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研究生： 蘇慧娟
Hui-Chuan Su
論文名稱： 角色扮演教學對本地國中生英語學習成效之行動研究
An Action Research on Teaching English Through Role-Plays for Local Junior High School Students
指導教授： 常紹如
Chang, Shau-Ju
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2008
畢業學年度： 96
語文別： 英文
論文頁數： 144
中文關鍵詞： 行動研究 、角色扮演 、口語能力 、學習動機 、說英語的信心
英文關鍵詞： action research, role-play, oral ability, learning motivation, confidence in speaking English
論文種類： 學術論文
相關次數： 點閱：151  下載：36 
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    • 本行動研究之目的在探討角色扮演教學對本地國中生的英語學習成效。其重點在探討: (1)角色扮演是否能提升學生的英語學習動機，(2)角色扮演是否能增進學生說英語的信心，(3)角色扮演是否能使學生的口語能力進步，(4)學生對於角色扮演活動的態度與觀感，以及高中低三組程度的學生是否對角色扮演活動有著不同的態度與觀感。
    共有54位台北市的國中生參與這項長達四個月的研究。在此過程中，學生接受前後測的問卷調查、前後測的口試以及研究期間與之後的訪問，研究者也觀察並記錄學生對角色扮演活動的反應。研究結果顯示角色扮演教學能提升學生的學習動機，然而在學生說英語的信心以及口語能力這兩方面上並沒有明顯的進步。在此研究中，大部分的學生對角色扮演活動均持有正面的評價，而學生程度的差異並不影響他們對於角色扮演活動的觀感。
    根據本研究的結果，可以提供教師幾點角色扮演教學上的建議。第一、教師可以將角色扮演活動與國中英語教材結合，以增加學生練習口語能力的機會。第二、輪廓式對話與線索式對話這兩種角色扮演模式可以適用於本地國中生。第三、教師可藉由實施三階段(準備、表演、回饋階段)之角色扮演教學，提高角色扮演教學的成效。第四、在角色扮演活動中，異質能力分組比同質能力分組表現較好。第五、實施問答活動能使學生更專注且更了解台上的表演內容。第六、角色扮演教學可加強學生的文法學習。第七、現場錄影與頒發獎狀此兩種教學技巧能提升學生準備角色扮演活動的動機。最後，協同性行動研究不僅能增進教師的教學能力，也能使研究結果更具有可信度。

    This action research is aimed to investigate the effects of teaching English through role-play activities on local junior high school students. The focus of this study is to examine 1) if role-plays can enhance local junior high school students’ motivation of learning English, 2) if role-plays have effects on promoting local junior high school students’ confidence in speaking English, 3) whether role-plays can improve local junior high school students’ oral proficiency, 4) local junior high school students’ attitudes and perceptions toward participation in role-plays; moreover, whether their perceptions differ due to their different language proficiency levels (high, intermediate, and low).
    A total of 54 students from a junior high school in Taipei participated in this nearly four-month study, and were administered the pre- and post-study questionnaires, the pre- and post-study oral proficiency, and the sub-sample interviews held during and after the study. In addition, the students’ behaviors were observed and recorded by the researcher in her teaching journals. The results show that teaching English through role-play activities significantly increased the learning motivation of local junior high school students. However, local junior high school students did not make a significant gain in confidence in speaking English and oral proficiency after role-play instruction. In this study, most of the students were generally in favor of the implementation of role-play activities, and their different levels of language proficiency (high/intermediate/low) did not show important difference in their perceptions of role-play activities.
    Based on the main findings of this study, some pedagogical implications are provided for EFL teachers. First, role-play can be implemented as a regular component in the school’s English curriculum for beginner-level English learners. Second, skeleton and cued dialogues are suitable for local junior high school students to take part in, i.e., challenging but not overwhelming. Third, by managing a three-stage role-play involving the preparation, performance, and feedback stages, teachers can have a better idea about what to do and when to do it. Fourth, in role-play tasks, heterogeneous ability grouping can lead to better cooperation and performance than homogeneous ability grouping. Fifth, a Q&A activity held at the end of each group’s presentation can help the audience not only pay attention to but also arrive at a better understanding of other groups’ role-play. Sixth, role-play activities can be a useful language learning tool for teachers to solidify students’ learning of grammar. Seventh, both video-taping and award presentation can help increase students’ motivation to prepare for role-play, which results in greater learning. Last but not least, a collaborative action research can not only raise the teacher’s teaching ability but also enhance the credibility of the study.

