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研究生(外文):Ying-li Chen
論文名稱(外文):Teaching English Through Readers Theater: a Case Study of EFL Junior High School Students in Yunlin, Taiwan
指導教授(外文):Yih-fan Chang
外文關鍵詞:Readers TheaterEFL Junior HIgh School Englishdrama teachingcontrol group
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指導教授:張逸帆 博士
研 究 生:陳英俐

1. 不論讀者劇場或一般戲劇教學皆能增強學生英語學習動機及口說能力的自我肯定。
2. 實驗組學生在經過讀者劇場薰陶後,比控制組顯著更降低對英語的成見並願意將英語運用在日常生活中。
3. 實驗組學生在朗讀測驗及圖像口述故事中,都比對照組學生獲得更大進步。此證明讀者劇場教學更能使學生在聽、說方面大幅進步。
4. 實驗組學生更肯定讀者劇場,手拿劇本不用制式地將劇本背熟演出,能降低演出時對劇本、觀眾及場景的恐懼,而能樂於戲劇演出。

This study aims to investigate the effects of Readers Theater on English learning for rural junior high school students in Taiwan. It attempts not only to explore the effects of RT on students’ English ability, and learning motivation but also to investigate the improvement in listening, and speaking skills.
The subjects of the study are sixty eighth grade junior high school students in Yunlin County. During a fifteen-week project of drama learning, thirty of them join in RT as the experimental group and thirty are instructed in the drama teaching as the control group. Moreover, all the subjects are asked to finish an English Learning Survey (ELS) before and after the program. Furthermore, a comparison of assessment of English Speaking Proficiency Exams of both groups between the pre-test and post-test are also obtained to see if there is a greater difference between the groups. Finally, all the subjects’ comments and suggestions for this study are translated from Chinese into English. Based on these collected data, quantitative and qualitative analyses are made respectively.
The major findings of this study are summarized as follows:
1. Both Readers Theater and drama teaching can enforce students’ English learning motivation and self-evaluation of oral ability.
2. There is a significant difference in decreasing the biases of English learners and application of learning English to daily life between the experimental group and control group. The experimental group makes much more progress than the control group in lowering their bias toward English and applying English to their daily lives.
3. The experimental group makes much more progress than control group in the Read-Aloud Task and Picture-cued Storytelling Task. This indicates that Readers Theater can help students improve a lot in their listening and speaking abilities.
4. Reading the scripts without memorizing the lines when performing can reduce students’ anxiety toward the scripts, scenes, and audience, and helps them enjoy the performance more.
The study findings suggest that English teachers in junior high schools could incorporate Readers Theater, another kind of drama teaching, into their teaching, and that this would be especially helpful for rural students. It could help these students have the opportunity to advance their listening and speaking skills as well as improve English learning motivation.
Background and Motivation 1
Purpose of the Study 6
Research Questions 6
Significance of the Study 7
Limitations of the Study 8
Definition of Terms 8
The Theoretical Background of Drama Teaching 11
A Brief Introduction to the Origin of Readers Theater 12
Ancient Greek and Rome 12
The Medieval Period 13
Developments in Renaissance 13
The Bloom of the Twentieth Cetury 14
Definitions of Readers Theater 14
The Elements of Readers Theater 16
The Scripts 16
Voice 17
The Little Movement and Unnecessary Costumes 18
The Stage 18
Presenting Readers Theater 19
The Related Characteristics of Readers Theater 21
Fluency 21
Reptition 22
Suggestion 22
Imagination 23
Documented Effects of Readers Theater 24
Confidence 25
Cooperative Learning 25
Grade 1-9 Curriculum 26
Four-skills Motivator 29
The Distinctions between Testing and Assessment 30
Assessment in Language Learning 31
The Difficulty of Measuring Speaking Assessment 32
A Pilot Study 33
Results of the Pilot Study 34
Subjects 35
Instruments 37
Teaching Materials 38
The Pilot Study of English Learning Survey 38
The Pilot Results of the ELS 41
The Pre-test and Post-test of the English Learning Survey 41
The Pre-test and Post-test of the English Speaking Proficiency Exam 42
Study Procedures 44
Data Analysis 45
Quantitative Analysis 45
Qualitative Analysis 46
The Distribution of the Subjects’ Backgrounds 47
Descriptive Statistics of the Learning Backgrounds of the Subjects 48
Descriptive Statistic of Family Condition of the Subjects 50
The Comparison of the Pre-test and Post-test of Students’ English Learning Attitudes 53
Comparison of the Motivation for Learning English between the Pre-test and Post-test 53
Comparison of Biases of English Learners between the Pre-test and Post-test 54
Comparison of the Self-evaluation of Speaking Skills in the Pretest and Post-test 57
Comparison of the Application of Learning English in Daily Life of the Pre-test and Post-test 59
The Effects of Performing Drama Teaching or Readers Theater on English Speaking Proficiency Exams 61
Comparison of the Read-Aloud Task between Class A (the control group) and Class B (the experimental group) 61
Comparison of the Picture-cued Storytelling Task between Class A (the control group) and Class B (the experimental group) 63
Students’ Opinions of the Drama Teaching Experience 65
Conclusions 69
Implications 72
Suggestions 73

Appendix A: A Lesson Plan for Readers Theatre 85
Appendix B: English Learning Survey--Pilot Study 87
Appendix C-1: The Pre-test of English Speaking Proficiency Exam-- Pilot study 90
Appendix C-2: The Post-test of English Speaking Proficiency Exam—Pilot Study 91
Appendix D-1: The Assessment of ESPE—Pre-test—Pilot Study 92
Appendix D-2: The Assessment of ESPE—Post-test—Pilot Study 93
Appendix E-1: English Learning Survey –Pre-test 94
Appendix E-2: English Learning Survey-Post-test 97
Appendix F-1: The Pre-test of English Speaking Proficiency Exam 100
Appendix F-2: The Post-test of English Speaking Proficiency Exam 102
Appendix G-1: The Assessment of English Speaking Proficiency Exams—Pre-test 104
Appendix G-2: The Assessment of English Speaking Proficiency Exams—Post-test 105
Appendix H-1: GO HOME, GIRLIE 106
Appendix H-3: THE CRAZY CRITTERS 113
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