아랍어 희곡 텍스트를 활용한 아랍어와 아랍문화 교육 교육 연극적 방법을 중심으로

Abstract

Lately, researchers of foreign language education focus on educational drama as a way to develop communicational skills for learners. This method emphasizes the learner's role as an active participant, not as a passive receiver. It opens up the possibility to realize learner-centered education in foreign language classes. However, a lot of foreign language teachers remain unaccustomed to and thereby reluctant to the drama method. They appear to think that it is difficult to apply to class-room conditions in reality. Therefore researches should find ways to address this gap and to enhance the applicability. This study, based on the constructivist learning model, takes note of the drama text for its learner-centered technique. It suggests possible methods to introduce the drama techniques to Arabic-language classes. Particularly, this study notices the fact that Arabic drama texts lend themselves expedient and valuable tools in teaching both Arabic language and Arab culture. This study starts by investigating the theoretical backgrounds, exploring the definitions and setting out the aims. Then it moves on to suggest the role of teachers in introducing the drama methods into the Arabic language classes and presents some of relevant case studies. This study tries to show that using Arabic drama texts is a useful tool in providing a general approach towards teaching the converged education of Arabic language and Arab culture. It will contribute to help teachers to have a break from the traditional teaching method focusing on grammar and/or fragmentary Arabic learning. Thereby it is expected to trigger active interests and participation on the part of learners.