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Table of Contents
List of TABLES and FIGURES
ABSTRACT
Chapter 1.
Abstract
A study of Developing Speaking Skills through Drama Activities
Kim, Seojin
Graduate School of TESOL
Sookmyung Women’s University
This paper aims to examine the effectiveness of drama activities, especially role plays in
English class by using role plays in the lessons and observing students’ participations in
classes and their attitudes towards English learning, and their communicative
competence development in order to realize communicative language teaching in
English class in Korean Elementary school. Four kinds of role plays—scripted, open-
ended, situational, and mapped role play—were used at the last period of each unit at
the 5th grade elementary school. The purpose of the thesis is to find out whether drama
activities in the EFL context (1) contribute to students’ speaking skills development and
(3) have positive influence on students’ attitude toward English learning and
motivation. Chapter two defines communicative competence and drama activities as
well as the effectiveness of drama activities and role plays in the second or foreign
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language learning. In chapter three, the role plays and the procedures were displayed. In
chapter four, the results were presented by comparing experiment and control group.
The results reveal that role play, or drama activity has positive influence on both
students’ communicative competence development and their attitudes toward English
learning. This study concluded that drama activities in EFL context like Korea have
positive influence on students in terms of psycholinguistic.
Chapter 1 IntroductionEnglish is taught from 3rd grade of elementary school as a mandatory subjects and a lot
of students also learn English form earlier age in the private English institutes in Korea.
However, it has been reported that even though a lot of time, money and effort have
spent to learn English, speaking skills of Korean is still relatively low compared to other
Asian countries. According to Test Score Data Summary for TOEFL Internet-based
which were based on data between January and December 2007 by ETS (Education
Testing Service), Korea ranked 20 among 30 Asian Countries in speaking section. Quite
a lot of English teachers in Korea understand the importance and necessary of building
students’ speaking skills in English, but the importance of Korean SAT in students’
university entrance makes teachers to use Grammar-Translation Method to make their
students know ‘about’ the English language. Fortunately, elementary schools seem to
have less pressure from those constrains than those of other higher educational
institutions, and using Communicative Language Teaching is more feasible. Yet, most of
the activities that are used in the elementary schools merely support students to drill like
practice. Thus, students do not have sufficient opportunities to improve their
communicative skills. Since elementary school students are still beginner levels in
learning English and their communicative competence might be hard to measure
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compared to university students, less research was done in the issue of the effectiveness
of drama-based approach to improve communicative competence. However, even in the
beginner’s level one could see the improvement of students although it is not such
salient. In addition, as the 7th national curriculum declared, in this stage making students
to have positive attitudes toward English is important as well.
Drama activities provide real-life like situation or let’s pretend situation in EFL
context like Korea, where students rarely have opportunities to use English outside
English classrooms. This study aims to implement drama-based English Language
Teaching in public elementary regular classes in order to see how it affects on
developing students’ speaking skills and their attitudes toward learning English
language. The specific research questions of the present study are as follows: (1) Do
drama activities in the EFL context contribute to develop students’ speaking skills
development?; (2) Do drama activities in the EFL context have positive influence on
students’ attitude toward English learning and motivation?
Among lots of different kinds of drama activities, role play were chosen, since
public elementary school students were familiar with this kind of activity with
experiences of other subjects such as Korean, social studies, and moral education.
However, this role play is strangely used as role-taking practice, which makes students
to just memorize given dialogues in English class. Thus, in this study, I would like to
introduce a role play activity, which is one kind of drama activities, to one of my
English class and see how students’ speaking skills and perceptions of English have
changed. Scripted, open-ended, situational, mapped role plays were implemented to
experiment group orderly and control group did not experience first three kinds of role
plays. The results of mapped role plays of experiment group and control group were
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compared and all the processes of implementing other role plays were observed by the
researcher.
Chapter 2 Literature Review
2.1 Communicative competence
The concept of communicative competence was introduced by Hymes (1967), which
was against reaction of the Chomsky’s limited notion of competence as linguistic
aspects. Chomsky (1965) made a fundamental distinction between competence (the
speaker-hearer’s knowledge of his language) and performance (the actual use of
language in concrete situations) saying linguistic theory is concerned primarily with an
ideal speaker-listener, in a completely homogeneous speech-community. While Hymes
held that speakers are competent not only when they have the knowledge of
grammatical rules but also when they have the knowledge of how to use them
appropriately (Duranti, 2001). Hymes argue that communicative competence must
include not only the linguistic forms of a language but a knowledge of when, how and
to whom it is appropriate to use these forms (Paulston & Bruder, 1976). Savignon
(1976) also pointed out that communicative competence requires much more than a
knowledge of the linguistic code and the acquisition of the linguistic code is a part of
the acquisition of communicative competence as a whole.
Canale and Swain (1980) proposed a three-component framework for
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communicative competence and Canale (1983) later extended this to four component
competence: grammatical, discourse, sociolinguistic, and strategic (Skehan, 1998). The
first two categories reflect the use of the language system itself; the last two define the
functional aspects of communication (Brown, 2000). Grammatical competence derives
from Chomsky’s linguistic competence. The second concerns the ability to handle
language beyond the level of the sentence, to understand the rules of discourse (Canale,
1983). Sociolinguistic competence is the knowledge of the sociocultural rules of
language and of discourse. Strategic competence has a slightly different role, since it
comes into play when the other competences are unable to cope directly (Skehan, 1998).
Canale and Swain (1980) defined strategic competence as the verbal and nonverbal
communication strategies that may be called into action to compensate for breakdowns
in communication due to performance variables or due to insufficient competence.
Canale and Swain’s model of communicative competence has been further
developed by Bachman’s (1990) schematization of language competence. Bachman
places grammatical and discourse (renamed “textual”) competence under one node,
organizational (code) competence. Canale and Swain’s sociolinguistic competence is
broken down into two separate pragmatic (contextual) categories: illocutionary
competence (which embrace functional aspects of learning) and sociolinguistic
competence (which deal with such considerations as politeness, formality, register, and
culturally related aspects of language) (Brown, 2000). More radical is the change that
Bachman proposes for the role of strategic competence; Bachman positioned strategic
competence as an entirely separate element of communicative language ability. It is
central to all communication carrying out a mediating role between meaning intentions,
underlying competences, background knowledge, and context of situation (Skehan,
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1998).
On valance, communicative competence is defined as the ability to use language
in a variety of settings, taking into account relationships between speakers and
differences in situations (Lightbown & Spada, 2006), or the general ability to use
language accurately, appropriately and flexibly (Yule, 2006).
2.2 Communicative Language Teaching (CLT)
Communicative Language Teaching, or the communicative approach, developed in the
mid-1970s, is based on the social-interactionist theory which emphasizes the social
nature of language learning and interaction. The goal is to enable students to
communicate in the target language. Many textbooks based on the communicative
approach use a structural syllabus, often organized by linked topics and language
functions (Brewster at al, 2003). According to Littlewood (1981), one of the most
characteristic features of communicative language teaching is that it pays systematic
attention to functional as well as structural aspects of language, combining these into a
more fully communicative view.
