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題名:創作性戲劇英語教學對科大進修部學生創造力表現與英語學習成效影響之研究
作者:陳欣蘭 引用關係
作者(外文):Hsin-Lan Chen
校院名稱:國立中正大學
系所名稱:成人及繼續教育所
指導教授:黃富順
學位類別:博士
出版日期:2009
主題關鍵詞:英語學習成效創造力表現成人學生創作性戲劇英語教學Creative drama English teachingadult learnerscreativityEnglish learning achievemnets
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本研究是以科大進修部學生為研究對象,採準實驗研究-不等組前後測設計,旨在探討創作性戲劇英語教學對其創造力表現與英語學習成效之影響。本研究受試者共68人,分為實驗組與控制組,實驗組參與創作性戲劇英語教學,控制組則為一般傳統教學。教學實驗共進行14週28節課,兩組分別在教學前後實施「竹筷子創造力測驗」、「英語學習成就測驗」與「英語學習態度問卷」之前後測。
  量表與問卷所測得之資料,經平均數差異考驗、回歸同質性考驗與共變數的差異分析,得到研究結論為:(一)創作性戲劇英語教學比傳統教學,更能提升成人學生之「創造力表現」;(二)創作性戲劇英語教學,在提升成人學生「創造力表現」方面,以「流暢力」層面表現較佳;(三)創作性戲劇英語教學與傳統教學,都能提升成人學生之「英語學習成就」;(四)創作性戲劇英語教學,對「英語學習成就」之提升,以「聽」層面表現較佳,一般傳統教學則以「讀」層面表現較佳;(五)創作性戲劇英語教學比傳統教學,更能提升成人學生之「英語學習態度」;(六)創作性戲劇英語教學,對「英語學習態度」之提升,以「學習英文的熱衷程度」層面較佳。
根據上述之結論,本研究提供以下建議供大學成人英文教師、大學院校成人教育教學單位及後續研究做參考:(一)對大學院校成人英文教師之建議:可採用創作性戲劇英語教學,可以「生活化」創作教材為主,「即學即用」,並扮演「協助者」的角色;(二)對大學院校成人教學單位之建議:辦理與「創作性戲劇英語教學」相關之研習或進修活動,實施小班教學與補救教學,鼓勵教學資源的分享,舉辦競賽活動;(三)對未來研究之建議:可應用於不同的學科領域;採用不同的研究方法;可選取不同屬性、地域的成人學習者或高齡學習者為研究對象;可增加背景變項等。
The main purpose of this study was to explore the effect of creative drama English teaching on creativity and learning achievements for the students in Extensive Education Division of University of Technology. This study was a quasi-experimental design with the pretest and the posttest. The total samples were 68, accepting a 14-week (28-hour) instruction, the experiment group with creative drama teaching, and the control group with traditional one. “Test of Unusual Uses of Chopsticks”, “English Proficiency Test”, and “Questionnaire of English Learning Attitudes” were used as the instruments of this study.
Statistical analysis was concluded as follows: (1) Compared with traditional teaching, creative drama English teaching enhanced much more creativity; (2) Creative drama English teaching significantly promoted student’s creativity, especially the facet of “Fluency”; (3) Both of the teaching methods mentioned above helped upgrade student’s English; (4) Creative drama English teaching obviously advanced students’ English, especially in “Listening”; however, the traditional teaching in “Reading”; (5) Compared with traditional teaching, creative drama English teaching improved student’s English learning attitudes; (6) Creative drama English teaching significantly helped better students’ learning attitudes, especially the facet of “Enthusiasm for learning English”.
Based on the results mentioned above, some suggestions were proposed to the Adult English teachers, University Administrators, and future researchers. For Adult English teachers, suggestions such as using creative drama for English teaching, using real-life teaching materials, and being an advisory counselor were made. For University Administrators, administrative support was recommended. For future researchers, different fields, subjects, methods, and variables were recommended to vary the research results.
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