드라마 활용 영어수업의 효과
The effects of drama tasks on English language learning.
0
조회
0
다운로드
17
인용
0
참고문헌
초록
Abstract
A social-constructivist perspective on language learning provides a theoretical rationale for interaction-centered, task-based, collaborative learning. Drama-oriented tasks as a means to promote socially shared learning are particularly useful in foreign language classrooms, in that they can create a meaningful learning context, where learners are encouraged to acquire a language by using it rather than by studying it. Not only do drama tasks expand opportunities for communicative interaction, they are also effective for developing a variety of other skills, such as cognitive, affective, and social skills. The goal of this study was to explore the effects of drama-oriented tasks on students’ oral proficiency as well as their self-perception of attainment in linguistic, cognitive, social, and affective domains. To identify students’ perceptions about the effects of the drama tasks, questionnaires were developed and administered to 11 college students enrolled in a course titled “English through Drama” before and after the semester-instruction. Also, their oral proficiency was measured through speaking tests conducted at the beginning and at the end of the semester. The findings of the study are discussed, along with their pedagogical implications.
참고문헌 (32)
- 김진철, "교양영어 수업에서 드라마 프로젝트의 활용 효과.", 5(2), pp.91~105 (1999)
- 박현주, "드라마를 이용한 영어교육의 학습효과에 관한 실증적 연구" (1999), 대진대학교
- 서은형, "드라마 사용이 영어교육에 미치는 영향 연구" (1995), 연세대학교
- 오경욱, "영어학습의 흥미도 및 말하기 능력 신장을 위한 영어연극의 효과에 관한 연구" (1999), 충남대학교
- 이용훈, "드라마 기법의 적용을 통한 의사소통능력 신장", 54(2), pp.149~174 (1999)
- 정양수, "컴퓨터보조 언어학습(CALL)에 대한 협동학습 측면에서의 고찰.", 56(4), pp.373~395 (2001)
- 조세경, "구성주의와 문제중심 학습법", 56(4), pp.311~327 (2001)
- Bang,Y, "College students’ attitudes towards drama- oriented activities", 7(2), pp.345~366 (2000)
- Bolton,G, "Drama as education:An argument for placing drama at the center of the curriculum" (1984), Longman
- Evans, "Drama in English teaching" (1984)
- Heinig, "Creative drama for the classroom teacher" (1993), Prentice Hall
- Holden,S, "Drama in English teaching" (1981), Longman
- Krashen,S.D, "Principles and practice in second language acquisition" (1982), Pergamon Press
- & Appel, "Vygotskian approaches to second language research" (1994)
- Lightbown, P. M., "How languages are learned." (1999), Oxford University Press
- Long,M.H, "Native speaker", non-native speaker conversation and the negotiation of comprehensible input, 1983, pp.4, 126~141
- Maley,A, "Drama techniques in language learning" (1979), Cambridge University Press
- McCaslin,N, "Creative drama in the intermediate grades" (1987), Longman
- McCaslin, "Creative drama in the classroom" (1990)
- McKay,S, "Literature in the ESL classroom.In C.Brumfit & R.Carter(Eds.)Literature and language teaching", pp.191~198 (1987), Oxford University Press
- O’Neill,C, "Drama structures" (1982), Hutchinson
- Pica, "Research on negotiation What does it reveal about second language acquisition? Conditions", pp.493~527 (1994)
- Platke,M.J, "Elementary school play" (1990), Academic Therapy Publication
- Ralph,E.G, "The power of using drama in the teaching of second languages: Some recollections.", 32, pp.273~288 (1997)
- Savery,J, "Problem based learning: An instructional model and its constructivist framework.", 35(5), pp.31~38 (1995)
- Slavin, R. E, "Cooperative learning: Theory, research, and practice (2nd ed.)." (1995), Allyn & Bacon.
- Smith,S.M, "The theater arts and the teaching of second languages" (1984), Addison-Wesley Publishing Co
- Stern,S, "Drama in second language learning from a psycholinguistic perspective", 30, pp.77~100 (1980)
- Turecek,I, "The significance of theatrical activities for English instruction in primary school.", 29(4), pp.53~60 (1997)
- Vygotsky,L.S, "Mind in society" (1978), Harvard University Press
- Vygotsky,L.S, "Thought and language" (1986), MIT Press
- Way,B, "Development through drama" (1967), Humanities Press