The teacher facilitates communication in the classroom. In this role, one of the
responsibilities is to establish situations likely to promote communication (Larsen-
Freeman, 2004). Although there are many different versions of how to create
communicative experiences for L2 learners, they are all based on a belief that the
functions of language should be emphasized rather than the forms of the language (Yule,
2006). Fluency and accuracy are seen as complementary principles underlying
communicative techniques. At time fluency may have to take on more importance than
in order to keep learners meaningfully engaged in language use (Brown, 2001).
Lightbown and Spada (2006) says that, supporters of communicative language teaching
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believe that the motivation of learners is often stifled by an insistence on correctness in
the earliest stages of second language learning arguing that it is better to encourage
learners to develop fluency before accuracy. They suggest that errors are a natural and
valuable part of the language learning process. In short, the essence of CLT is the
engagement of learners in communication in order to allow them to develop their
communicative competence (Savignon, 2001).
2.3 CLT and Second language learning
Communicative activities refer to the techniques which are employed in the
communicative method in language teaching (Wan, 1990). Littlewood (1981)
differentiated communicative activities from pre-communicative activities, which aim
to equip the learner with some of the skills required for communication, without
actually requiring him to perform communicative acts. Ellis (1988) proposes two sets of
cognitive processes contributing to a learner’s second language development (SLD):
primary processes and secondary processes. The first developmental route is likely to be
found in naturalistic L2 learning and leads to knowledge of a non-analytical type, and
secondary processes contribute directly to analytic L2 knowledge. Drama provides
learners with a very effective environment to develop their L2 through the route
involving primary processes. Primary processes and secondary processes could be
related to the Rivers’s (1972) differentiation of skill-getting and skill-using activities.
Rivers (1972) proposes methodological distinction between skill-getting and skill-
using activities. Through skill-getting activities, the teacher isolates specific elements of
knowledge or skills that compose communicative ability, and provides the learners with
opportunities to practice them separately. Thus, the learners are being trained in separate
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steps of communication skills rather than practicing the total skill to be acquired. In the
skill-using stage, the learner should be on her own and not supported or directed by the
teacher. Consequently it offers an opportunity for language in real use (Atsuko, 2002).
Wan (1990) said that the use of drama and drama activities in TESL (Teaching English
as a Second Language) adhere to the principles of the communicative approach. One of
the aims (as it is in the communicative approach) is for the learner to achieve
communicative competence.
2.4 Drama in second or foreign language learning
The value of drama in language education stems from the opportunities it provides for
students to express themselves in English for a meaningful purpose, going beyond
vocabulary and grammar (Dodson, 2002). A great many studies show that drama
develops thinking, oral language, reading, and writing (Wagner, 2002). Wessels (1987)
listed the potential benefits of drama in language teaching as follows: the acquisition of
meaningful, fluent interaction in the target language; the assimilation of a whole range
of pronunciation and prosodic features in a fully contextualized and interactional
manner; the fully contextualized acquisition of new vocabulary and structure; an
improved sense of confidence in the student in his or her ability to learn the target
language.
Since, as is addressed by Wessels (1987), drama can generate a need to speak by
focusing the attention of the learners on creating a drama, dialogue, or role play, or
solving a problem, learners have to be active participants, using their imagination and
interaction communication skills in the foreign language. Conversation in drama is not
completely controlled by the teacher—and advantage in comparison to the teacher-
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student interaction in more traditional pedagogical tasks, no single participant is
dominant in the activity. As a result, drama is less likely to produce “restricted
language” (Colyle & Bisgyer, 1984) in the classroom (Kao & O’Neill, 1998). According
to Byrne (1991), there are a few dramatized activities that can be used for language
learning purposes. Some of these activities like structured role play, scripted role play,
and scripted play seemed to provide learners with opportunities to memorize chunks of
language through repeated practicing.
Holden (1981) defined drama as any activity which asks the participant to portray
himself in an imaginary situation; or to portray another person in an imaginary situation.
Thus, drama in education puts an emphasis on the immediacy and informality of
improvised activities rather than on the quality of performance (Kao & O’Neill, 1998).
As Maley and Duff (1978) noted, drama is motivating since nobody can predict what
exactly will be thrown up in the way of ideas working through drama and enjoyment
comes from imaginative personal involvement. They also mentioned that the problem of
not wanting to speak or, more often, not knowing what to say is practically resolved
because the activity makes it necessary to talk. In addition, the drama activities give
students an opportunity to strike a balance between fluency and accuracy as well.
2.5 Role plays in second or foreign language learning
Role-play is one of the ways that can ease students’ transition into using English in real
world situations. Byrne (1986) defined role play as the activity which the participants
interact either as themselves in imaginary situations or as other people in imaginary
situations. Byrne said that like other dramatic activities, role play involves an element of
‘let’s pretend’. It is make believe and to take part, the learners have to imagine they are
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somewhere other than the classroom on an imaginative level. It also provides
opportunities for the learners to develop fluency skills: to use language freely, because if
offers an element of choice; to use language purposefully, because there is something to
be done; and to use language creatively, because it calls for imagination.
Role plays are interesting, memorable and engaging, and students retain the
material they have learned. In their assumed role, students drop their shyness and other
personality and cultural inhibitions, making them, one of the best tools available for
teaching a second learning (Stocker, 2005). In addition, role play is one of a wide range
of communicative techniques involving student-student interaction that is used in the
second language classroom. It is a task-based rather than form-based activity that shapes
a context and simulates S-S interaction by providing a purpose or motivation to speak
through a series of relate cues (Hull, 1992).
2.6 Different types of role plays and two settings
Kang (2008) displays four types of role play activities for children: scripted role-plays
open-ended, situational, and mapped role play. First, students have to act as a role in the
script and use the language in the scripted role-play. It is useful for beginners and
intermediate level. Second, in an open-ended role play, only some parts of a script are
left for the learners to create a new story and to use language with their own choice. It is
used for bridging between pre-communicative and communicative tasks. Thus, this role
play enables learners to internalize the language they learned from the pre-
communicative activities. Thirdly, in this role play, there is no dialogue to use. Only a
situation is given. Finally, in a mapped role play, students have to use few maps of
situations. Students play role according to the situation from maps and choose their own
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language to use for the situations. The map could be either picture or written maps.
In the role play, there are two types of settings: the emotional setting and the physical
setting. Maley & Duff (1978) defines emotional settings as the emotions including
personality, mood, role and status between the speakers. They also define physical
settings as the places in which the conversation actually takes place. Kang (2008) said
that these settings can make role play more creative and interesting to the students than
doing role plays by merely memorizing the given dialogue in the textbook.
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Chapter 3 Methodology
3.1 Research Questions
This study examines whether drama activities in Korean Elementary school bring
positive effect in improving students’ speaking skills development and their attitudes
toward English language learning. According to Kang ( ), speaking skills can be
divided two; form and function. Students could increase their accuracy and enhance
their fluency by practicing both form and function. In addition, learners’ attitudes are
important element because their attitudes influence on effective language learning
significantly. To clarify the purpose of this study aims two questions as follow.
(1) Do drama activities in the EFL context contribute to students’ speaking skills
development?;
(2) Do drama activities in the EFL context have positive influence on students’ attitude
toward English learning and motivation?
