1. L/O/G/O 英文戲劇教學對成人英語 學習者之英語影響 TEACHING ENGLISH THROUGH DRAMA FOR EFL ADULT LERANERS 報告人：卓佩芬 NA2C0010

2. Background & Motivation Communicative approach has been influential in foreign language teaching since the early 1970s (Littlewood, 1981). Drama is a unique teaching tool, vital for language development” (Heathcote: 1984, Foreword). A student learns 10% of what he reads, 20% of what he hears, 30% of what he sees, 60% of what he sees and hears, 70% of what he reads, sees, and says, and a whopping 90% of what he says when he is doing an action (Turtledove, 1993: 39).

3. Background & Motivation Mansour (1998) implies that drama activities can motivate student to read with a specific focus in mind. Drama activities help cater for mixed-ability classes and large numbers (Lin, 2001). Strzalka (1998) pinpointed that many adult learners also want to learn English. Adult learners differ from other age groups in respect to their learning experience, memory type, motivation, and, mot of all, in respect to their needs and expectations (Strzalka, 1998: 39).

4. What? The primary goal of this study is to examine the effects of teaching English through drama on EFL adult learners. How drama method affects EFL adult learners’ motivation, self- confidence, English proficiency, stereotypes, peer-interaction, and teacher-student- interaction in terms of learning English was investigated. In addition, the subjects’ responses and difficulties in learning English through drama method were explored.

5. Why? Purpose of the Study To know adult learners’ characteristics on English learning. To find out how teaching English through drama influence EFL adult learners in the aspects of motivation, self-evaluation, and participation. To investigate the comments of EFL adult learners towards drama activities. To explore the subjects’ difficulties about English learning.

6. Research Questions How does teaching through drama affect EFL adult learners’ learning motivation, self- evaluation, and participation in the aspects of learning English? What are the responses of EFL adult learners towards learning English through drama? What are the difficulties of EFL adult learners in terms of learning English through drama?

7. Literature Review (1/2) Motivation: Chang (1990) stated that the students’ sharing of enjoyment in drama activities leads to strong motivation to communicate in the target language. Self-evaluation: According to Hwung (1993), students become confident and active in English conversation with the experience of role playing or drama.

8. Literature Review (2/2) Participation: Cole (1998) states that all participants worked closely together as a team over a period of time for a play, and this has led to the formation of close friendships among students and teachers.

9. Methodology(Survey) The subjects of this study consisted of 76 third- grade students in Continuing Education program of Chia-yi Senior High School (CYSH), including 37 female students and 39 male students. The average of their ages was 28.4. English is a required course and takes four classes per week. None of the subjects had the learning experience related to drama activities in English class.

10. The Distribution of the Subjects by Class, Gender, and Age ClassMaleFemaleTotal Average of age A15112634.5 B12112323.3 C12152727.6 Total39377628.4

11. Instruments (pilot study& pretest) Pilot study:Twenty-one students were chosen randomly, including seven females and 14 males at CYSH. (p=.98) English Learning Survey – the pretest Based on Lin’s (2001) Pre-Drama Survey Chang and Su’s (2000) questionnaire on the study of English oral performance Lu’s (1992) questionnaire on learning motivation Chang’s (2000) survey on adult learners Yang’s (1995) survey on the students of continuing education program,

12. Instruments(post-test) Section one aimed to double-check the gender and age of all subjects. Section two are 25 five-point scale items which are correspondence with section two in ELS— Pre. Comments were also invited at section three of the questionnaire. The ELS—Post was administered to the same subjects as those of the ELS--Pre at the end of experiment through drama activities.

13. Distribution of the Issues in ELS

14. Procedure Data Analysis Administrations of the Questionnaire on Post-test of ELS Students Participating in English Classes through Drama Activities Administration of the Questionnaire on Pretest of ELS Revising the Questionnaire Conducting ELS with the Pilot Subjects Designing the Questionnaires of ELS

15. L/O/G/O ~The End~ Thank you for your time and consideration !