셰익스피어와 EFL 초, 중고 영어교육의 접점 모색하기
Exploring the Interface between Shakespeare and EFL Primary and Secondary English Education
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This paper examines two forms of adaptation, Shakespeare stories and teen films in exploring the interface between Shakespeare and EFL primary and secondary schools. It takes one of the most frequently adapted Shakespeare plays, A Midsummer Night’s Dream, as an example. It reviews Mary Lamb’s MND included in the Lambs’ Tales from Shakespeare (1807) and E. Nesbit’s one in her Beautiful Stories from Shakespeare (1907) as MND stories from the past. Next, as contemporary MND stories, it probes MND in Andrew Matthews’ the Shakespeare Stories (2001) portrayed with Tony Ross’s pen-illustration, and Lesley Sims’ MND delivered with Serena Riglietti’s colored paintings in Usborne Illustrated Stories from Shakespeare (2012). Besides, it discusses Tommy O’ Haver-directed film, Get Over It! (2001) and Were the World Mine (2008) led by Tom Gustafson, as teen adaptation films of MND. Through the scrutiny of these Shakespeare stories and teen films, this essay, on the one hand, endeavors to investigate how Shakespeare corresponds to EFL student-centered and competence-oriented English education in primary and secondary schools. On the other hand, it attempts to check into the ways how Shakespeare supports EFL learners’ creativity and imagination, core factors becoming more significant with English acquisition technology development. It assesses that contemporary MND stories in Matthews’ and Sims’ adaptations are more appropriate for the enhancement of EFL students’ English competence, especially, for less-advanced beginners than the old ones in the Lambs’ and Nesbit’s adaptations. As alternatives for improving EFL students’ creativity and imagination as well as English language competence, it analyzes teen films of MND, Get Over It! and Were the World Mine as sources whereby students could learn metatheatricality and textual indeterminacy while experiencing Shakespeare authentic language and contemporary dialogue.
Abstract
This paper examines two forms of adaptation, Shakespeare stories and teen films in exploring the interface between Shakespeare and EFL primary and secondary schools. It takes one of the most frequently adapted Shakespeare plays, A Midsummer Night’s Dream, as an example. It reviews Mary Lamb’s MND included in the Lambs’ Tales from Shakespeare (1807) and E. Nesbit’s one in her Beautiful Stories from Shakespeare (1907) as MND stories from the past. Next, as contemporary MND stories, it probes MND in Andrew Matthews’ the Shakespeare Stories (2001) portrayed with Tony Ross’s pen-illustration, and Lesley Sims’ MND delivered with Serena Riglietti’s colored paintings in Usborne Illustrated Stories from Shakespeare (2012). Besides, it discusses Tommy O’ Haver-directed film, Get Over It! (2001) and Were the World Mine (2008) led by Tom Gustafson, as teen adaptation films of MND. Through the scrutiny of these Shakespeare stories and teen films, this essay, on the one hand, endeavors to investigate how Shakespeare corresponds to EFL student-centered and competence-oriented English education in primary and secondary schools. On the other hand, it attempts to check into the ways how Shakespeare supports EFL learners’ creativity and imagination, core factors becoming more significant with English acquisition technology development. It assesses that contemporary MND stories in Matthews’ and Sims’ adaptations are more appropriate for the enhancement of EFL students’ English competence, especially, for less-advanced beginners than the old ones in the Lambs’ and Nesbit’s adaptations. As alternatives for improving EFL students’ creativity and imagination as well as English language competence, it analyzes teen films of MND, Get Over It! and Were the World Mine as sources whereby students could learn metatheatricality and textual indeterminacy while experiencing Shakespeare authentic language and contemporary dialogue.
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