3.2 Research Design
This study was conducted from March, 2008 to August, 2008. Table 3.1 presents the
specific procedures. Study of prior researches and material collections in the planning
stage is important because they give basic guideline to the research in the aspects of
data collection and analysis. Materials—scripts of situations of role plays—for the
research were created by the researcher considering the lesson’s objectives and
students’ interest. Both pre-surveys and post-surveys were taken in order to compare
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students’ attitudes between before and after using the role plays that are designed by the
researcher and to see whether there is a gap between experiment and control group in
the perceptions of English language learning.
In order to examine whether drama activities enhance students’ speaking skills and
their learning attitudes, role plays were implemented to experiment group. There are
four types of role plays—scripted, open-ended, situational, and mapped role plays.
Among them, mapped role play was used as a test tool implemented to both experiment
and control groups. Table 3.2 shows the research procedure for experiment group.
Table 3.1 Research schedule
Steps Period Procedures
Planning March, 2008 Selection of research topics and questions
Study of prior researches and Material collections
Analysis of 5th grade curriculum and textbook
Design of lesson plan, evaluation materials
Acting April, 2008 ~
July, 2008
Execute pre-surveys and analysis
Selection of experiment and control groups
Implementation of lesson plan
Execute post-test and post-surveys
Evaluation August, 2008 Collection of data and analysis
Research questions testing and deduction of conclusions
and implications
Table 3.2 Schedule for experiment group
Steps Date Steps Date
Pre-survey 1 April, 4th Situational role play – Unit 7 June, 13th
Pre-survey 2 April, 7th Situational role play – Unit 8 June, 27th
Situational role play – Unit 3 April, 18th Mapped role play (post-test) July, 4th
Open-ended role play – Unit 5 May, 2nd Post-survey 1 July, 4th
Open-ended role play – Unit 5 May, 16th Post-survey 2 July, 4th
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Open-ended role play – Unit 6 May, 30th Post-survey 3 July, 7th
3.3 Participants
The participants were 28 5th grade students in a public elementary school, Seoul, Korea.
Specifically, the school located in the east part of Korea and the students’ economical
backgrounds are middle-low or middle classes. Thus, parents are not eager to students’
education and students’ English proficiencies are not high compare to other areas in
Seoul. Two classes were chosen for this study and students have learned English at least
form 3rd grade in school and a few students have started to learn English before 3rd grade
at private institutes. Thus, there are gaps between students’ linguistic proficiency but
most of them are in the beginner’s level and none of them have lived English speaking
countries. One class is for experiment and the other is for comparison and both classes
have around 30 students as shown in table 3.3. In the 3rd and 4th grades, they learned
English only once a week at school and learn English two times a week from 5 th grade.
In the 3rd grade only oral languages were taught and reading and writing are introduced
in the 4th and 5th grade respectively. Each class is 40 minutes long.
Table3.3 Number of participants
Boy Girl Total
Experimental group 16 12 28
Control group 16 13 29
3.4 Data collection
3.4.1 Survey
In order to see how the students’ perceptions toward English learning and speaking
were changed before and after the role play lessons, and to investigate the differences
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between experiment and control groups, pre-surveys and post-surveys were taken.
Students were asked to express their feelings about learning English in school, speaking
in English, doing role plays, and compare different types of role plays. Students were
also asked to write the reasons of their thinking.
After collected, their responses were analyzed and the responses of before and
after the lessons and the responses of two groups were compared. Pre-surveys were
taken two times before unit 3. Post-surveys were taken after doing mapped role play. To
obtain more information from experiment group, one more survey (Post-survey 3) was
taken. This survey asked students to compare role play in the textbook and the role
plays that they were done with the researcher without textbook. When doing survey, the
teacher explained the question both English and Korean, and students were allowed to
write in Korean. Survey questionnaire is shown in Appendix A, B, C, D and E.
3.4.2 Role plays
3.4.2.1 Organization of a textbook
8 units were provided for one semester and each unit is designed to be used for 4
periods. English class was scheduled 2 times for 40 minutes classes in a week. In 5 th
grade, all 4 skills—listening, speaking, reading, writing—is introduced to students
(Writing is introduced to students for the first time in this grade). Table 3.4 shows
organization of the textbook. The lesson of experiment group is different only at period
4 in each unit from 3 to 8: While control group do other activities or do usual role-
taking practices (which lacks the crucial elements of drama activities and just speak
their lines orderly), the experiment group do role plays in every 4 period.
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Table 3.4 organization of a textbook (for each unit from 1 to 8)
Period 1 Period 2 Period 2 Period 4
Look and Listen
Listen and Repeat (1)
Let’s play (1)
Look and Speak
Listen and Repeat (2)
Let’s Sing/Chant
Let’s Read
Let’s Write
Let’s Play (3)
Role-play/Activity
Review
3.4.2.2 Organization of lessons for control group
Students of control group were taught and leaded by the teacher according to
modified lesson plans. The researcher has been modified the textbook activities (See
table 3.5) to give more varieties to class activities and provide more opportunities to
communicate in English in class keeping students’ motivation high. However, when
doing role play, the researcher followed the textbook role play activity making students
just memorizing scripts and speaking their own lines. It other words, the teacher used
the dialogues which the textbook provide without any modification and students just
memorize those lines by listening and repeating the dialogues. In this case, students do
not take the roles but just give and take the dialogues as a mechanical drill.
Table3.5 organization of modified teaching
Period Experiment group Control group
1
(Simple TPR activities)
Look and listen to the main dialogue
Repeat and shadowing the main dialogue
Word search or crossword puzzle / Word bingo game
2
Review- repeat and read the main dialogue
Listen and speak dialogue A, B (shorter than the main dialogue)
Sing or Chant
Read learned words
(Game – Snowball, I am ground…)
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3
Review – Sing or Chant
Write alphabet letters or words
Game - board game, rand rush, riddles, omok…
Review lesson unit
4 Role play Role-taking practices / Activity (Survey,
Drawing…)
3.4.2.3 Organization of lessons for experiment group
In experiment group 3 different types of role-play were implemented; scripted role play,
open-ended role play, Situational role play. Table 3.6 shows specific role play for each
unit. Scripts and situations were chosen by the teacher according to the units target
functions and expressions.
Table 3.6 organization of lessons for experiment group
Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Scripted
Role playOpen-ended role play Situational Role Play
After examining units target expressions and dialogues, scripts, situation for role
plays were designed. Scripts and situations of the role plays were created by the
researcher in order to use English expressions of the units. The main goal of the
textbook is making students to learn English expressions as chunks of language rather
memorizing related vocabulary in each unit. Students’ interests were also considered to
make students participate more actively to the role plays. In unit, the researcher made
the dialogue between A and B without clear place expecting students to realize how
might be the conversation might be different according to different characters and
places. In unit 4, 5, and 6, the researcher made open-ended scripts using key English
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expressions of the unit making students to complete the script. In unit 7 and 8, the
researcher created situation considering both students’ interests and the English
expressions that students might be able to use in those situations.
