교육연극에 의한 영어교과 교수설계방법 연구

Abstract

The thesis is to explore lesson planning methods for English teaching in educational drama (DIE) by understanding the differences between syllabuses for other classes such as history, literature, etc. and language class. Generally, instructional design model consists of the steps, so-called ADDIE model: Analysis, Design, Development, Implementation and Evaluation. Factors impacting to instructional design are learner, contexts of learning, classroom environment and teaching method. Lesson planning of educational drama for English teaching is divided into two levels: planning and working levels. The drama-oriented teacher first needs to specify the goals from the viewpoint of planning the scaffolding of a course. Drama-oriented lesson is consisted of the spiral structure of dramatic form and context. Therefore, planning a drama-oriented syllabus of English teaching should be organized on the basis of the themes or the language items to be introduced in drama. Another important factor is the grouping of learners. Some of learners should have fluency of language and others less. Some of learners should be progressive and others passive. By organizing them into group (generally 5~6 persons) properly mixed, the drama-oriented teacher needs to guide into drama activities with their group work, and to raise the chances of their interactive linguistic delivery. The fluency of learners is also one of variables to decide the language used in class. After the orientation of the syllabus is decided, the outline of the units or lessons at the working level can be planned accordingly. The drama-oriented teacher should structure each drama episode before it begins. The context of drama, the roles to be created and encountered, and the developments of each episode should be carefully considered. The teacher will have to design the general outline of the drama and will work with the whole class in determining how the drama is to be continued, completed, and followed-up according to what occurs in each scene or episode. A syllabus developed in this way recognizes the value of negotiation among participants about what to do and how to behave in the classroom. All pre-decisions made by teacher should be open for modification and further development once they are brought into the classroom because new drama ideas or language aspects stimulated in the teacher-student interaction are likely to be the most appropriate source of learning and teaching. This opened teacher-student interaction is essence of communication in communicative teaching method. In these points of view, educational drama is a task-centered, student-centered, cooperative, communicative teaching method through drama activities, based on oral approach and situational language teaching.