讀者劇場中使用莎士比亞簡化劇本對九年級學生英文閱讀及合作學習之效益研究

• Main Author: 紀心妍
• Other Authors: 張玉玲
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/72451648590656055674

碩士 === 國立高雄師範大學 === 英語學系 === 102 === ABSTRACT The main purpose of this study is to investigate the effects of an RT Project with Simplified Shakespeare’s Scripts (RTPSSS) on English reading and cooperative learning on ninth graders. To achieve the study purpose, 30 ninth-graders from Yanchao Junior High School of Kaohsiung City were recruited. The study conducted for 12 weeks. Before the RTPSSS, the students were required to answer a pre-study questionnaire and take a pretest of English reading comprehension. During the experiment, the researcher first demonstrated the reading activities in the RTPSSS. Then the students were divided into five heterogeneous groups according to their English proficiency. All the groups were asked to read the two simplified scripts. Afterwards, each group had to rehearse their scripts cooperatively and perform the RT in class. After the RTPSSS, all the students were asked to take a post-test of English reading comprehension. Then they answered a post-study questionnaire about English reading, Shakespearean dram, simplified RT scripts, and cooperative learning. Finally, the students’ English reading comprehension and their responses to the post-study questionnaires were collected and analyzed quantitatively and qualitatively by a paired samples t-test and descriptive analyzes. And the student responses to open-ended questions were analyzed qualitatively. Based on the data analysis, major findings of the study are summarized as follows: 1. There is a significant difference in the students’ pre-test and post-test of English reading comprehension. From the increased mean scores in the post-test of English reading comprehension, the RTPSSS was beneficial to students’ English reading comprehension ability. 2. There are seven significant differences in the student responses to English reading before and after the RTPSSS. The mean scores from the two questionnaires revealed that the RTPSSS had positive impact on students’ English reading. Specifically, the students expressed that the RTPSSS not only enhanced their English vocabulary recognition and grammar concepts, but also improved their English reading comprehension. 3. The students had positive responses to Shakespearean drama and English learning. Most of the students deemed Shakespearean drama as beneficial to their English learning. The students approved that Shakespearean drama could help them obtained English reading skills as well as increase their perceptions and thoughts, such as life experiences and personal growth. 4. The student responded to the simplified Shakespeare’s scripts positively. Most of the students comprehended the content of the simplified Shakespeare’s scripts well and were willing to read aloud the whole scripts. In addition, the students were fond of reading the content about romantic love, funny plot, and imaginary fairy tales. In addition, they confirmed that reading the two selected simplified Shakespeare’s scripts helped enriched their linguistic knowledge and enhanced their literature appreciation ability. 5. The students confirmed the effect of the RT on cooperative learning in the RTPSSS. Most of the students enjoyed the procedure of appreciating other groups’ English performances and cooperating with their group members. The interaction and cooperation in the groups motivated students to get involved in the group work. Specifically, they cultivated problem-solving skills as well as interpersonal skills in cooperative learning in the RTPSSS. 6. The students gained a lot in the RTPSSS in terms of English learning opportunities, English reading comprehension ability, interaction with classmates and learning motivation in English learning. However, some students expressed that they had difficulties in English reading comprehension, the English vocabulary and grammar concepts, interaction with classmates and learning motivation. Based on the study findings, some suggestions are made. To begin with, English teachers can integrate the RTPSSS with English reading instructions in class. With the joyful atmosphere in the RT, the teachers can help enhance students’ English reading comprehension and learning motivation. Next, it is hoped that students can apply cooperative learning skills in English learning after the RTPSSS. When cooperative learning occurred in the groups, the students can discuss with group members and then achieve their group goals about English learning all together. Last but not least, the educational administers can advocate the RT programs in junior high schools in Taiwan. Specifically, more classic literature works can be adapted into English RT scripts for junior high school students in Taiwan in the RT.