Nearly, twice a week (class were canceled when there were holidays or school
events), the experiment group students received 40 minutes of role play lessons. The
teacher collected students’ written scripts and observed their works and performances.
In the class, the teacher used both English and Korean to help the students understand
and students were allowed to use Korean while preparing role plays. Generally, the first
10 minutes of each lesson, the teacher introduced scripts or situations to students and
reviewed some expressions. The concepts of physical and emotional settings were
firstly indirectly introduced to students and later, the teacher instructed the concept more
directly. Then, next 15 or 20 minutes students practice and rehearsal role plays and the
time left were used for presentation. During warp up time, students reflected their
performances and exchange short comments with students. As mentioned above, all the
scripts and situations for the role plays were created by the researcher. The same
procedures were used in the same kinds of role plays at the lesson. Brief lesson plans for
each role play were shown in table 3.7 to 3.9.
Table 3.7 Lesson plan for unit3/period 4, scripted role play
Objectives Students will be able to use expressions “Where is ~?” and It’s on (under) the~.”
doing a role-play.
Materials script
Script to be
used
The script is created by the researcher based on the lesson’s main expressions and
function. The key expressions of lesson 3 are “Where is ~?” and It’s on (under) the~.”.A: Where’s my lunch?
B: What?
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A: My lunch!!
B: Oh,,,Over there.
A: Where?
B: There. It’s on the table.
A: ….Oh, no!!
B: Ha ha ha…
Procedures 1. Activating schema & Introducing the script
2. Assigning a task
3. Choosing a role & Practice
4. Memorizing & Adding gestures
5. Rehearsals
6. Doing a role-play
Scripted role play
In scripted role play, scripts were given to students and students but students need
to think about two settings (Maley, 1978) of physical settings and emotional settings
(mood, attitude and feeling). First of all, present script on the white board and ask
students to read it. Then ask them to imagine who will A and B, and what the situation
might be activating their background knowledge. Ask students to work in pairs. In order
to create real life situation, students have to decide who A and B are, where they are,
how they feel. For example, when A is a victim and B is a thief, and in case of A and B
are friends, the emotions that the role players might feel are totally different and the
performances consequently are different. Likewise, when the two friends are in a street
and in a classroom, the situations are different although the lines are the same. After
choosing a role and creating a situation, students read their lines several times looking at
the script with their partners. Students memorize their lines firstly only verbally and
practice with their partners. After they are competent in memorizing, ask students to add
some gestures and show facial expressions trying to show feelings and the situation
19
clearly. Students do rehearsals several times without looking at the script with their
partners trying to make some improvements in performing. Each pair presents a role-
play in front of a class.
Table 3.8 Unit 4, 5, 6 / Period 4, open-ended role plays
Objectives Students will be able to create open-ended parts of the role-play using expressions
from the lesson.
Materials Scripts
Script to be
used
The researcher revises the role-play activity in the textbook into incomplete script (See
appendix F for unit 5, 6).
Unit 4A: What a nice day!
B: Look! What a beautiful flower!
A: Wow. It’s so beautiful.
B: Wow! What’s this?
A: It’s .
B: .
A: .
B: .
Procedures 1. Introducing the incomplete script
2. Brainstorming & Reviewing language
3. Assigning a task
4. Choosing a role & Making a script
5. Practice
6. Memorizing & Adding gestures.
7. Rehearsals
8. Doing a role-play
Open-ended role play
In open-ended role play, dialogues leave the learners free to decide how to develop them
(Byrne, 1986). In other words, contrary to scripted role play, some parts of scripts are
left for the learners to create a new story and to use language with their own choice.
20
Present the open-ended script on the white board and ask students to read it. Then, ask
questions which are related to physical and emotional settings of the dialogue such as
where they are, what the food might be, how they feel to activate their schema. Make
students to think about the language that might be used in the script. Have students to
look through textbooks to review what they have learned. Ask students to work with
pairs. Students have to decide who A and B are, where they are, how they feel trying to
fill the blanks. They also create an ending freely or add more lines on the dialog. After
choosing a role, students make up a story and write down on the small piece of paper
which the teacher gave each group. In this stage, using Korean is allowed to make
students interact each other more freely.
The teacher walks around the classroom to give assistance when students have
questions or find difficulties. From this stage, in the three kinds of role plays, all the
procedures are the same. Students read and memorize scripts firstly only verbally and
practice with their partners. After when they are competent in memorizing, they were
asked to add some gestures to show feelings. Each pair presents a role-play in front of a
class.
Table 3.9 Unit 7, 8 / Period 5, situational role plays
Objectives Students will be able to create dialogues according to the given situations using
expressions from the lessons.
Materials Situation cards, scripts, props
Situation to
be used
The researcher created the situations considering students’ interest.
(See appendix G for unit 8)
Unit 7You went to Lotteworld with your family. Your parents went to a
bathroom. There were a lot of people. Then, you lost your younger
brother. What would you do?
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Procedures 1. Activating schema & Introducing the situation
2. Brainstorming & Reviewing language
3. Assigning a task
4. Choosing roles & Making a script
5. Practice
6. Memorizing & Adding gestures
7. Rehearsals & Preparing props
2.8 Doing a role-play
Situational role play
In situational role play, the participants interact either as themselves in imaginary
situations or as other people in imaginary situations. The students choose and create
their own roles to achieve the given task. During situational role play, dynamic
interaction between the students happens in authentic contexts. First, show pictures that
are related to the situations to activate students’ schema about the characters and
situations. For instance, in unit 7, the teacher showed pictures of Lotteworld with a lot
of people and the pictures of a boy crying. Then, present the situation on the white
board and ask questions about where they are, how would they feel about the situation.
Make students to think about the language that might be used in the situation. Have
students to look through textbooks and handouts to review what they have learned in the
lessons. However, I did not review the language as a whole class activity. Ask students
to work as pairs. Students decide settings and make up stories and write the scripts on
the paper to do a role play. Students choose their roles and make up a story. They write
down the script on their papers. Following procedures were the same with those of
open-ended role plays.
3.2.2.4 Post-test: mapped role play
22
To see the experiment results, post-test was done to both experiment and control groups
after unit 8 was finished. For comparison, mapped role play, which is a new kind of
activity for both groups to enhance reliability, was chosen. For this role play, 7
connected situations were designed using characters from one of the students’ favorite
movie ‘Shrek 3’ based on the essential communicative functions and expressions of
each unit that students are expected to learn after finishing each unit (See table 10).
Detailed lesson plan are described in table 3.4 below and this lesson is designed for two
class hours.
Table 3.10 Language objectives of each unit
Lesson Communicative function
11. How are you? I’m Fine, thank you.2. What’s your name? My name’s Joon.
21. What day is it today? It’s Monday.2. We have/don’t have English today.
3 1. Where’s my pencil case? It’s under the table.
41. What a nice day!2. It’s very tall.
51. Where is Namdaemun? Go straight and turn right.2. I’m sorry?
61. I get up at seven every day.2. What time do you go to bed?
71. She’s tall. 2. What?
81. Let’s go swimming.2. How about this afternoon?3. Sorry, I can’t./Sounds good.
Table 3.11 Post-test, mapped role play
Objectives Students will be able to use communicative functions for past 8 lessons doing role-
23
plays.
