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Chapter Two LITERATURE REVIEW
2.0 Introduction
The chapter consists of four parts, including literature reviews of RT, oral reading fluency, learning motivation, RT in Taiwan and research questions. The first section is the introduction of Readers Theater and its teaching procedures. Then, the definition of reading fluency is provided. The third section is the discussion of learners’ motivation to read. Finally, studies of RT in EFL learning context in Taiwan are reviewed. After reviewing previous studies, the researcher comes up with the core concept and research questions of the study.
2.1 An Introduction to Readers Theater
2.1.1 Definition of Readers Theater
Based on Hsu (2011), Readers Theater is composed of two important elements, which are Readers and Theater. Readers refers to students that read works of literature like short stories, passages from articles, plays, and so forth. They focus on interpreting scripts through voice expressions with gestures and facial expressions. Since oral expression is the major way of performance, minimal or no props, customs, actions and stage effects are required. Moreover, students are allowed to hold scripts while
performing, because they are expected to read lines with rich expressions instead of memorizing them. Theater denotes that students have to perform in front of crowds,
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and a stage could be a classroom or any simple platform. Audiences appreciate the performance by means of students’ oral expression, facial expressions, and gestures.
Other entertainment techniques mainly serve the purpose of letting readers enjoy their reading.
Different types of Readers Theater have been proposed. Based on the different focuses between Readers and Theater, RT can mainly be categorized into three types (Adams, 2003; Lengeling & et al., 1995). When the RT focuses more on the theater, it was called Chamber Theater. In Chamber Theater, students memorize lines to act out the play with full customs, which resembles traditional drama. When the RT puts emphasis on readers, it is called Simple Readers Theater. In Simple RT, students act out the scripts mainly through their oral expressions with minimal physical assistance.
They don’t need to memorize the lines, but read them while holding scripts. When the RT puts equal focus on the readers and the theater, it is called Staged Readers Theater.
Students could perform the play by reading scripts and adding some simple props and gestures simultaneously. It is recommended that beginners of RT can start from Simple Readers Theater. After gaining some experience, the teacher can let students do Staged Readers Theater, and then finally Chamber Theater. The procedure is arranged from the simplest one to the most difficult one (Adams, 2003, p. 34).
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2.1.2 Instructions of Readers Theater
Lois Walker (2005), the author of Readers Theater in the Classroom, came up with five stages of implementing RT scripts. At the primary reading level, teachers often do a modeling, reading lines aloud with meaningful and expressive tones. Then students read lines with teachers’ guidance on their pronunciation and intonation. After familiarizing themselves with the content, students move to the round robin reading stage. Students sit in a circle and take turns reading lines, and they are free to change characters. Students practice in a non-threatening and non-competitive atmosphere to build their confidence, so that they become more independent readers. At the instant reading phase, students are assigned or choose characters on their own. They have to underline their lines and try to devote themselves to the character while standing in front of the class. At the same time, teachers give them suggestions on their reading to help students achieve fluency. After several turns, students are divided into small groups doing cooperative reading. Each group is responsible for different parts of the scripts. They are encouraged to change opinions and give feedback to other members.
Later they present their parts as a group, and they may practice two to three times before presenting. When it comes to stage reading, students’ oral expressions, gestures, and facial expressions are polished for their RT performance. Teachers may start with a fun game as a warm up to relax students. Next, teachers make sure that students have scripts and know their lines. To increase students’ familiarity, it is better to rehearse with props, customs and other dramatic elements like music. Teachers also give proper stage directions so that students know when and where to enter and exit.
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Unlike Lois Walker’s five stages of implementing RT, Hsu (2011) interviewed three competent teachers of RT, and came up with nine general procedures of RT instructions. They were preparation, script, supporting activities, teacher’s modeling and explanation, grouping and role assignments, practice and checking, rehearsal and preparation for performance, performance and evaluation, and post-RT activities. In the preparation phase, teachers might do pretests to measure students’ present level to prepare suitable lessons for them. In the script stage, teachers find appropriate scripts for students. Scripts might be adapted from students’ textbooks, storybooks, or students’
own creations. Moreover, they shouldn’t be so difficult that they arouse students’
anxiety. In the supporting activities part, teachers may equip students’ with RT related knowledge and skills. For example, students can watch RT performance videos to come to understand the concepts of RT. Teachers can use storytelling methods to introduce the scripts, training students’ phonics, sight word recognition, and emotional
expression skills. In the teacher’s modeling and explanation phase, teachers first model how to read scripts, and then explained the meanings of the lines. To not bore students, teachers might lead students to model the reading via different types of reading, such as choral and instant reading. In the grouping and role assignments stage, teachers first group students into heterogeneous groups to help each other before assigning fixed roles. In the practice and checking stage, teachers focus on spotting students’
weaknesses and use a “pull out” strategy to help students one by one. During the rehearsal and preparation for performance phase, students do rehearsals, and then both teachers and peers give them suggestions. In the performance and evaluation phase, students perform the script in public and the teachers or peers evaluate their
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performances. Finally, in post-RT activities, students discuss their previous
performances in class, and they may have had to perform the script again based on their re-designs. The instructions of RT in this thesis were adopted from both Walker’s (2005) five stages of reading scripts and Hsu’s (2011) nine general procedures of
implementing RT.