Beyond the mere word. Exploring the language of Drama through text- and performance-based approaches for developing L2 oral skills
Beyond the mere word. Exploring the language of Drama through text- and performance-based approaches for developing L2 oral skills
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超越单纯的言语。
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发表时间：
2017
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通讯作者：
Simona Floare Bora
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作者：
Simona Floare Bora
本研究探讨了戏剧的有效性，通过使用当代戏剧作为独立的提取物和作为一个全面的性能，发展学习者的口语技能的复杂性，准确性和流利性和他们的积极态度，外语学习在高中必修课程在意大利的背景下。进行这项调查的理由在于，当戏剧性的方法主要在大学环境中实施或作为语言课堂的课外活动时，所获得的令人振奋的结果。
一类最后一年的高中意大利语学生的中低级到中高级水平的语言纵向接触到一个基于文本的方法，然后通过一个基于性能的方法进行了一个学期，每个共20课。控制组通过传统的沟通方法进行教学。通过口语前测、中测和后测，采用独白式和对话式三种任务：口语水平访谈、故事复述和引导式角色扮演，收集定量数据。为了了解学习者的态度，我们使用了问卷调查和后续访谈，从而使我更深入地了解学习者的偏好、享受的原因、他们对发展语言技能的有用性、遇到的问题和困难。
结果表明，戏剧教学法显著提高了学习者的发音准确性、速度流畅性、故障流畅性、修复流畅性、MLR、发声时间比和句法复杂性。两组之间的准确性没有统计学结果。当比较这两种方法时，发现基于文本的方法导致更高的句法复杂性，故障流畅性和发声时间比，而基于性能的方法导致更高的准确性，无论是在全球范围内和发音准确性，和速度流畅性。两种基于戏剧的方法都没有导致MLAS，MLR和修复流畅性的显着得分。定性研究结果显示喜忧参半，但从根本上大大有利于就业的戏剧方法的态度。
This study explores the effectiveness of drama by using contemporary plays both as self-standing extracts and as a full-scale performance for developing learners’ oral skills in terms of complexity, accuracy and fluency and their positive attitudes towards foreign language learning within a high school compulsory curriculum in an Italian context. The rationale for undertaking this investigation lies in the heartening results obtained when dramatic approaches were implemented predominantly within a university context or as an extracurricular activity in the language classroom.
A class of final year high school Italian students with a lower-intermediate to upper-intermediate level of language was exposed longitudinally to a text-based approach followed by a performance-based approach conducted over a term each for a total of 20 lessons. A control group was taught through a communicative traditional approach. Quantitative data were collected through an oral pre-test, a mid-test and a post-test by using three tasks, both monologic and dialogic: oral proficiency interview, story-retelling and guided role-play. To elicit learners’ attitudes questionnaires and follow-up interviews were used, thus affording me deeper insights into learners’ preferences, reasons for enjoyment, their usefulness for developing language skills, problems and difficulties encountered.
The results show that drama-based approaches improved significantly learners’ pronunciation accuracy, speed-fluency, breakdown-fluency, repairs-fluency, MLR, phonation time ratio, and syntactic complexity. There was no significant statistical result on accuracy between the two groups. When comparing the two types of approaches, findings revealed that the text-based approach led to a higher syntactic complexity, breakdown fluency and phonation time ratio whilst the performance-based approach led to a higher level of accuracy both on the global scale and pronunciation accuracy, and speed fluency. Neither of the two drama-based approaches led to a significant score on the MLAS, MLR and repairs fluency. The qualitative findings display mixed but fundamentally greatly favourable attitudes towards the employment of drama approaches.