Materials Situation cards, Scripts, props, camera
Situations to
be used
Shrek 31. Shrek and Fiona invited Fiona’s friend, Sleeping beauty to their house.
2. Sleeping beauty visited their house on a wrong day.
3. Shrek and Fiona hurriedly cleaned their house while sleeping beauty
suddenly fell asleep.
4. Sleeping beauty awaked and they decided to go on a picnic to the wood.
5. Sleeping beauty wanted to go to a bathroom first.
6. She did not come back after few minutes past.
7. Fiona went to bathroom but sleeping beauty was not there. Shrek and
Fiona went outside to find her.
8. Create ending for yourselves.
Procedures 1. Activating schema & Introducing the map
2. Brainstorming & Reviewing language
3. Assigning a task
4. Choosing and creating roles & Making a script
5. Practice
6. Memorizing & Adding gestures
2.7 Rehearsals & Preparing props
2.8 Doing a role-play
Evaluation Record students’ performances and analyze their interactions.
First, show pictures of Shrek, Fiona, and sleeping beauty to activate students’
schema about the characters and situations. Then, pass out a handout of mapped
situation to students and ask questions such as where they are, how they feel to help
students to think about the physical and emotional settings. Make students to think
about the language that might be used in each situation. Have students to look through
textbooks and handouts to review what they have learned in each 8 unit. Ask students to
work groups of 4. Students decide settings and make up stories and write the scripts on
the paper to do a role-play. Students choose their roles and make up a story. They write
24
down the script on their papers. Students practice the dialog reading their lines several
times looking at the scripts that they were written on the papers. Following procedures
were the same with other role play lessons.
Each number of situations in mapped role play corresponded to each unit’s
communicative function. For example, the first situation is “Shrek and Fiona invited
Fiona’s friend, Sleeping beauty to their house.” And communicative functions of lesson
are “How are you? / I’m fine, thank you. / What’s your name? / My name’s Joon. ” The
teacher expected students to make dialogues such as “Hi, Sleeping beauty. How are
you?” Students have to make a role play making dialogues following sequenced
situations. However, students could use any expressions they want to use. Since students
were not familiar this type of activity each situation was fully explained by the teacher
both English and Korean. Students are also allowed to use Korean while they were
exchange their ideas and formulating dialogues. In addition, since there were only 3
characters (Shrek, Fiona, Sleeping beauty) in the given situations and there were 4
students in each group, students have to create one more role, which gives more
freedom of choice to students. Students’ performances were recorded as short movie for
analysis and comparison.
3.5 Data Analysis
3.5.1 Surveys
After collecting students’ written papers of survey, the researcher get the statistics of
each question. First, experiment group’s perceptions toward English language learning
and speaking were compared between before and after the role plays. Secondly,
experiment and control group’s evaluation about role play lessons were compared and
25
the differences between the responses of the two groups were highlighted.
3.5.2 Role plays
Students’ written scripts for each lesson were collected and used as data for judging
improvements and through observations of students’ role plays in the lessons, the
researcher could see how well students participate in the role plays. Theses participation
rate of experiment group was compared to those control group in each class.
3.5.3. Post-test
Videotaping was conducted at the post-test (mapped-role play) to compare two groups
more objectively. Students did not seem to have pressure about being videotaped since
the camera was located the back of the classroom and they rather enjoyed it.
In order to compare the performance of experiment and control groups’
performance at the mapped role play, criteria were decided. The factors were chosen
with reference to the assessment criteria of some standardized speaking tests such as
The ACTFL OPIc which is based on ACTFL Oral Proficiency Interview (OPI), MATE
(Multi-media Assisted Test of English), and SST (Standard Speaking Test) and a prior
research (Kouichi, 2003).
The OPIc is a global assessment that measures language holistically by determining
patterns of strengths and weaknesses, establishing a speaker’s level of consistent
functional ability within the Novice Low to Superior range of proficiency, and
compared to the ACTFL proficiency Guidelines-Speaking (Revised 1999). Though
holistically rated, there are four major categories of assessment criteria on which ratings
are focused-(1) the global tasks/functions performed with the language, (2) the social
26
context and content areas in which the language can be used, (3) the accuracy feature
which define how well the speaker performs the task pertinent to those contexts and
content areas, (4) and the oral text type (from individual words to extended discourse)
produced.
MATE is designed for the Korean market and primarily for Korean speakers of
English using Korea as the basic background context for the tasks. The MATE scale
consists of four major levels: Expert, commanding, moderate, and rudimentary. In
addition, there are two sub-levels each in the expert and rudimentary levels and four
sub-levels in each of the moderate and commanding levels. There are four groupings of
criteria that need to be considered when rating a speech sample at MATE.
1. The functions or global tasks the test-taker performs (the thins the test-taker can
actually do with the language)
2. The range of contexts and specific content areas in which the test-taker is able
perform
3. The accuracy, or relative correctness, with which the test-taker is able to
perform these tasks
4. The type of textual organization or discourse patterns which the test-taker is
able to produce
SST is based on the ACTFL Proficiency Guidelines for speaking and the Oral
Proficiency Interview (OPI). In the SST, the proficiency guideline defines 9 different
proficiency levels (Level 1 is the most basic). Each level is defined specifically in terms
of the following criteria: (1) text type, (2) accuracy, (3) pronunciation, (4) fluency, and
(5) overall task & function.
Considering most of the participants are in the beginner level and the purpose of
27
the research is targeting the development of students’ speaking skills development and
their attitudes toward learning English. The tree tests share the same categories of form,
function and discourse. The criteria of the mapped role play were created by modifying
the criteria of the three tests above. The four factors chosen were Task completion (OPIc
(1), MATE (1), SST (5)), Function (OPIc (2), MATE (2) ), Pronunciation (SST (3)), and
Language control (OPIc (3), MATE (3), SST (2, 4)) (See table 3.12).
Table 3.12 Post-test evaluation criteria
Criteria Definition
1 Task completion Sustenance of role play
2 Function Appropriateness, relevance of speech
3 Pronunciation Understandability and acceptability of speech
4 Language control Fluency & Accuracy
The first criterion task completion is created by modifying the global tasks and
functions factor because in this test the task is only one—doing a role play successfully.
While other tests, which contains more than one kind of task, or a question, students
have to accomplish different tasks through the test. For example, they have to support
opinions with details or narrate and describe in major time frames. For the first three
categories including task completion, 5 scale (excellent:5 / very good:4 / good:3 / so-
so:2 / poor:1) measurements were applied. Thus, when the students successfully
perform mapped role play having story structure that the written map displayed, they get
5 points in this criterion. 4 points were given, when they use 7 to 6 maps, 3 points were
given for 5 to 4 maps, 2 points were given for 3 to 2 maps, and 1 point was given for 1
to 0 maps.