    Table of Contents Chinese Abstract ………………………………………………………………………..i English Abstract ………………………………………………………………………..ii Acknowledgements …………………………………………………………………....iv Table of Contents ………………………………………………………………………v List of Tables …………………………………………………………….……….……x List of Figures ……………………………………………………………….…….… xii Chapter One Introduction …………………………………………………………1 1.1 Background & Purpose of the Study ……………………………………1 1.2 Research Questions ……………………………………………………4 1.3 Significance of the Study ………………………………………………5 1.4 Terminology ………………………………………………………………5 Chapter Two Literature Review ……………………………………………………7 2.1 Definition of Role-play ……………………………………………………7 2.2 Types of Role-play …………………………………………………………9 2.3 Role-play and Other Dramatic Activities ……………………………..11 2.4 Role-play in Communicative Language Teaching ………………………..15 2.5 Role-play in Language Learning in General ……………………………..19 2.5.1 Role-play as a potentially useful tool to promote motivation ………..19 2.5.2 Role-play as a potentially useful tool to lower the affective filter …..20 2.5.3 Role-play as a potentially useful tool to foster potential development level …………………………………………………………………..22 2.5.4 Role-play as a potentially useful tool to increase comprehensible input ………………………………………………………………………..23 2.5.5 Role-play as a potentially useful tool to facilitate cooperative learning ………………………………………………………………………..23 2.6 Studies on Using Role-play in ESL/ EFL Classrooms …………………..24 2.7 Some Cautions about Using Role-play in Language Classrooms ………..27 Chapter Three Methodology …………………………………………………..31 3.1 Design and Procedure …………………………………………………..31 3.1.1 Definition and Purpose of Action Research ………………………..31 3.1.2 Data Collection Techniques of Action Research …………………..32 3.1.3 The Action Research Process ………………………………………..32 3.1.4 Research Procedures ……………………………………………..34 3.2 Participants and Setting …………………………………………………..37 3.2.1 Teachers ……………………………………………………………..37 3.2.2 Participants ………………………………………………………..38 3.2.3 Instructional Materials ……………………………………………..39 3.2.4 Time Distribution and Allocation …………………………………..42 3.3 Teaching Process ………………………………………………………..42 3.3.1 Training session (warm-up) ………………………………………..43 3.3.2 Role-play activity …………………………………………………..43 3.4 Instruments ……………………………………………………………..45 3.4.1 Questionnaires ………………………………………………………..45 3.4.2 Oral Performance Evaluation ………………………………………..48 3.4.3 Classroom Observation ……………………………………………..48 3.4.4 Sub-sample Interviews ……………………………………………..49 3.4.5 Teaching journals …………………………………………………..50 3.5 Data Collection ………………………………………………………..52 3.6 Data Analysis ……………………………………………………………..53 Chapter Four Research Process and Reflections …………………………………..56 4.1 Task One: Role-playing with Skeleton Dialogue ………………………..56 4.1.1 Conduction of the Task ……………………………………………..57 4.1.2 Results of the Sub-sample Interview ……………………………..58 4.1.3 Reflection and Modification of Practice ……………………………..60 4.2 Task Two: Role-playing with Skeleton Dialogue ………………………..62 4.2.1 Conduction of the Task ……………………………………………..62 4.2.2 Reflection and Modification of Practice ……………………………..64 4.3 Task Three: Role-playing with Cued Dialogue ………………………..65 4.3.1 Conduction of the Task ……………………………………………..65 4.3.2 Results of the Sub-sample Interview ……………………………..66 4.3.3 Reflection and Modification of Practice ……………………………..68 4.4 Task Four: Role-playing with Cued Dialogue ………………………..69 4.4.1 Conduction of the Task ……………………………………………..69 4.4.2 Reflection on Practice ……………………………………………..70 4.5 Summary ……………………………………………………………..71 Chapter Five Results and Discussion ……………………………………………..75 5.1 Analysis of Students’ Background Information ………………………..76 5.2 Comparison of the Two Classes’ Pretest Performances on Motivation of Learning English, Confidence in Speaking English, and Oral Proficiency ………………………………………………………………………..77 5.3 Pre- and Posttest Comparison of Students’ Motivation of Learning English …………………………………………………………………..78 5.4 Pre- and Posttest Comparison of Students’ Confidence in Speaking English …………………………………………………………………..79 5.5 Pre- and Posttest Comparison of Students’ Oral Proficiency ……………..80 5.6 Students’ Attitude and Perceptions toward Participation in Role-plays …..81 5.7 Comparison of the Two Classes’ Posttest Performances on Motivation of Learning English, Confidence in Speaking English, and Oral Proficiency ………………………………………………………………………..89 5.8 Results of Post-study Interviews ………………………………………..90 5.8.1 Perceptions of Role-play as a Useful Means of English Language Learning ……………………………………………………………..90 5.8.2 Perceptions of Two Types of Role-play ……………………………..93 5.9 Summary …………………………………………………………………..94 Chapter Six Conclusion ………………………………………………………..96 6.1 Summary of the Findings ……………………………………………..96 6.2 Pedagogical Implications ……………………………………………..97 6.3 Suggestions for Future Studies ………………………………………..99 References ………………………………………………………………………103 Appendices ………………………………………………………………………114 Appendix A: Questionnaire …………………………………………………114 Appendix B: 全民英檢初級口說能力測驗 …………………………………117 Appendix C: 全民英檢初級口說能力測驗第一、第三部份錄音內容 …118 Appendix D: 全民英檢初級口說能力測驗分數說明 ………………………119 Appendix E: Oral Performance Evaluation Form ……………………………120 Appendix F: Classroom Observation Form …………………………………121 Appendix G: Interview ………………………………………………………122 Appendix H: The original dialogue from Kang Hsuan Textbook, Book 5 Lesson One (pp.6-7) ………………………………………123 Appendix I: Worksheet of the first skeleton dialogues ………………………124 Appendix J: Examples of students’ revised scripts of the first skeleton dialogues ………………………………………………………125 Appendix K: The original dialogue from Kang Hsuan Textbook, Book 5 Lesson Three (pp.30-31) ………………………………………127 Appendix L: Worksheet of the second skeleton dialogues …………………128 Appendix M: Examples of students’ revised scripts of the second skeleton dialogues ………………………………………………………129 Appendix N: The original dialogue from Kang Hsuan Textbook, Book 5 Lesson Five (pp.60-61) ………………………………………131 Appendix O: Worksheet of the first cued dialogues ………………………132 Appendix P: Examples of students’ revised scripts of the first cued dialogues ………………………………………………………134 Appendix Q: The original dialogue from Kang Hsuan Textbook, Book 5 Lesson Seven (pp.90-91) ………………………………………138 Appendix R: Worksheet of the second cued dialogues ………………………139 Appendix S: Examples of students’ revised scripts of the second cued dialogues ………………………………………………………141

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