The effectiveness of role-playing on Taiwan efl learner's motivation : a case study of university freshmen

淡江大學機構典藏 > 外國語文學院 > 英文學系暨研究所 > 學位論文 > Item 987654321/30004

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题名:	The effectiveness of role-playing on Taiwan efl learner's motivation : a case study of university freshmen
其它题名:	戲劇表演對臺灣以英語為外語學習者的學習動機的影響與成效 : 以大一學生為例戲劇表演對台灣以英語為外語學習者的學習動機的影響與成效 : 以大一學生為例
作者:	余佳紋;Yu, Chia-wen
贡献者:	淡江大學英文學系碩士班范瑞玲;Fahn, Rueih-liring
关键词:	溝通式教學法;戲劇表演;學習動機;communicative language teaching;role-playing;motivation
日期:	2006
上传时间:	2010-01-10 23:16:16 (UTC+8)
摘要:	第二次世界大戰之後，隨著科技的發達，語言實驗室逐漸普及於各大學，而大一語練課目前已成為大學必修課程之一。姚崇昆教授於1996年調查大一學生對於目前「英聽課程」之教學目標、教材教法及學習活動的看法。結果顯示，大部分學生希望英聽課能多增加一些開口練習的機會，以提升他們的學習動機和口語能力。根據姚崇昆教授的研究結果，本研究調查英聽課程在加入以戲劇表演為主的溝通式活動後，是否有助於提升學生的學習動機。本研究的對象為130位淡江大學三個大一英聽班級的學生，根據學生托福聽力成績，選出程度在前27%和後27%者為對象，共70位，其中有效問卷60份。研究方法包含為期一學期的戲劇表演會話活動、問卷調查和訪談。目的在比較兩組學生在教學後的學習動機和聽講能力是否有進步，並探討學生對於戲劇表演會話活動的感想。實驗結果顯示，雖然兩組學生在問卷方面量化的分析上並無顯著性差異，但大多數受試者於訪談時，均表示在接受以戲劇表演為主的會話活動後，口語能力有明顯的提升。根據研究結果，本研究提供相關建議給採用戲劇表演為主的會話活動教師，幫助教師解決可能遇到的困難。此外，希望藉此研究喚起課程設計者應以學習者的需求為第一考量，以提升學生的學習動機。關鍵字：溝通式教學法、戲劇表演、學習動機 The language drill course was incorporated into the college curriculum at the end of World WarⅡ (Eichholz, 1953) and has not undergone substantive modifications ever since. To explore whether the current Language Drill Course still served as an effective course to conform to learners’ needs, Yao (1996) conducted a survey. The results showed that students anticipated more communicative tasks and interaction in the classroom. Based on Yao’s study, the current study tried to investigate whether adopting Communicative Language Teaching (CLT) with a focus on role-playing in the Drill Course can enhance learner’s motivation. Sixty freshmen in Tamkang University were recruited as subjects and were divided into the high-proficiency and low-proficiency groups. All of the subjects received CLT instruction with weekly role-playing activities. The questionnaires and follow-up interviews were administered to investigate students’ motivational change and attitudes and perceptions toward role-playing. Although the quantitative data did not yield significant differences mostly, the qualitative results were more encouraging. The findings indicated that students held positive attitude toward role-playing, and reported that they were more willing to speak the target language and benefited in oral proficiency after one-semester instruction. Therefore, it is hoped that through this study, the curriculum of the Freshman Language Drill Course can receive more attention, to be designed based on learners’ needs.
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