To measure the first factor, task completion, the researcher analyze whether the
28
role play follow the flow of the story of the written map. For example, group 4 of the
experiment group gain 5 points at this criterion (See table 4.9) because they create the
dialog based on the map that they were given as shown in excerpt 4.1. In this dialogue,
Shrek and Fiona invited Sleeping beauty to their house (map 1), but she visited their
house on a wrong day (map 2). Then, Shrek and Fiona hurriedly cleaned their house
while sleeping beauty suddenly fell asleep (map3), and when she awaked, they decided
to go on a picnic (map 4). Finally, Shrek and Fiona went outside to find sleeping beauty
(map 7), when she did not come back after few minutes past after she went o the
bathroom (map 5, 6). Finally, they finished their role play by creating ending for
themselves—Shrek and Fiona found Sleeping beauty at the bath tub in the bathroom.
Excerpt 3.1 Group 4 of experiment group
Shrek, Fiona: Hi~. Slepping beauty! Inviting to the party at April nineteenth. It’s 6 o’clock. Sleeping beauty: Okay! See you there! (map1)Ding-dong~Shrek: What’s she doing? Is she goes my home? Sleeping Beauty: Hi~ (map2)Sleeping Beauty: Ah~am. ZzzzzShrek, Fiona: Hurry up! Hurry up! Finish~! (map3) Hello, Sleeping beauty. Do you do you sleep well?Sleeping beauty: Yes.Shrek, Fiona: Let’s go on a picnic! (map4)Sleeping beauty: Okay. I go to the bathroom! (map5)Shrek, Fiona: Why she did not come back! (map 6)Shrek: Oh my god! Where’s crazy crazy sleeping beauty? (pause) Let’s go outside!Fiona: Okay, go go go. (map 7)……Shrek: Oh, my god! She’s here.
29
Fiona: What? (map 8)
The second factor, contents, as in the MATE, refers to the topics or the themes
inherent in the task measuring whether the dialogues are functionally appropriate at the
given situations. It means that students are able to use learned expressions in appropriate
situations. In other words, when the students use the learned expressions in appropriate
situations, they get high score. For example, group 3 of the experiment group got only 1
point (see table 4.10) at this criterion because they suddenly started their role play
inappropriate expressions like below. To be specific, map 1 asked students to invite
sleeping beauty to Shrek and Fiona’s house and the excerpt shows that they do not
understand when and to use learned expressions.
Excerpt 3.2 Group 3 of the experiment group
Fiona: Oh~Shreck!Shreck: Why?Fiona: I’m cold.Shreck: That’s too bad.
The third factor, pronunciation is borrowed from SST. It means how the students’
role plays were audible or understandable to the researcher. To measure the third factor,
pronunciation, the researcher observed the role plays and decided whether the role play
is understandable. Group 4 of the experiment group get the highest score 5 at this
criterion because the two researcher could clearly understand students’ pronunciation,
while group 1 of the control group get only 2 points because the researcher and one
other teacher could not understand what they were saying and could not follow their
story lines (See table 4.9 and 4.10).
30
In the research of fluency and accuracy in the spoken English of Japanese high
school, Kouichi (2003) designed measurement method for fluency and accuracy. To
define the level of fluency, the following five variables were integrated into one value.
(1) Total number of words spoken in a fixed time
(2) The number of silent pauses for thinking
(3) The number of repetition of words, phrases or clauses
(4) The number of repair or reformulation for correction
(5) Mean Length of Utterance (MLU)
The factor of language control is considered crucial, and analyzed in detail. The
prior research of Kouchi was adapted—(1), (2), (3) variables were used and (4) and (5)
variables were omitted. Since participants are elementary school students in the
beginner’s level and it is not easy for students to create, and maintain sentences, the last
two variables were omitted. In addition, the number of repletion of words is also
counted as a number of words spoken. Thus, for measuring fluency following 2
variables were used; the total number of words spoken, and the number of silent pauses
for thinking (See 3.13). These two variables were integrated into one value as following
formula: the total number of words spoken − the number of silent pauses for thinking.
Table 3.13 Variables for fluency
(1) the total number of words spoken (including repeated words)(2) the number of silent pauses for thinking (e.g. Umm…Uh…)
To define the level of accuracy, the following three variables were integrated to one
value (see table 3.14). In order to obtain numerical values of accuracy, the number of
31
grammatical errors, and the number of vocabulary errors were calculated using
following formula: total number of words spoken / (the number of grammatical errors +
the number of vocabulary errors + 1). In both fluency and accuracy, the larger the
number is, the greater the degree of the sample’s fluency and accuracy are.
Table 3.14 Variables for accuracy
(1) the number of grammatical errors(2) the number of vocabulary errors(3) total number of words spoken
In order to decrease subjectivity of theses criteria and increase reliability, the
videotaping of the role plays was observer more than 5 times by the researcher and one
other teacher. The scores were obtained after coordinating the two people’s opinions. In
the case of language control (Fluency & Accuracy) the greater the number is, the better
the performance is and there are no limits at the scores. In the case of other factors, 5 are
the highest score.
32
Chapter 4 Results
4.1 Results of survey
4.1.1 Pre-survey 1
Table 4.1 and table 4.2 show the result of pre-survey 1 of the two groups. The question
number one was do the students like to learn English in school and the second question
was related with students’ feelings about speaking in English and the third one is the
reason for their responses to the question 2. The last question refers the students’ self
evaluation about their participation rate at the class (See appendix A).
Before the experiment, there are no significant differences between the two groups
in terms of their attitudes toward English language learning and participation in class.
60.7% of the experiment group and 62.1% of control group responded they like to learn
English in school and almost half of the students in each class said that they participate
well in class (Experiment group: 46.4%, Control group: 55.2%). However, the students
of experiment group had more negative attitude about speaking in English by more than
15 per cent (Experiment group: 60.7%, Control group: 44.8%).
Table 4.1 Experiment group, N=28
Question Response
1 Yes: 17 (60.7%) No: 11 (39.3%)
2
Positive emotions (39.3%) Negative emotions (60. 7%)
1. Fun: 8 (28.6%)
2. Difficult, but fun: 2 (7.1%)
3. Have to study hard: 1 (3.6 %)
1. Difficult: 5 (17.9%)
2. Cannot speak: 3 (10.7%)
3. Afraid of making mistakes:
3 (10.7%)
4. At a loss: 3 (10.7%)
5. Too complicated: 2 (7.1%)
6. Strange: 1 (3.6 %)
3 Well participate So-so Poor
33
13(46.4%) 2(7.2%) 13(46.4%)
Table 4.2 Control group, N=29
Question Response
1 Yes: 18 (62.1%) No: 11 (37.9%)
2
Positive emotions (55.2%) Negative emotions (44.8%)
1. Fun (good): 12 (41.4%)
2. Easy: 2 (6.9 %)
3. Difficult, but fun: 2 (6.9%)
1. Difficult: 8 (27.6%)
2. Cannot speak: 4 (13.8%)
3. Do not like: 1 (3.4%)
3Well participate So-so Poor
16(55.2%) 2(6.9%) 11(37.9%)
4.1.2 Pre-survey 2
Pre-survey 2 were designed to ask students about their experience of doing role-plays in
English classes. The first question asked students whether the students have experience
of doing role plays in English class. The second question asked their feelings about
doing it, and the third question asked the reason. The last question asked whether they
memorized given scripts or made their own scripts while doing role plays in the past
(See Appendix B). Table 4.3 and table 4.4 below show the results.
