角色扮演教學對本地國中生英語學習成效之行動研究

Abstract

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 researchcan not only raise the teacher’s teaching ability but also enhance the credibility of the study.