A Case Study of Integrating Readers’ Theater into English Remedial Teaching for the 8th Grade Underachievers in Kaohsiung City

• Main Authors: HSIEH, TSAI-CHUAN, 謝綵絹
• Other Authors: 吳明德
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/mnt727

碩士 === 高苑科技大學 === 資訊科技應用研究所 === 107 === Students have problems with speaking real English in daily life, even if they’ve learned English for a long time. If someone can’t pronounce words correctly, it may be difficult for him or her to memorize or recognize words. Without the basis of vacabularies, it’s hard to improve reading comprehension. The research aims to explore the effect on English learning, including listening, speaking, reading and writing, after integrating Readers’ Theater into English remedial teaching. The researcher picks out six 8th grade students of a junior high school in Kaohsiung as the research objects and tries to investigate the changes in their English learning from several aspects, adapting the textbook, practical teaching, observation, pre-test, post-test and interview. The results of the research are as below： 1.The students of English remedial teaching increase their vacabulary quantities. 2.The students of English remedial teaching improve their English abilities in listening, speaking, reading and writing. 3.The students of English remedial teaching have more confidence in learning English. Based on the results, this research made some suggestions to the teachers that deal with the issues of remedial teaching and underachievers. Keywords: Remedial Teaching, Vocabulary Quantity, Reading Comprehension, Readers’ Theater