Table 4.5 Experiment group, N=28
Question Response
1 Yes: 11 (39.3 %) No: 17 (60.7%)
21. Fun (Exciting): 10 (90.9 %)
2. Great: 1 (9.1% )
∙
3 1. Work together with friends
2. Understand English better by doing
3. Better pronunciation
4. Main character
34
4
1. Memorize given scripts: 8 (72.7%)
2. No memorization, Read the scripts: 3(27.3%)
3. Create dialogues: None
Table 4.4 Control group, N=29
Question Response
1 Yes: 4 (13.8 %) No: 25 (86.2%)
21. Fun (good): 3
2. So-so: 1
∙3 No clear answers
4
3. Memorize given scripts: 2
4. No memorization, Read the scripts: 2
5. Create dialogues: None
The survey results show that less than half of the students of the students of experiment
group had experience of doing role-plays in school (39.3%) and most of the students
who had the experience of doing role-play, were just memorizing given dialogs
(72.2%). Only about 14 per cent of control group students had doing role-plays in
English class. Meanwhile, most of the students who had experience of doing role plays
in English class showed positive emotions and only one student responded so-so. The
most top reasons that they enjoyed role play were working together with friends and
understanding English by doing were fun and exciting. However, the results show that
most of the students used given dialogues and memorized them when they did role
plays.
4.1.3 Post-survey 1
Post-survey 1 (See appendix C) were implemented to both experiment and control
35
group after the post-test (mapped-role play). The first question was designed to examine
how much do students like to learn English in school at five scales. The second one was
related with their emotions about speaking in English. The first and second questions
were designed to compare students’ attitudes during the research. The third question
asked students to choose their best activity. The results were shown in table 4.5 and
table 4.6 below.
Table 4.5 Experiment group, N=28
Question Response
11 2 3 4 5
0 (0%) 1 (3.5%) 14 (50%) 5 (17.9 %) 8 (28.6%)
2
Positive emotions (64.3%) Negative emotions (35.7%)
1. Fun (good): 8 (28.6%)
2. Wonderful: 4 (14.3%)
3. Easy: 3 (10.7%)
4. Difficult, but fun: 3 (10.7%)
1. Difficult: 5 (17.9%)
2. Nervous: 4 (14.3%)
3. Do not understand: 1 (3.6%)
3
1. Game: 13 (46.4%)
2. Role play: 7 (25%)
3. Song & Chant: 5 (17.9%)
4. Test: 1 (3.6%)
5. None: 2 (7.1%)
Table 4.6 Control group, N=29
Question Response
11 2 3 4 5
1 (3.4%) 2 (6.9%) 3 (10.3%) 11 (37.9 %) 12 (41.5%)
2
Positive emotions (31%) Negative emotions (69%)
1. Fun (good): 7 (24.2%)
2. Easy: 1 (3.4 %)
3. Difficult, but fun: 1 (3.4%)
1. Difficult: 18 (62.1%)
2. Tremble to think: 2 (6.9%)
3 1. Game: 9 (31%)
36
2. Role play: 7 (24.2%)
3. Song & Chant: 6 (20.7%)
4. Word search: 3 (10.3%)
5. Copying words: 1 (3.4%)
6. Role-taking practice: 1 (3.4%)
7. None: 2 (6.9%)
When adding percentage of students who gave more than five scores, the results
show that students likes doing role-plays in general in both groups (Experiment group:
96.5%, Control group: 89.7%). Only less than 10 per cent students show negative
attitudes towards doing role-plays in English class in both groups. The meaningful
difference of the two groups was found in their attitudes toward speaking in English
after experiment. Figure 3 below shows the change of the students in terms of positive
emotions about speaking in English. Contrary to experiment group, the per cent is
decreased after post-test in control group. In addition, when considering children always
like game, the survey result displays that students consider role play as the best activity
(Experiment group: 25%, Control group: 24.2%).
Figure 4.3
4.1.4 Post survey 2
Post survey 2 (See appendix D) was only implemented to experiment group and the
results were shown in table 4.7. The first question was asked students whether they
37
enjoyed doing role plays in English class. The second question asked students the
reasons of their responses to the question number one. The third question displays the
parts that students like when doing role plays. The fourth question refers to the kinds of
role play that students liked to do most. The last question asked students to self evaluate
whether they participated in role plays well compared to other activities in class.
Table 4.7 Experiment group, N=28
Question Response
1 Yes: 21 (75%) No: 7 (25%)
2
1. Fun – my lines are fun, seeing other
student’s role plays were fun
2. like acting
3. cooperation
1. Difficult-speaking, memorization
2. Did not well in presentations
3
1. Acting: 8 (28.6%)
2. Seeing role plays: 7 (25%)
3. Speaking in English: 4 (14.3%)
4. Cooperation: 3 (10.7%)
5. Creating dialogues: 2 (7.1%)
6. I don’t know: 4 (14.3)
4.1-2
Scripted: 3 (10.7%) The script was fun
Open-ended: none
Situational: 5 (17.9%) Imagination, Fun
The situations were interesting
Mapped: 17 (60.7%) I could create scripts more freely
Improvisation
The situation, characters were fun
Dialogues were longer than usual
Other students’ role plays were fun
I like bigger group
5 Yes: 19 (67.9 %) No: 9 (32.1%)
38
Spoke a lot
Acted a lot
Create my lines
Speak in fun
Not active
No lines
The results show that three-quarters of the students responded they enjoyed the role
play lessons and the most important reasons for like role plays were it was fun. The
most top aspects that students liked were acting (28.6%) and seeing the role plays
(25%). More than three-quarters of students most like mapped role-play among four
kinds of role-plays that they were doing in class (60.7%). Students’ responses of the
reason show that students liked the freedom and fun elements of mapped role play. In
addition, more than three-quarters of the student responded that they participate well at
the role plays because they spoke and acted a lot while doing role play.
4.1.5 Post-survey 3
Post-survey 3 (See appendix E) were also conducted only to experiment group to gather
more information from the experiment group students. The question one was how much
they liked role plays and second question asked students which they prefer between
typical role-play, which students have to memorize given dialogue and role plays what
they did in English class. Table 4.8 displays the results.
Table 4.8 Experiment group, N=28
Question Response
11 2 3 4 5
2 (7.1%) 5 (17.9%) 7 (25%) 6 (21.4 %) 8 (28.6%)
2 Typical role-play: 8 (28.6%) Role-plays: 20 (71.4%)
39
1. Role-play is more difficult
2. More easy
3. Helpful in studying English
1. More fun
2. Speaking and acting myself
3. Each group’s story is different
4. I can make sentences
5. Easier to learn English
The results of question number one show more specific information about students’
emotions compared to the question number one of post-survey 2. In the post-survey 2,
students could only respond yes or no to show their feelings about doing role plays, but
in this post-survey 3, they could choose numbers from 1 to 5. The greater the number is,
students more liked it. The results agree with the results of post-survey2. When add
percentage of point 1 and to, the percentage is 25% and it is same with the percentage of
students who responded no to the question number in the post-survey2. The response of
question number two shows that almost three quarters of students answered that they
like the role plays that they did last semester without the textbook.
