L. (2003). Coping with anxiety. Oakland, CA: New Harbinger Publications. Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman. Buege, C., & Stewig, J. W. (1994). Dramatizing literature in whole language classrooms (2nd ed.). New York: Teachers College Press. Burger, I. B. (1966). Creative play acting: Learning through drama. New York: The Ronald Press Company. Burgess, R., & Gaudry, P. (1986). Time for drama: A handbook for secondary teachers. Philadelphia: Open University Press. Carrick, L. (2001). Internet resources for conducting readers theatre. May 30, 2007, Retrieved from http://www.readingonline.org/electronic/carrick/. Casey, S. & Chamberlain, R. (2006). Bring reading alive through Reader’s Theater. Illinois Reading Council Journal, 34, (4), 17-25. Chen, H. C. (2005). The teaching methods reflected in junior high school English textbooks. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan. Chen, J. H. (2005). A study of oral reading fluency and motivation for reading: The implementation of readers theater in an elementary English class. Unpublished master’s thesis, National Chung Cheng University, Jiayi, Taiwan. Clegg, S., Bradley, S. & Smith, K. (2006). “I’ve had to swallow my pride”: Help seeking and self-esteem. Higher Education Research & Development, 25, (2), 101-113. Coger, L. I., & White, M. R. (1967). Readers’ Theater handbook: a dramatic approach to literature. Glenview, IL: Scott, Foresman. Corcoran, C. A. (2005). A study of the effects of Readers’ Theater on second and third grade special education students’ fluency growth. Reading Improvement, 42, (2), 105. Cornett, C. E. (1999). The arts as meaning makers. Upper Saddle River, NJ: Prentice Hall. Cornish, J. (1999). Gander Academy’s language arts resources on the World Wide Web. August 5, 2006, Retrieved from http://www.cdli.ca/CITE/language.htm?. Csikszentmihalyi, M. (1977). Beyond boredom and anxiety. San Francisco: Jossey-Bass Press. Cullinan, B. (1982). Readers’ theater: Story dramatization in the classroom. In S. Sloyer, Readers’ theatre: Story dramatization in the classroom (p. ix). Urbana, IL: National Council of Teachers of English. Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann. Daly, J. (1991). Understanding communication apprehension: An introduction for language educations. In E. K. Horwitz, & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 3-14). Englewood Cliffs, N. J.: Prentice Hall. Danielson, K. E., & Harrington, J. (2005). From the popcorn book to popcorn!: Multigenre children’s books. Reading Horizons, 46, (1), 45-61. Devellis, R. F. (1992). Scale development theory and applications. London: SAGE. Dodson, S. L. (2000). FAQs: Learning languages through drama. Texas Papers in Foreign Language Education, 5, (1), 129-141. Dornyei, Z. (2001). Teaching and researching motivation. London: Longman. Dougill, J. (1987). Drama activities for language learning. London: Macmillan Publishers. Ediger, M. (2002). Oral communication in the reading curriculum (Opinion paper). (ERIC Document Reproduction Service No. ED 470700). El-Hindi, A. E. (2003). Integrating literacy and science in the classroom: From ecomysteries to readers theatre. Reading Teacher, 56, (6), 536-538. Evans, T. (1984). Drama in English teaching. London: Croom Helm. Flynn, R. M. (2004). Curriculum-based readers theatre: Setting the stage for reading and retention. Reading Teacher, 58, (4), 360-365. Furner, B. A. (1974). Creative dramatics in a language arts program: Personal growth and self-expression. In I. M. Tiedt (Ed.), Drama in Your Classroom (pp. 15-18). Illinois: National Council of Teachers of English. Gillies, R. M. (2006). Teachers’ and students’ verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology, 76, (2), 271-287. Grabe, W. & Stoller, F. L. (2002). Teaching and researching reading. London: Longman. Griffith, L. W., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58, 126-137. Guthrie, J. T. (1996). Educational contexts for engagement in literacy. The Reading Teacher, 49, 432-445. Halliwell, S. (1998). Teaching English in the primary classroom. New York: Longman. Hardy, M. P. (1974). Drama in the classroom. In I. M. Tiedt (Ed.), Drama in Your Classroom (pp. 2-10). Illinois: National Council of Teachers of English. Harris, T. L., & Hodges, R. E. (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association. Haseman, B. & O'Toole, J. (1987). Dramawise: An introduction to the elements of drama. Melbourne: Heinemann. He, X. R. (2004). Investigating distribution of instruction types in EFL elementary and junior high school teaching materials. Unpublished master’s thesis, Tunghai University, Taichung, Taiwan. Hines, M. (2005). Story theater. English Teaching Forum, 43, (1), 24-27, 41. Hong, Y. F. (2004). A study of readers theater on vocational high school students’ EFL learning. Unpublished master’s thesis, National Chung Cheng University, Jiayi, Taiwan. Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132. Huang, S. M. (2005). A study of elementary schools’ English drama in the implementation of curriculum. Retrieved August 8, 2007, from http://www.ceps.com.tw/ec/ecjnlarticleView.aspx?atliid=167280&issueiid=12289&jnliid=2316. Hunkins, F. P., & Ornstein, A. C. (1998). Curriculum: Foundations, principles, and issues (3rd ed.). Boston: Allyn & Bacon. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Books. Johnson, D. W. & Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 173-202). New York: Praeger. Kang Hsuan Educational Publishing Company. (2006). Junior high school English: Book one, Taipei, March 2006 (No. 4397). Taipei: Kang Hsuan Educational Publishing Company. Kinniburgh, L. & Shaw, E. Jr. (2007). Building reading fluency in elementary science through readers’ theatre. Science Activities, 44, (1), 16-22. Lai, H. C., & Wu, C. S. (2006). Examination and improvement on the compulsory education policies. Bulletin of National Institute of Educational Resources and Research, 31, 61-83. Lai, M. W. (2002). A study of cooperative learning in the EFL junior high classroom. Unpublished master’s thesis, National Chung Cheng University, Jiayi, Taiwan. Larkin, B. R. (2001). Can we act it out? The Reading Teacher, 54, 478-481. Lengeling, M. M. (1995, March). The use of Readers Theater in the EFL curriculum. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, Long Beach, CA. Li, H. C. (2003). Predictive evaluation, use and retrospective evaluation of an EFL textbook by junior high school teachers. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Liao, C. C. (1999). The study of textbook and teaching methods usage by secondary school English teachers. Unpublished master’s thesis, National Chengkung University, Tainan, Taiwan. Lin, Y. H. (2004). An analytical study on provisionary editions of junior high school English textbooks in Kaohsiung City. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan. Liu, J. (2000). The power of readers theater: From reading to writing. ELT Journal, 54, (4), 354-361. Liu, W. Ch. (2005). The effect of drama performance on language development and learning attitude: The context of a junior high school. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan. Long, O. & Pluck, M. L., (2006, June). Reader’s Theatre in the classroom. Literacy Today, p. 16. Lu, H. J. (2003). An analysis of adolescent problems in Shakespeare’s Romeo and Juliet and its application to English teaching. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan. Malamah-Thomas, A. (1987). Classroom interaction. Oxford: Oxford University Press. Maley, A., & Duff, A. (2004). Drama techniques in language learning. Cambridge: Cambridge University Press. Mamet, D. (1998). 3 uses of the knife: On the nature and purpose of drama. New York: Columbia University Press. Martinez, M., Roser, N. L., & Strecker, S. (1999). “I never thought I could be a star”: A readers theatre ticket to fluency. The Reading Teacher, 52, 326-334. Mesa, V. (2004). Characterizing practices associated with functions in middle school textbooks: An empirical approach. Educational Studies in Mathematics, 56(2/3), 255-286. McCaslin, N. (1987). Creative drama in the intermediate grades: A handbook for teachers. New York: Longman. McCaslin, N. (1974). Creative dramatics in the classroom. New York: Longman. McGregor, L. (1976). Developments in drama teaching. London: Open Books. Miller, P. (2004). Library tactics to encourage reading. Library Media Connection, 22, (4), 14-19. Millin, S. K. & Rinehart, S. D. (1999). Some of the benefits of readers theater participation for second-grade Title I students. Reading Research and Instruction, 39, (1), 71-88. Ministry of Education. (2000). General guidelines of grade 1-9 curriculum of elementary and junior high school education. Retrieved August 8, 2006, from http://140.111.1.22/english/home_policy.htm. Moran, K. J. K. (2006). Nurturing emergent readers through Readers Theater. Early Childhood Education, 33, (5), 317-323. National institute for Literacy. (2001). Putting reading first. Washington, DC: Office of Educational Research and Improvement. Neelands, J. (1992). Learning through imagined experience: The role of drama in the national curriculum. London: Hodder & Stoughton. Neelands, J. (1998). Structuring drama work: A handbook of available forms in theatre and drama. (T. Goode, Ed.). Cambridge: Cambridge University Press. O’Toole, J., & Dunn, J. (2002). Pretending to learn – helping children learn through drama. Frenchs Forest: Pearson. Oxford, R. L. (1999). Language learning strategies and beyond: A look at strategies in the context of styles. In S. S. Magnan (Ed.), Shifting the instructional focus to the learner, 35-55. Middlebury, VT: Northeast Conference on the Teaching of Foreign languages. Performance literature: Noted authors delight IRA conferees during Readers Theatre symposium. (2004, June/July). Reading Today, p. A10. Pitfield, M. (2006). Making a crisis out of a drama: The relationship between English and drama within the English curriculum for ages 11-14. Changing English, 13, (1), 97-109. Poisson, C. L. (1994). Theater and the adolescent actor: Building a successful school program. Hamden: Archon Books. Post, R. (1971). An oral interpreter’s approach to the teaching of elementary school literature. The Speech Teacher, 20, 167-173. Prescott, J. D. (2003). The power of readers theater. Instructor, 112, 22-26. Rasinski, T. V. (2000). Speed does matter in reading. The Reading Teacher, 54, (2), 146-151. Rasinski, T. V. (2003). The fluent reader. New York: Scholastic. Ratliff, G. L. (1999). Introduction to readers theatre: A guide to classroom performance. Colorado Springs: Meriwether Publishing Ltd. Raymond, A., & Broderick, P. (2007). Teaching and Learning with the arts. Teaching PreK-8, 37, (6), 36-39. Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press. Rinehart, S. D. (1999). “Don’t think for a minute that I’m getting up there”: Opportunities for readers’ theater in a tutorial for children with reading problems. Reading Psychology, 20, (1), 71-89. Sam, W. Y. (1990). Drama in teaching English as a second language: A communicative approach. Retrieved August 9, 2007, from http://www.melta.org.my/ET/1990/main8.html. Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher, 50, 376-381. Sarwar, Z. (2001). Adapting individualization techniques for large classes. In D. R. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader. New York: Routledge. Scanlan, D. (1988). Reading drama. California: Mayfield Publishing Company. Schmuck, P. A., & Schmuck, R. A. (1988). Group processes in the classroom. Iowa: Wm. C. Brown Publishers. Shepard, A. (1994). From script to stage: Tips for reader’s theatre. The Reading Teacher, 48, (2), 184-186. Siegel, C. (2005). Implementing a research-based model of cooperative learning. Journal of Educational Research, 98, (6), 339-349. Slavin, R. E. (1991). Group rewards make groupwork work. Educational Leadership, 48, (5), 89-92. Slavin, R. E. (1995). Cooperative learning: Theory, research and practice. (2nd ed.). Boston, MA: Allyn and Bacon. Sloyer, S. (1982). Readers theatre: Story dramatization in the classroom. Illinois: National Council of Teachers of English. Somers, J. (1994). Drama in the curriculum. London: Cassell Educational limited. Soule, L. W. (1998). Performing identities: Empowering performers and spectators. In C. McCullough (Ed.), Theatre praxis: Teaching drama through practice. (pp. 38-61). New York: St. Martin’s Press. Su, C. F. (2006). The “one guide-multiple text” policy in the nine year curriculum: Problems and resolutions. Journal of Educational Research and Development, 2, (3), 63-91. Su, T. (2005). Action research on drama-assisted high school English’s listening and speaking instruction. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. Swan, E. A. (2003). Concept-oriented Reading Instruction: Engaging classrooms, lifelong learners. New York: The Guilford Press. Tanner, D. (1988). The textbook controversies. In L. N. Tanner (Ed.), Critical issues in curriculum: Eighty-seventh yearbook of the National Society for the Study of Education, part I. (pp. 122-147). Chicago: National Society for the Study of Education. Trelease, J. (2001). The read-aloud handbook. New York: Penguin Books. Tyler, B. J. & Chard, D. J. (2000). Using readers theatre to foster fluency in struggling readers: A twist on the repeated reading strategy. Reading & Writing Quarterly, 16, 163-168. Venezky, R. L. (1994). Literacy and the textbook of the future. In N. J. Ellsworth, C. N. Hedley, & A. N. Baratta (Eds.), literacy: A redefinition (pp. 30-54). Hillsdale, N. J.: Lawrence Erlbaum Associates. Walker, L. (2000). Readers theatre: A reading resource, a teaching tool, a performance vehicle, and a chance to play with language. Retrieved August 7, 2007, from http://loiswalker.com/catalog/teach.html. Walker, L. (2005a). Readers theater: Effective and fun. English Works, 21, 24-28. Walker, L. (2005b). Where is RT script from? English Works, 22, 20-23. Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of Consulting and Clinical Psychology, 33, 448-451. Willis, P. (1990). Common culture. Milton Keynes: Open University Press. Wolf, S. A. (1993). What’s in a name? Labels and literacy in readers theatre. The Reading Teacher, 46, 540-545. Woodward, A. (Ed.). (1994). Textbooks. In International Encyclopedia of Education (2nd ed., Vol. 2, pp. 6366-6371). Exeter: BPC Wheatons. Wormeli, R. (2006). Differentiating for teens. Educational Leadership, 63, (7), 14-19. Worthy, J., & Broaddus, K. (2001). Fluency beyond the primary grades: From group performance to silent, independent reading. The Reading Teacher, 55, 334-343. Worthy, J. & Prater, K. (2002). “I thought about it all night:” Readers theatre for reading fluency and motivation. The Reading Teacher, 56, 294-297. Wu, S. T. (2002). An evaluation of the current set of junior high school English textbooks. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. Wu, W. C., Huang, M. Y., Pen, H. M., & Chang, M. J. (1999). A study on the evaluation of textbook volume of National Open University: Taking students’ reading speed and comprehension of textbooks in Chinese, for instance (National Open University Research Report No. 28). Taipei: National Open University. Yang, A., & Cheung, C. P. (2003). Adapting textbook activities for communicative teaching and cooperative learning. English Teaching Forum, 41, (3), 16-20. Young, T. A. & Vardell, S. (1993). Weaving readers theatre and nonfiction into curriculum. Reading Teacher, 46, (5), 396-406. Yu, H. H. (2004). Exploring gender relationships in Shakespeare’s The Taming of the Shrew and its application to English teaching. Unpublished master’s thesis, National Chunghua University of Education, Changhua, Taiwan. Zalta, G. (2006). Using drama with children. English Teaching Forum, 44, (2), 24-27. 司徒芝萍 (Situ, Z. P.) (2000)。教育劇場。載於熊宜中(主編)，藝術欣賞課程教師手冊：中學戲劇篇(56-67頁)。台北市：藝術館。 吳靜吉 (Wu, J. J.) (2005)。序言。載於邱瑗(主編)，讀劇新時代：語言、聲音、新遊戲 (8-9頁)。台北市：文建會。 胡自強 (Hu, Z. Q.) (2006)。英語教學實施推動委員會：市長的話。2006年7月29日，取自http://eng.tceb.edu.tw/01push/ 洪志成 (Hong, Z. C.) (2000)。九年一貫課程與教學革新。載於財團法人國立台南師院校務發展文教基金會（主編），九年一貫課程：從理論、政策到執行（187-212頁）。高雄市：高雄復文。 張文龍 (Chang, W. L.) (2005)。讀者劇場的誕生與發展。英文工廠, 二十一期, 38-48頁。 張志郎 (Chang, C. L.) (2006)。學校本位教科書選用與教師課程專業知能之研究。未發表的碩士論文。嘉義：國立中正大學教育研究所。 張武昌 (Chang, W. C.) (2006)。台灣的英語教育：現況與省思。教育資料與研究雙月刊，69，129-144。 張宜萱 (Chang, Y. X.) (2005)。讀者劇場輕鬆做。英文工廠, 二十一期, 62-65頁。 張曉華 (Chang, S. H.) (2002)。國民中小學表演藝術戲劇課程與教學活動方法。國民中小學戲劇教育:國際學術研討會論文集 (23-44頁)。台北市：國立台灣藝術教育館。 張曉華 (Chang, S. H.) (2004)。教育戲劇理論與發展。台北市：心理出版社。 陳其南 (Chen, C. N.) (2005)。序言。載於邱瑗(主編)，讀劇新時代：語言、聲音、新遊戲 (4-5頁)。台北市：文建會。 郭雅葶 (Guo, Y. T.) (2005)。從閱讀到讀者劇場---協同中學實作記。英文工廠, 二十一期,53-54頁。 黃美序 (Huang, M. S.) (2000)。什麼是戲劇? 載於熊宜中(主編)，藝術欣賞課程教師手冊：中學戲劇篇(14-21頁)。台北市：藝術館。 黃郇瑛 (Huang, X. Y.) (2005)。來玩戲---淺談兒童戲劇內涵。英文工廠, 十九期, 13-19頁。 鄒文莉 (Zou, W. L.) (2005)。說故事與英語教學。台北市：東西出版社。 鄭月蘭 (Zheng, Y. L.) (2005)。讀者劇場實作記。英文工廠, 十九期, 32-34頁。 彭鏡禧 (Peng, J. X.) (2005) 。序言。載於邱瑗(主編)，讀劇新時代：語言、聲音、新遊戲 (10-11頁)。台北市：文建會。 葉錫南 (Ye, X. N.) (2005)。九年一貫英語教科書之審查制度：一位參與者的觀察與反思。載於張武昌(主編)，九年一貫課程：英語教學挑戰與對策 (279-308頁)。台北市：師大。 詹美華 (Zhan, M. H.) (2003)。九年一貫課程改革教科書開放主要議題之論述分析。未發表的碩士論文。台北：國立台灣師範大學教育研究所。 甄曉蘭 (Zhen, S. L.) (2001b)。中小學課程改革與教學革新。 台北市：元照出版。 鄭博真 (Zheng, B. Z.) (2001)。課程與教學革新。 高雄市：高雄復文。 歐用生 (Ou, Y. S.) (2006)。台灣教科書政策的批判論述分析。當代教育研究季刊，14 (2)，1-26。 葛琦霞 (Ge, Q. X.) (2002)。教室v.s.劇場 好戲上場囉: 圖畫書的戲劇教學活動示範。 台北市: 信誼基金。 戴維揚 (Dai, W. Y.) (2000)。九年一貫課程綱要與Gardner另類的多元智慧。九年一貫課程革新論文集，149-178。 蘇永明 (Su, Y. M.) (2000)。九年一貫課程的哲學分析—以「實用能力」的概念為核心。載於財團法人國立台南師院校務發展文教基金會（主編），九年一貫課程：從理論、政策到執行（3-20頁）。高雄市：高雄復文。 羅美蘭 (Luo, M. L. ) (2005)。從實習教師的觀點看九年一貫英語課程。載於張武昌(主編)，九年一貫課程：英語教學挑戰與對策 (161-191頁)。台北市：師大。