On the Efficacy of Process Drama as a Method of Teaching Collocations to Japanese University Students

论过程戏剧作为日本大学生搭配教学方法的有效性

• 批准号: 22K00831
• 负责人: 川上 綾
• 金额: $ 2.08万
• 依托单位: Meijo University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2022
• 资助国家: 日本
• 起止时间: 2022-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22K00831/
• 关键词: process drama; drama in education; new language acquisition; language correction; TESOL; collocations; Drama in Education; Collocations; Process Drama; Language Accuracy; Vocabulary Retention

The focus was to first collect data through interviews of Process Drama practitioners about their practical, real-world classroom practices and methods related to aiding student acquisition and retention of new language and language correction. In total, 12 participants were recruited using snowball sampling. Each 90-minute to 2-hour interview was analyzed using thematic analysis, and a basic model of common practices was created. The results found that unanimously, process drama practitioners avoided language correction and the introduction of new language in the experiential phase. Predominantly, new language was introduced in the preparation phase. While language correction was often in the reflection phase, the focus was on correction for meaning-making and intention as opposed to accuracy. A modified approach to Process Drama was developed from this analysis, and two potential models were put forth for feedback from Process Drama practitioners and other language teachers. Preparation has begun for the second phase of the student- testing of equipment, development of lesson plans, collocation lists, pretext, and dramatic elements.

重点是首先通过对过程戏剧从业者的采访收集数据，了解他们在帮助学生获得和保留新语言和语言纠正方面的实用，真实的课堂实践和方法。总共有12名参与者使用雪球抽样招募。每个90分钟至2小时的访谈进行了分析，使用主题分析，并创建了一个基本模型的共同做法。结果发现，一致的，过程戏剧从业者避免语言校正和引入新的语言在体验阶段。主要是在准备阶段引入了新语言。虽然语言纠正往往处于反思阶段，但重点是纠正意义和意图，而不是准确性。通过分析，我们提出了一种改进的过程戏剧教学方法，并提出了两种可能的模式，以征求过程戏剧实践者和其他语言教师的反馈。准备已经开始了第二阶段的学生-设备测试，教案，搭配清单，借口和戏剧元素的发展。