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研究生:黃婉菁
研究生(外文):Wan-ching Huang
論文名稱:國中七年級學生應用英語讀者劇場之研究
論文名稱(外文):A Study on the Application of the English Readers Theater for Seventh-Grade EFL Students
指導教授:張玉玲張玉玲引用關係
指導教授(外文):Ye-ling Chang
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:96
語文別:英文
論文頁數:134
中文關鍵詞:讀者劇場戲劇表演唸讀劇本齊聲朗誦
外文關鍵詞:Readers TheaterDrama PerformanceReading AloudA ScriptChorus Reading
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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
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