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Classroom interaction in a drama-ori...

Kao, Shin-Mei.

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Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan: A teacher-researcher study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan: A teacher-researcher study./
作者:	Kao, Shin-Mei.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-06, Section: A, page: 1495.
Contained By:	Dissertation Abstracts International55-06A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9427724

Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan: A teacher-researcher study.
Kao, Shin-Mei.

Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan: A teacher-researcher study. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 235 p.

Source: Dissertation Abstracts International, Volume: 55-06, Section: A, page: 1495.

Thesis (Ph.D.)--The Ohio State University, 1994.

Drama techniques are claimed to be beneficial for L2 teaching and learning by language educators. Systematic research into what actually happens in drama activities in L2 classrooms has been, however, left untouched in the literature of SLA. This teacher-as-researcher study qualitatively and quantitatively examines the nature of classroom interaction of a drama-oriented, English course with thirty-three Taiwanese college freshmen. The study analyzes the discourse patterns in the activities, the impact of drama on the participants' learning process, the influence of two different drama modes on participation level, and the relationship between the students' previous learning experience and their classroom performance.Subjects--Topical Terms:

532624
Language arts.

Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan: A teacher-researcher study.
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245 1 0 $a Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan: A teacher-researcher study.
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300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-06, Section: A, page: 1495.
500 $a Adviser: Elizabeth Bernhardt.
502 $a Thesis (Ph.D.)--The Ohio State University, 1994.
520 $a Drama techniques are claimed to be beneficial for L2 teaching and learning by language educators. Systematic research into what actually happens in drama activities in L2 classrooms has been, however, left untouched in the literature of SLA. This teacher-as-researcher study qualitatively and quantitatively examines the nature of classroom interaction of a drama-oriented, English course with thirty-three Taiwanese college freshmen. The study analyzes the discourse patterns in the activities, the impact of drama on the participants' learning process, the influence of two different drama modes on participation level, and the relationship between the students' previous learning experience and their classroom performance.
520 $a Data collected for the analysis include a survey about the students' previous English experience, video, audio, and written classroom records, oral tests on the students' communicative ability, and the students' journals. The results indicate that these beginning learners showed a great interest in participating in the conversation by taking more than half of the speech turns. From the aspect of discourse initiation, the students contributed immense new topics, volunteered to speak, and were actively involved in activity management. The discourse patterns resemble how people communicate in real situations. However, the students were comparatively less competent in allocating the speakers of next turns. This is probably derived from the social rules existing in many traditional classrooms. The two different drama modes, reality and fantasy, did not seem to be critical to the participation differences, but the tension carried by drama was rather essential. Many students reported that drama had created real situations, in which they were able to use English for communication. However, a few students did not benefit from this environment because of their negative learning attitudes or the pressure from their peers' active performance.
520 $a The t-tests indicate that the students made significant progress in communication by the end of the course. The regression analyses show that high-school instruction was critical to the students' pre-test performance but not essential to the post-test results. The findings indicate that drama activities may help to activate the students' previously acquired knowledge.
520 $a This teacher-researcher study reveals complex phenomena of classroom practice and shows that educational drama is a powerful version of communicative language teaching because it promotes natural discourse.
590 $a School code: 0168.
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792 $a 1994
793 $a English
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