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An Action Research on Applying Role Play Teaching Method
to Improve Students’ Interests in Learning English at the
English Club of Elementary School
Advisor: Pey-Ru, Yen, Ph.D. Author: Yu-Chi, Sophie, Chen
Abstract
The main purpose of this study was to apply Role Play Teaching Method for im-proving 4th grade elementary school students’ interests in learning English. The purposes of this study were as follows: 1. to explore and discuss the theory and statements in applying Role Play Teaching Method for improving elementary school students’ interests in learning English; 2. to explore and discuss the English
instructional strategies of role play method; 3. to improve students’ English learning interests by the process of action study; 4. According to the conclusions above, some practical suggestions were provided.
This study adopted the action study method which was mainly qualitative study and quantitative study as auxiliary. The study samples were the 4th grade Gian Kan elementary school students in middle part of Taiwan. The whole club contains 37 students. The program is designed according to the English text book by researcher for role playing. The study is applying for 12 weeks, from Oct. 9th.2014 to Dec. 31th. 2014, 3 periods each week, 30 periods totally, 40 minutes per period. The research instruments contain English Learning Interests Scale, interview records, observation records, memo and note of reflection. The quantitative data is analyzed by SPSS 12.0 edition statistic software, and all the qualitative data will be coded and analyzed. The prospective effect is applying Role Play Teaching Method for improving students’ interests in learning English.
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The conclusions of this study were as follows:
1. To apply Role Play Teaching Method in English Club could improve students’ interests in learning English, will to speak English, and learning expectation in English.
2. To help each other by peers study of teacher’s assistants could improve the will for study of weaker students.
3. To arrange multiple and interesting teaching activity could improve students’ interests to join activity.
4. The ice-break activity before the group study in club could build the connection between students.
5. To build a safe and warm learning environment could improve students’ learning interests.
6. To set a simulation environment could improve students’ ability to role-taking and to build the environment for English curriculum.
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role play
Van Ment 1989
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Norah Morgan, Julian Saxton
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Richard J.C
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whole language approach
17 Rigg, 1991:522 Goodman, 1986
Rigg, 1991:523
Rigg,1991 : 323 Goodman(1986) Goodman(1986)18
Smi- th, 1994
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Mo-reno 1972
22 4 5 6 7 8
Renninger, Hidi Krapp (1992)
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Situational Method
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Brown, Collins & Duguid, 1989; McLellan, 1993 1998
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Joyce & Weil
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Schon,1983
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Johnson, 2005
