영어 문해력 향상을 위한 드라마기법 적용 사례: TESOL대학원 교수법 온라인 과정개발을 통해 본 사례 연구
Connecting Drama Techniques with English Literacy Development: Case of TESOL Graduate On-Line Methodology Course
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This study explores a TESOL methodology course that connects drama techniques with English literacy development in the Korean EFL context. The course, Drama and Literacy, was implemented initially as an offline course; however, due to the breakout of COVID19, it had to be implemented live online class using ZOOM. The participants were 13 graduate students who chose the course, and the duration of the course was 45 hours, three hours a week for 15 weeks. Based on the four principles of language curriculum development (Nation & Macalister, 2020), the researcher attempted to develop the course through meaning-focused input, meaning-focused output, language-focused learning, and fluency development. As for literacy development, the researcher developed the course using the four resource models by Freebody and Luke (1990) and designed the class focusing on the roles of the learner. The questionnaires were carried out twice before and after the course. The results show that process-oriented drama activities using storybooks were the most effective way of improving literacy ability. All of the participants strongly agreed with the idea that drama techniques should be used to improve EFL learners' literacy development. Regarding the pros of the online format, saving time and convenient management were mentioned the most. Strange communication situations and easy distraction were mentioned as the weakness of the online drama course.
Abstract
This study explores a TESOL methodology course that connects drama techniques with English literacy development in the Korean EFL context. The course, Drama and Literacy, was implemented initially as an offline course; however, due to the breakout of COVID19, it had to be implemented live online class using ZOOM. The participants were 13 graduate students who chose the course, and the duration of the course was 45 hours, three hours a week for 15 weeks. Based on the four principles of language curriculum development (Nation & Macalister, 2020), the researcher attempted to develop the course through meaning-focused input, meaning-focused output, language-focused learning, and fluency development. As for literacy development, the researcher developed the course using the four resource models by Freebody and Luke (1990) and designed the class focusing on the roles of the learner. The questionnaires were carried out twice before and after the course. The results show that process-oriented drama activities using storybooks were the most effective way of improving literacy ability. All of the participants strongly agreed with the idea that drama techniques should be used to improve EFL learners' literacy development. Regarding the pros of the online format, saving time and convenient management were mentioned the most. Strange communication situations and easy distraction were mentioned as the weakness of the online drama course.
참고문헌 (29)
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