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系統識別號 U0002-1807200609293000
中文論文名稱 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
英文論文名稱 THE EFFECTIVENESS OF ROLE-PLAYING ON TAIWAN EFL LEARNER’S MOTIVATION: A CASE STUDY OF UNIVERSITY FRESHMEN
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 94
學期 2
出版年 95
研究生中文姓名 余佳紋
研究生英文姓名 Chia-Wen Yu
學號 692010167
學位類別 碩士
語文別 英文
口試日期 2006-05-29
論文頁數 119頁
口試委員 指導教授-范瑞玲
委員-陳純音
委員-王藹玲
中文關鍵字 溝通式教學法  戲劇表演  學習動機 
英文關鍵字 communicative language teaching  role-playing  motivation 
學科別分類 學科別人文學語言文學
中文摘要 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
英文摘要 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.
論文目次 TABLE OF CONTESTS
Page
CHINESE ABSTRACT----------------------------------------------------------------------i
ENGLISH ABSTRACT----------------------------------------------------------------------ii
AKNOWLEDGEMENTS-------------------------------------------------------------------iii
TABLE OF CONTENTS--------------------------------------------------------------------iv
LIST OF TABLES----------------------------------------------------------------------------vii
LIST OF FIGURES---------------------------------------------------------------------------viii

CHAPTER
1. INTRODUCTION
1.1 Background--------------------------------------------------------------------------------1
1.2 Research Problem------------------------------------------------------------------------3
1.3 Purpose of the Study---------------------------------------------------------------------7
1.4 Research Questions---------------------------------------------------------------------- 8
1.5 Significance of the Study--------------------------------------------------------------- 8
1.6 Definition of Terms-------------------------------------------------------------------- 10
1.7 Organization of the Study -------------------------------------------------------------11

2. REVIEW OF THE LITERATURE
2.1 Theoretical Background of Communicative Language Teaching----------------12
2.2 Pedagogical Applications of Communicative Language Teaching---------------17
2.2.1 Characteristics of Communicative Language Teaching---------------------18
2.2.2 Teacher Role----------------------------------------------------------------------21
2.2.3 Learner Role----------------------------------------------------------------------22
2.2.4 Syllabus----------------------------------------------------------------------------24
2.2.5 Comparison between Traditional and Communicative Approaches-------25
2.3 Communicative Activities-------------------------------------------------------------27
2.3.1 Role-Playing----------------------------------------------------------------------28
2.3.2 Advantages of Adopting Role-Playing in Language Classroom-----------29
2.3.3 Administering Role-Playing----------------------------------------------------30
2.3.4 Promoting Listening and Speaking in the Drill Course---------------------33
2.4 Motivation--------------------------------------------------------------------------------36
2.4.1 Intrinsic and Extrinsic Motivation---------------------------------------------37
2.4.2 Integrative and Instrumental Motivation--------------------------------------38
2.4.3 Measurement of Motivation----------------------------------------------------39
2.5 Summary of Chapter Two--------------------------------------------------------------40

3. METHODOLOGY
3.1 Subjects-----------------------------------------------------------------------------------42
3.2 Instruments-------------------------------------------------------------------------------43
3.3 Treatment---------------------------------------------------------------------------------45
3.4 Procedures--------------------------------------------------------------------------------47
3.5 Data Collection and Analysis----------------------------------------------------------50

4. RESULTS AND DISCUSSION
4.1 Results of the Questionnaires----------------------------------------------------------51
4.2.1 Instrumental Motivation---------------------------------------------------------52
4.2.2 Integrative Motivation-----------------------------------------------------------53
4.2.3 Self-Evaluation of Speaking and Listening Proficiency--------------------54
4.2 Interviews with the Participants-------------------------------------------------------57
4.3 Discussions of the Findings------------------------------------------------------------60
4.3.1 Role-Playing and Motivation---------------------------------------------------61
4.3.2 Self-Evaluation of Speaking and Listening Proficiency --------------------63
4.3.3 The Transitional Process---------------------------------------------------------65
4.3.4 Attitudes and Perceptions toward Role-Playing------------------------------66
4.4 Summary of Chapter Four-------------------------------------------------------------67

5. SUMMARY, SUGGESTIONS, AND CONCLUSIONS
5.1 Summary of the Study------------------------------------------------------------------69
5.2 Pedagogical Implications--------------------------------------------------------------71
5.3 Limitations and Suggestions for Future Study--------------------------------------73
5.4 Conclusion-------------------------------------------------------------------------------75

REFERENCES----------------------------------------------------------------------------------77
APPENDIX A: English Version of Questionnaire-----------------------------------------88
APPENDIX B: Chinese Version of Questionnaire-----------------------------------------91
APPENDIX C: Questions for Interview (English Version) ------------------------------93
APPENDIX D: Questions for Interview (Chinese Version) ------------------------------94
APPENDIX E: Syllabus-----------------------------------------------------------------------95
APPENDIX F: Self-Introduction-------------------------------------------------------------96
APPENDIX G: Air Travel---------------------------------------------------------------------97
APPENDIX H: City Transportation----------------------------------------------------------99
APPENDIX I: Renting a Car----------------------------------------------------------------101
APPENDIX J: Restaurants ------------------------------------------------------------------104
APPENDX K: Go Shopping-----------------------------------------------------------------107
APPENDX L: Health Problems-------------------------------------------------------------113
APPENDX M: Job Interview----------------------------------------------------------------117
LIST OF TABLES
Page
Table 1. Independent Samples T Test of Instrumental Motivation ----------------------52
Table 2. Instrumental Motivation ------------------------------------------------------------53
Table 3. Independent Samples T Test of Integrative Motivation ------------------------53
Table 4. Integrative Motivation --------------------------------------------------------------54
Table 5. Self-Evaluation of Speaking and Listening Proficiency------------------------55



















LIST OF FIGURES
Page
Figure 1. Self-Evaluation of Speaking-------------------------------------------------------56
Figure 2. Self-Evaluation of Listening-------------------------------------------------------57

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