東華大學圖書館 |

Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish./
作者:	Schindewolf, Ariel C. C.
面頁冊數:	283 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Modern language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645694
ISBN:	9781321350081

Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.
Schindewolf, Ariel C. C.

Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish. - 283 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--University of California, Santa Barbara, 2014.

Guiding students in the development of their oral communication skills is one of the most important parts of a foreign language course. However, the success in achieving this goal can be impeded or assisted by a student's affective state (i.e. anxiety or confidence) when speaking. One possible way to produce a more positive affective state is to use drama and performative activities (e.g. plays, role-plays, skits, improvisational exercises, etc.). Conflicting views have been presented as to whether drama and performative activities trigger anxiety or reduce it since performance-based activities have been claimed to do both. Yet, the students' affective states traditionally have not been measured in terms of how they changed but rather how they were related or not to course grades and/or linguistic performance, leaving a gap in the previous research on how affect itself shifts over the period of a course, particularly one that requires students to perform in front of one another. This study analyzed the relationship between students' affective states (i.e. speaking-anxiety and speaking-confidence) and doing drama and performative activities in order to address the dearth of evidence-based research on affective change. A mixed-methods approach enabled the analysis of different perspectives of the relationship between both explicit and implicit attitudes towards speaking-anxiety and speaking-confidence and the participation in drama and performative activities over the duration of the course and not just at a singular point. This approach, involving the use of closed- and open-response questionnaires, participant interviews, and classroom observations, allowed for a more complete analysis of the multidimensional affective state construct than a self-report survey alone would permit. Fourteen students, enrolled in a third-year level Advanced Grammar and Composition course of foreign language Spanish at a large public university in the United States, completed surveys on their explicit and implicit feelings about speaking in Spanish and their attitudes towards drama and performative activities. The questionnaires were completed both at the beginning and at the end of the course in order to examine and compare the changes that had occurred. Follow-up interviews were also conducted with volunteer participants. Daily classroom observations were used to further explain and understand the findings. The study revealed that in general participants, despite not being self-selected to choose this type of pedagogy, had a positive affective relationship with drama and performative activities in that both quantitative and qualitative results showed a majority of students citing increased speaking-confidence, decreased speaking-anxiety and increased positive attitudes towards using drama and performative activities. Although two students felt increased speaking-anxiety and decreased implicit speaking-confidence, they also felt increased explicit speaking confidence. This showed that as is to be expected, on an individual level some variation occurred. Speaking and doing drama and performative activities became more connected activities in the minds of the participants as shown in a comparison of a pre and post cluster analysis. These results showed that there was a change in affective state after a drama/PA course and that affective states should be measured on multiple occasions. These positive results seemed to be most closely related to the nature of the course, which gave a direct purpose to group activities and led to closeness between the students. The group bonding and rehearsal/task repetition, facilitated increased comfort and confidence when speaking. The results of the study contribute to an understanding of the dynamic nature of speaking-anxiety, speaking-confidence, and attitudes towards using affectively challenging pedagogical tools in a foreign language class. Practical suggestions for pedagogy and future research were also identified.

ISBN: 9781321350081Subjects--Topical Terms:

3174390
Modern language.

Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.
LDR:04964nmm a2200289 4500 001 2078651
005 20161129073732.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321350081
035 $a (MiAaPQ)AAI3645694
035 $a AAI3645694
040 $a MiAaPQ $c MiAaPQ
100 1 $a Schindewolf, Ariel C. C. $3 3194250
245 1 0 $a Dramatic Impact: An exploration of the relationship between drama and affect in foreign language Spanish.
300 $a 283 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Advisers: Viola G. Miglio; Stefan T. Gries.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2014.
520 $a Guiding students in the development of their oral communication skills is one of the most important parts of a foreign language course. However, the success in achieving this goal can be impeded or assisted by a student's affective state (i.e. anxiety or confidence) when speaking. One possible way to produce a more positive affective state is to use drama and performative activities (e.g. plays, role-plays, skits, improvisational exercises, etc.). Conflicting views have been presented as to whether drama and performative activities trigger anxiety or reduce it since performance-based activities have been claimed to do both. Yet, the students' affective states traditionally have not been measured in terms of how they changed but rather how they were related or not to course grades and/or linguistic performance, leaving a gap in the previous research on how affect itself shifts over the period of a course, particularly one that requires students to perform in front of one another. This study analyzed the relationship between students' affective states (i.e. speaking-anxiety and speaking-confidence) and doing drama and performative activities in order to address the dearth of evidence-based research on affective change. A mixed-methods approach enabled the analysis of different perspectives of the relationship between both explicit and implicit attitudes towards speaking-anxiety and speaking-confidence and the participation in drama and performative activities over the duration of the course and not just at a singular point. This approach, involving the use of closed- and open-response questionnaires, participant interviews, and classroom observations, allowed for a more complete analysis of the multidimensional affective state construct than a self-report survey alone would permit. Fourteen students, enrolled in a third-year level Advanced Grammar and Composition course of foreign language Spanish at a large public university in the United States, completed surveys on their explicit and implicit feelings about speaking in Spanish and their attitudes towards drama and performative activities. The questionnaires were completed both at the beginning and at the end of the course in order to examine and compare the changes that had occurred. Follow-up interviews were also conducted with volunteer participants. Daily classroom observations were used to further explain and understand the findings. The study revealed that in general participants, despite not being self-selected to choose this type of pedagogy, had a positive affective relationship with drama and performative activities in that both quantitative and qualitative results showed a majority of students citing increased speaking-confidence, decreased speaking-anxiety and increased positive attitudes towards using drama and performative activities. Although two students felt increased speaking-anxiety and decreased implicit speaking-confidence, they also felt increased explicit speaking confidence. This showed that as is to be expected, on an individual level some variation occurred. Speaking and doing drama and performative activities became more connected activities in the minds of the participants as shown in a comparison of a pre and post cluster analysis. These results showed that there was a change in affective state after a drama/PA course and that affective states should be measured on multiple occasions. These positive results seemed to be most closely related to the nature of the course, which gave a direct purpose to group activities and led to closeness between the students. The group bonding and rehearsal/task repetition, facilitated increased comfort and confidence when speaking. The results of the study contribute to an understanding of the dynamic nature of speaking-anxiety, speaking-confidence, and attitudes towards using affectively challenging pedagogical tools in a foreign language class. Practical suggestions for pedagogy and future research were also identified.
590 $a School code: 0035.
650 4 $a Modern language. $3 3174390
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language education. $3 3172512
690 $a 0291
690 $a 0290
690 $a 0444
710 2 $a University of California, Santa Barbara. $b Spanish and Portuguese. $3 3187851
773 0 $t Dissertation Abstracts International $g 76-03A(E).
790 $a 0035
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645694