過程戲劇在英語口語溝通策略訓練之成效__臺灣人文及社會科學引文索引資料庫

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題名：	過程戲劇在英語口語溝通策略訓練之成效
書刊名：	戲劇教育與劇場研究
作者：	吳欣霏
作者(外文)：	Wu, Victoria Hsin-fei
出版日期：	2012
卷期：	2
頁次：	頁41-78
主題關鍵詞：	角色扮演；過程戲劇；口語溝通策略；英語為外語的學習；Role-play；Process drama；Oral communication strategy；EFL
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:43

此項研究的目的在於檢測英語口語能力較弱的技職院校（TAV）學生，在經「過程戲劇」（process drama）輔助口語溝通策略的訓練之後，使用口說策略的頻率變化及成果。此研究的對象包括了44 位擁有相近英文基測成績的技職院校一年級的學生，分別平均分配在兩個不同的班級，一個班為實驗組，一為對照組。此實驗的口說策略使用的是Nakatani（2006）的「口語溝通策略量表」（Oral Communication Strategy Inventory）。經t-Test 和Mann-Whitney Test 兩種電腦檢測的分析指出，「過程戲劇」的訓練技巧比臺灣傳統課堂上常用的「角色扮演」技巧，在口語溝通策略的訓練成效上，更易使TAV 學生從傾聽的角色轉變為主動表達溝通的一方。

以文找文

This study aims to examine the frequency of Taiwanese technical and vocational (TAV) college students’ use of English oral communication strategies (OCSs) through process drama-assisted intervention in the OCS training. The OCSs are generated from Nakatani’s (2006) Oral Communication Strategy Inventory (OCSI). The study comprised 44 participants with similar average scores on English subject field of an official entrance exam, who formed two groups with equal numbers of students: an experimental group and a control group. The participants in the experimental group were instructed using a process drama-assisted intervention, while the control group was left to practise with mere role-play, a common pedagogy applied in Taiwan’s English language classrooms. The experimental hypothesis is that people who are assisted with the tactics of process drama would outperform others trained without the process drama component in the aspect of the frequency of OCS use. A major instrument used before and after the intervention is a questionnaire made from a modified Nakatani’s OCSI. The findings by both Independent t-Test and Mann-Whitney Test show significant effects in the frequency of using OCSs. The participants of the experimental group tend to use more OCSs than the ones of the control group. This study implies that process drama-assisted oral communication strategy training helps the TAV students to actively take speakers’ roles. This small-scale study sheds light on expanding the existing literature of OCS training in EFL education and helps provide valid evidence for current classroom practice.

以文找文

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