| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 96 === ABSTRACT
The main purpose of this present study is to investigate the Shakespearean Drama Project (SDP) of English teaching in senior high school. Specifically, the students’ four English skills were examined. In addition, the student responses to the seven selected Shakespearean plays, the communicative approach, cooperative learning and the task-based approach in the study were also investigated.
The subjects in the present study were 84 eleventh graders in Chien-kung Senior High School in Hsinchu. During the 12-week program, all the subjects were required to read the seven selected Shakespearean plays-Romeo and Juliet, King Lear, Hamlet, Macbeth, A Midsummer Night’s Dream, Merchant of Venice, and Julius Caesar- and to participate in the activities designed for the SDP. Before the SDP, the subjects took the pre-test of English listening, speaking, reading, and writing, and the pre-study questionnaire. When the SDP was finished, all the subjects were asked to take the post-test of English listening, speaking, reading, and writing and to answer the post-study questionnaire on their responses to the SDP.
The subjects’ scores of the pre-test of English listening, speaking, reading and writing were compared by t-test and analyzed quantitatively. In addition, the subject responses to the five-point scale questions in the questionnaire were analyzed quantitatively by means of descriptive statistics. Besides, the subject responses to the open-ended questions in the questionnaire were analyzed qualitatively.
Based on the quantitative and qualitative data analyses, the major findings of the present study are summarized as follows:
1. There are significant differences in the students’ overall English proficiency and four English skill performances. To illustrate, the SDP was effective in improving the senior high school students’ overall English proficiency and four English skills.
2. There are significant differences in student responses to Shakespearean script reading and writing. Accordingly, the SDP was effective in enhancing the senior high school students’ attitudes toward Shakespearean scripts.
3. There are significant differences in the student responses to Shakespearean drama. Accordingly, the SDP was effective in enhancing the students’ attitudes toward Shakespearean drama.
4. There is a significant difference in the student responses to the effects of Shakespearean drama had on their four English skills.
5. The subjects in the study showed their preference in the seven selected Shakespearean plays. Specifically, the subjects liked the play A Midsummer Night’s Dream most. The play Romeo and Juliet is the easiest play for the subjects to read. The easiest play for the subjects to perform is also Romeo and Juliet. Accordingly, the play the students disliked most is Hamlet. Hamlet is also the most difficult one for the students to read and to perform.
6. Most of the subjects in the study showed positive responses to the SDP. The students expressed some gains in SDP, including the effects of cooperative learning, the task-based approach in helping their English learning in the study.
On the basis of the study findings, three pedagogical implications are provided as follows:
1. English teachers of senior high school in Taiwan can apply Shakespearean drama teaching and Shakespearean scripts in English classes to enhance students’ interests and proficiency in English learning.
2. English teachers of senior high school can use Shakespearean drama and scripts in English classes to enhance students’ four English skill development.
3. English teachers of senior high school can apply the cooperative learning and the task-based approach in English classes to build a student-centered learning environment.
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