The Asia-Pacific Education Researcher ( IF 2.561 ) Pub Date : 2021-03-15 , DOI: 10.1007/s40299-021-00557-x Yow-jyy Joyce Lee , Yeu-Ting Liu
Drama activities are reported to foster language learning, and may prepare learners for oral skills that mirror those used in real life. This year-long time series classroom-based quasi-experimental study followed a between-subjects design in which two classes of college EFL learners were exposed to two oral training conditions: (1) an experimental one in which drama-based training pedagogy was employed; and (2) the comparison one in which ordinary public speaking pedagogy was utilized. The experimental participants dramatized a picture book into a play, refined and rehearsed it for the classroom audience, and eventually performed it publicly as a theater production for community children. Diachronic comparisons of the participants’ oral presentation skills under the two conditions showed that a significant between-group difference began to become pronounced only after the experimental participants started to present for real-life audiences other than their classmates. This finding suggests that drama-mediated pedagogy effectively enhanced the experimental participants’ presentation performance and became more effective than the traditional approach only after a real-life audience was involved. In addition to the participants’ performance data, survey and retrospective protocols were utilized to shed light on how drama-based tasks targeting both classroom and authentic audiences influence college EFL learners’ presentation performance and their self-perceived oral presentation skills. Analysis of the survey and retrospective data indicated that the participants’ attention to three presentation skills—structure, audience adaptation and content—was significantly raised after their presentation involved a real-life audience. Based on these findings, pedagogical implications for drama for FL oral presentation instruction are discussed.
中文翻译:
通过具有戏剧性的任务和真实的听众来提高口头表达能力:一项纵向研究
据报道,戏剧活动可以促进语言学习,并可能使学习者掌握与现实生活中所使用的口头技巧相同的语言。这项为期一年的基于课堂的准实验研究遵循主题间设计,其中两类大学英语学习者都经历了两种口头训练条件:(1)实验性实验,其中采用了基于戏剧的训练教学法; (2)利用普通公众演讲教学法的比较。实验参与者将一本图画书戏剧化为剧本,为教室的听众提炼和排练,最后作为社区儿童的戏剧作品公开表演。两种情况下参与者的口头表达能力的历时比较表明,只有在实验参与者开始向其真实的听众(而不是他们的同学)展现之后,才出现显着的组间差异。这一发现表明,戏剧性教学法有效地提高了实验参与者的陈述表现,并且只有在涉及到真实观众之后才比传统方法更为有效。除了参与者的表现数据之外,还使用了调查和回顾性协议来阐明针对课堂和真实受众的基于戏剧的任务如何影响大学英语学习者的陈述表现和他们自我理解的口头陈述技巧。对调查和回顾性数据的分析表明,参加者的演讲涉及真实的听众后,他们对三种演讲技巧(结构,受众适应性和内容)的关注度显着提高。基于这些发现,讨论了戏剧对FL口头演讲教学的教学意义。