드라마 활용 영어수업의 효과

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 김성연
• 간행물 정보: 『영어교육연구』제16권 2호, 101~125쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.06.01

영문 초록

A social-constructivist perspective on language learning provides a theoretical rationale for interaction-centered. task-based. collaborative learning. Drama-oriented tasks as a means to promote socially shared learning are particularly useful in foreign language classrooms. in that they can create a meaningful learning context. where learners are encouraged to acquire a language by using it rather than by studying it. Not only do drama tasks expand opportunities for communicative interaction. they are also effective for developing a variety of other skills. such as cognitive. affective. and social skills. The goal of this study was to explore the effects of drama-oriented tasks on students' oral proficiency as well as their self-perception of attainment in linguistic. cognitive. social. and affective domains. To identify students' perceptions about the effects of the drama tasks. questionnaires were developed and administered to 11 college students enrolled in a course titled "English through Drama" before and after the semester-instruction. Also. their oral proficiency was measured through speaking tests conducted at the beginning and at the end of the semester. The findings of the study are discussed. along with their pedagogical implications.

목차

Abstract

1. 서론

2. 이론적 배경

3. 연구방법

4. 연구결과 및 논의

5. 결론

참고문헌

부록1. 말하기 평가

부록2. 말하기 평가 기준

부록3. 드라마 활용수업의 효과에 대한 학습자 반응 검사지