영어 연극 수업이 중학교 학습자들의 듣기․말하기 능력과 정의적 요인에 미치는 영향
- Alternative Title
- The Influence of English Play on Middle School Students' Listening and Speaking Abilities Competence and Affective Domains
- Abstract
- The Influence of English Play on Middle School Students' Listening and Speaking Abilities Competence and Affective Domains
Yim, Sook-hyun
Graduate School of Education
Pukyong National University
Abstract
Enhancing the students' communicative competence is becoming a hot issue in the English education. In the traditional classroom , students have improved their understanding of English through reading and listening. However, it is also true that English education is too focused on comprehension and academic contents. Moreover, there are limited opportunities to provide students with an authentic, real-life communication environment during English classes. Because of this, Korean students have relatively limited chances to improve their practical communicative competence. As a result, many of them have affective anxieties in expressing their opinions.
Many recent studies seek to help students find interest in conversing in English, 'English play' is one method. English play, a student-centered teaching technique, has not been thoroughly assessed until now. English play not only provides students with an excellent chance to communicate in English, but also helps them to positively develop their affective domains such as interest, motivation, and self-confidence.
Upon recognition of other studies' limitations, I wanted to know how English play could affect students' communicative competence and affective domains. Following are the research problems. 1. Does the learning experience through English play affect students' communicative competence? 2. Does the learning experience through English play affect students' affective domains?
Thirty-two participants were given a pretest designed to tap into the participants' listening and speaking abilities. Participants were divided into two groups according to their participation in English play. The experimental group was composed of 16 students who took part in the English play practice. The control group was composed of 16 students who didn't take part in the English play practice, but later watched the experimental group's performance. After the experiment, both groups took a listening test to measure changes in their listening and speaking abilities. Also, surveys were carried out before and after English play, and in-depth interviews were performed to measure change in their affective domains. The groups were compared using the results of these listening tests, surveys, and in-depth interviews.
The results of this study are as follows. Firstly, students in the experimental group showed more improvement on their listening and speaking abilities than those in the control group. Secondly, the learning experience through English play positively affected students' affective domains. Specifically, English play provided a positive learning experience for both the experimental group and the control group. In other words, even though English play activities were provided only to students in the experimental group, the control group students also developed further interest in English by watching their peer's performance. In the way that both groups studied the play script, it can be inferred that having the opportunity to perform what students learned in English class can enhance their interest, regardless of participation.
In conclusion, learning English through English play can affect students' listening and speaking abilities and affective domains in a positive way.
These results suggest that English play should be used as an essential tool in Korean-English education, which tries to evolve to meet the practical needs of today's students.
- Issued Date
- 2012
- Awarded Date
- 2012. 8
- Type
- Dissertation
- Publisher
- 부경대학교
- Affiliation
- 부경대학교 교육대학원
- Department
- 교육대학원 영어교육전공
- Advisor
- 조윤경
- Table Of Contents
- Ⅰ. 서 론 1
1.1 연구의 필요성 및 목적 1
1.2 연구 과제 3
1.3 연구의 제한점 3
Ⅱ. 이론적 배경 4
2.1 연극(drama)과 언어 학습 4
2.1.1 연극의 정의 4
2.1.2 언어학습 도구로서의 연극 5
2.2 연극의 교육적 효용성 6
2.2.1 의사소통 능력 향상 6
2.2.2 흥미와 동기유발 8
2.2.3 자신감의 증진 9
2.2.4 영어 문화에 대한 이해 11
2.2.5 상상력과 창의력 개발 11
2.2.6 협동심 배양 12
2.2.7 청취력 향상 12
2.2.8 몸짓 표현의 향상 14
2.3 언어교수법적인 측면 14
2.3.1 총체적 언어 교수법 15
2.3.2 과제 수행 학습법 15
2.4 연극 기법 16
2.4.1 노래 및 챈트 활용 17
2.4.2 무언극 활용 18
2.4.3 즉흥극 활용 18
2.4.4 역할극 활용 19
2.5 영어연극의 지도 단계 19
2.5.1 준비과정 19
2.5.1.1 대본선정 19
2.5.1.2 소그룹 편성 20
2.5.1.3 연출안 작성 21
2.5.1.4 배역 21
2.5.1.5 연극 수업 22
2.5.2 연습 및 공연 23
2.5.3 평가 단계 24
2.5.4 교사의 역할 25
2.6 선행 연구 고찰 26
Ⅲ. 연구 방법 29
3.1 연구 참여자 29
3.2 연구 기간 및 절차 30
3.3 연구 도구 33
3.4 실제 영어연극반 지도 35
3.4.1 준비단계 35
3.4.1.1 대본 선정 및 작성 36
3.4.1.2 배역 선정성 36
3.4.2 연습 및 공연 준비 단계 37
3.4.2.1 호흡발성 및 발음 연습 37
3.4.2.2 대본 읽기 및 대사 연습 38
3.4.2.3 배역 연구 39
3.4.2.4 무대 활용을 위한 동작의 기본원리 및 무대 위 동선 익히기 40
3.4.2.5 소집단 활동을 통한 연기 다듬기 41
3.4.2.6 노래 및 안무 익히기 42
3.4.2.7 총 연습 및 정리단계 43
3.4.2.8 연출교사의 기타 준비사항 44
3.4.2.9 공연 발표 45
3.4.2.10 소감 발표 및 평가 46
3.5 자료 분석 46
Ⅳ. 연구 결과 및 논의 48
4.1 사전 동질성 검증 48
4.1.1 듣기말하기 능력 동질성 검사 48
4.1.2 정의적 태도 동질성 검사 49
4.2 연극을 통한 영어학습이 학생들의 듣기말하기 능력에 미치는 영향 50
4.3 연극을 통한 영어학습 경험이 학생들의 정의적 요인에 미치는 영향 52
4.3.1 영어 과목 흥미도 54
4.3.2 영어 수업 흥미도 55
4.3.3 의사소통 적극성 56
4.3.4 영어 연극 효과에 대한 태도 57
4.3.5 영어 연극 참여 희망도 59
4.4 영어 연극 경험에 관한 사후 인터뷰 결과 60
4.4.1 실험집단 사후 인터뷰 결과 61
4.4.1.1 영어 연극을 통한 영어 학습 능력 향상 61
4.4.1.2 영어에 대한 흥미도 및 자신감 61
4.4.1.3 연극 경험 중 가장 좋았던 부분 62
4.4.1.4 자기주도 학습과 수업 참여도 63
4.4.2 통제집단 사후 인터뷰 결과 64
4.4.2.1 평상시 영어 학습 64
4.4.2.2 영어 연극 경험의 효과 65
4.4.2.3 영어 연극 관람 소감 66
Ⅳ. 결론 및 제언 68
5.1 결론 68
5.2 제언 69
- Degree
- Master
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영어 연극 수업이 중학교 학습자들의 듣기․말하기 능력과 정의적 요인에 미치는 영향.pdf
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