59 2014.4~ 2014.9 2014.4~ 2014.9 2014.4~ 2014.9 2014.10 2014.12 2014.10 2014.12 2014.10 2014.12 2014.12 2015.1~ 2015.2 2015.1~ 2015.2 2015.1~ 2015.3
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( Likert Four-Point Scale
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α α
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SPSS 12.0
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A-E
passenger 2:Servic Agent
(何珊，2009；林進材，2004)。
(李 咏吟，1998)。
71 (朱建方、孔凡航、曹剛，2009；鄭黛瓊譯， 2006)。 (詹竹莘， 2001) (鄭黛瓊譯，2006)
72
(廖曉青，2002)。(何珊， 2009)。
(呂雲鶴、王文軒，2010)。(楊家興，1995)。
73 Nativity S29、S22 聽到要看影片時，皆表示開心：「好久沒看影片了」。學生是愛看影片的。在看卡通時 ，S29 笑得很開心(研觀 1031127)。請 S31 與 S22 上臺分別扮演外婆與小紅帽、大野狼與 獵人，配上道具，動作加表情。兩人皆覺得有趣和開心。請學生回家後找可用的現成道 具(研觀 1031127)。 「學生來的速度有點慢，會delay 到上課進度。」(諍 7-1031211)
74 (王承 斌，1993；王瑞賢，1988；李咏吟、單文經，2002；周怡，2001) 部分學生期待耶誕節有糖果 、活動(如交換禮物)與唱歌(觀 1031217)；多數學生覺得影片有趣(觀 1031217)；胡紅輝， 2004)。 Trick or treat! Trick or treat! 廖曉青，2002)
75 (楊家 興，1995；鄭黛瓊譯，2006)。 TPR (何珊，2009；鄭黛瓊譯，2006) ”One, two, three, action ”
76 (林進材，2004；姚志文，1997；謝水南，1990)。 Rudolph Rudolph Q&A (李咏吟，1998；廖曉青，2002； Goodman，1986)。
77 (鮑承模，1999) Nativity (廖曉 青，2002)。
78 S7 S7 C C S23 S7 S7 (林進材，2004) 學生以舉手方式的參與度高，但有幾位男生 有固定傾向的作答(觀 1031211)。
79 S35 (廖曉青，2002) (楊家興，1995) S4 S5 B S4 S5 S6 S6 S6
80
One, two,three, action
(楊家興，1995；廖曉青，2002；鄭黛瓊譯， 2006)
B
81
(鄭黛瓊譯，2006)
Erik H.Erikson,1902~1994 psychosocial developmental theory
(林進材， 2004)
7:50 ~ 8:30
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(鄭黛瓊譯，2006)
(何珊，2009；廖曉青，2002)
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84 很好玩(S8 問 2-1031113)。因為很有趣 S13 問 21031113)。可以讓我學習更快(S7 問 2-1031113)。角色扮演可以讓我更有自信(S19 問 2-1031113)。學習到更多單字(S23 問 2- 1031113)。可以增加英語能力 S33 問 2- 1031113)。因為角色扮演法能讓我更有信心說英 語 S6 問 2-1031113)。因為沒有學過的英文在這裡都有學到(S14 問 2-1031113)。 t 2.318* p
85
86
可能人數少者的上課表現 較好或後來加入者因沒有每次都參加到活動而致(訪諍 8- 1040321)。」
87
學生希望學 好英語，未來升學有好表現、可以與外國人溝通(訪諍 8-1040321)。」
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(林虹，2010)
89 因為學生喜歡英語，可能是本來就喜歡或是覺得課程有趣(訪諍 8-10403 21)」(王運鴻，2005；林進材，2004)。 (%) ( ) 28 87% (王運鴻，2005)
90 (王運鴻， 2005) 因為小朋友喜歡多元的活動，不喜歡傳 統式坐在位子上。由於是體驗、對話生活化、可以實際開口說、 非制式地背單字，而且 有與同學互動學習(訪諍 8-1040321)。」 13% ( ) 28 (林虹，2010；鄭黛瓊譯，2006) (高岩，2007) 「因為有情境，且教學內容不多、壓力不太大，可 以很快學到。不難，可以有信心。一段對話中，份量不多，覺得 ok，有聚焦(訪諍 8-1040321)。」 ( ) 31 (104/11/13)
91 (104/12/24) ( ) (104/11/13) 因為 學生不是坐在位子上聽說讀寫，可以與其他同學互動，好玩。可能平常上課較少此活動 ，亦可能分組是與喜歡的同學一起互動、學習、練習英語、相互支持，而願意參與 活動、開口練習、投入活動，是正向的學習歷程(訪諍 8-1040321)。」(朱建方、孔凡航、 曹剛，2009)。 (104/11/13) ( ) ( )
92 ( ) (104/11/13) black cat 因為節慶可以玩有趣的活動、唱歌、小禮物、開心的氣氛、帶聖誕歌曲， 喜歡節慶的氣氛(訪諍 8-1040321)。」 (104/11/13; 104/12/24) ( ) (104/11/13) (104/11/13; 104/12/24) 我的做法是，多數時間以異質分組，會的帶不會的，待一段時間之後，變成同質分組 ，設計不同程度的分組對話、劇本，比如一個月一次或是二週一次(訪諍 8-1040321)。」
93 ( ) (王運鴻，2005；朱建方、孔凡航、曹剛， 2009)。
94
S1
S12
95
老師即時、具體、對特 定學生的回饋，是很有力的增強物(觀 1031204)。」
96 英文要難一點較好玩 你覺得其他同學程度都和你一樣好嗎？ 學生搖頭 那你要教他們好嗎？ 嗯！ (訪 S1-1031022) B S19 S32 S19 S19 S27 我不拿貼紙，因為我不是小孩子了。 大人 或小孩子都可以喜歡貼紙呀！ (訪 S27-1031022) Hello Kitty S7
97 Werewolf 不知是曾經是狼變人？或是曾經是人變狼，老師 並不清楚，但這是一個好問題 (訪 S26-1031110) Christ” KK
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7
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JEFC http://
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Alice
Red riding hood
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Jenny
Mother
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Sunny
Hunter
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Maggie
Grandma
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Peter
Wolf
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