4.2 Results of role plays
The researcher collected students’ written scripts and observed each lesson carefully
comparing experiment and control group. Although there were no big differences
between two groups, as time goes on the researcher could observed that students of
experiment group more actively participate in English class including role play lessons
and other classes as well. The students more actively sang they spoke more frequently
than control group students.
4.3 Results of post-test
Post-test (mapped role play) was transcribed and analyzed according to the four criteria
40
as shown in table 4.9 (Experiment group) and 4.10 (Control group). Group 7 of control
group is a special case because one of the students is very enthusiastic in every activity
in English class and he led the group’s performance. Consequently, the group performed
for long compared to other groups. Considering this point, the results show that the total
scores of experiment group were generally higher than those of control group.
Table 4.9 Experiment group
Group Task completion Function PronunciationLanguage control
Fluency Accuracy
G1 4 2 4 82 10.9
G2 4 4 4 50 10
G3 1 1 2 8 8
G4 5 5 5 81 13.5
G5 4 3 3 70 8.9
G6 4 2 4 38 9.1
G7 3 4 4 40 9.3
Total 25 21 26 369 69.7
Mean
score3.6 3 3.7 52.7 10
Table 4.10 Control group
Group Task completion Function PronunciationLanguage control
Fluency Accuracy
G1 2 2 2 37 7.8
G2 4 5 5 80 9.4
G3 0 0 0 0 0
G4 2 3 2 19 6.4
G5 4 3 3 53 9.8
G6 0 0 0 0 0
G7 4 4 4 120 9.4
41
Total 16 17 16 309 42.8
Mean
score2.3 2.4 2.3 44.1 6.1
4.3.1 Task completion
The mean scores of task completion of experiment group got the lead by 1.3 point
(experiment group: 3.6, control group 2.3). The results of experiment group show that
when excluding the lowest group—group 3 (1 point)—there was no sharp discrepancy
in abilities between groups. While, two of the experiment group even did not perform
the role play in front of the class (group 3 and group 6: 0 point) and the gap between
groups were bigger than the experiment group—two groups scored 2 points and 4
groups scored 4 points.
4.3.2 Function
Although experiment group got higher score in this criterion than control group, the gap
is not that salient compared to other criteria (Mean score-experiment group: 3, control
group: 2.4). In this criterion, both classes showed irregular distribution and there are big
differences within each class.
4.3.3 Pronunciation
The mean scores of task completion of experiment group got the lead by 1.4 point
similar to the task completion results (experiment group: 3.7, control group 2.3). As the
case of task completion, the results of experiment group show that when excluding the
lowest group—group 3 (2 points)—there was no sharp discrepancy in abilities between
groups, while control group shows big discrepancy between groups. There is no even
42
score except for groups who got 0 point.
Figure 4.1 shows the differences between the two groups at the first three
categories using mean scores.
Figure 4.1
4.3.4 Language control
In case of both fluency and accuracy, the experiment group obtained higher score than
control group (Fluency-experiment group: 52.7, control group: 44.1, Accuracy-
experiment group: 10, control group: 6.1). To be specific, experiment group 7.6 points
and 3.9 points more in the criteria of fluency and accuracy respectively. In addition,
there are huge discrepancies between groups in control class compared to experiment
group and experiment group got almost twice mean score in accuracy.
43
Figure 4.2 shows the differences between the two groups in terms of language control—
fluency, and accuracy.
Figure 4.2
Chapter 5 Discussion
44
5.1 Research Question 1
The first research question was “Do drama activities in the EFL context contribute
to students’ speaking skills development?” This research question was supported by the
post-test results. The Experiment class demonstrated that the implementation of drama
activities, or role plays played a role in developing their speaking skills based on role
play lessons, and post-test results.
5.1.1 Mean scores of post-test
As one of four language skills—listening, speaking, reading, and writing, listening
skills gives basic information about the level of students’ English proficiency in general.
Table 5.1 reveals that there were no big differences between two classes before the
experiment. The results were taken from the English listening test that all of the 5 th
grade students were taken at the beginning of this semester (March, 2008).
Table 5.1 Listening test result at the beginning
Group
GradeExperiment group (N=28) Control group (N=29)
Very good 13 (46.4%) 11 (37.9%)
Good 7 (25%) 11 (37.9%)
Fair 4 (14.3%) 5 (17.2%)
Poor 4 (14.3%) 1 (3.4%)
However, the mean scores of four criteria of experiment group in the post-test were
higher than those of control group as shown in table 5.2 below. They were able to
complete the role play with expected story line (Task completion) use appropriate
45
expressions in given situations (Function). In addition, their speaking was more audible
to the researcher (pronunciation) and they manage conversation more fluently and
accurately (Language control: Fluency & Accuracy). These results demonstrate that
drama activities contributed to students’ speaking skills development.
Table 5.2 Mean scores of post-test
Criteria
GroupTask completion Function Pronunciation
Language control
Fluency Accuracy
Experiment group 3.6 3 3.7 52.7 10
Control group 2.3 2.4 2.3 44.1 6.1
In detail, the fact that experiment group got higher score means that the students
of experiment group are more able to communicate in English in real life situation.
Although the students of experiment group experienced three kinds of role plays and
control group was not, it is clear that mapped role play was new to both groups. The
scores of function tell that students of experiment group know when and how to use
English expressions better than control group. The researcher and one other teacher
could understand the role plays of experiment group better than those of control group.
Especially, the role play of group 1 (2 points) is almost inaudible.
Among the criteria, in language control, there were considerable gaps between
two classes. Excluding group 7 of control group as peculiar since they spent quite a lot
of time in presenting their role play compared to other groups, the two top groups of
experiment groups had scores around 83 in fluency and 12.5 in accuracy. While in
control group, only one group scored 80 in fluency and no groups had 10 points
including the group 7 in accuracy. In the case of the lowest groups, only one group had
scores below 10 in fluency and accuracy in experiment group, while 2 groups scored 0
46
in control group. The two groups of control group could not perform at all at the test
after preparation.
In depth, when fluency was scored, the number of repetition of words or phrases
was also counted because it tells that the student does not memorize his lines
mechanically but tried to communicate with other students. There was difference
between to groups in this aspect. Students of control group did not repeat their words
frequently compared to students of experiment group. It implies that students of control
group just memorized their lines, while students of experiment group tried to
communicate with other students at the role play. In addition, when it comes to the
quality of their speech, students of control group in most parts just used memorized
input without constructing the stories, while students of experiment group tried to make
a story according to the directions reconstructing memorized input.
In this experiment, the experiment group had a progress in speaking skills
compared to control groups while doing role plays in every unit.
2. Research Question 2
The second research question was “Do drama activities in the EFL context have positive
influence on students’ attitude toward English learning and motivation?” This research
question was supported by students’ survey responses and the degree of participation in
every role-play class and post-test. Experiment group students were more actively
participate in the post-test, while 2 groups of the control group even did not able to
perform. As shown in survey results (See figure 4.3), students of the experiment group
gained more competence in speaking in English, while students of the control group
rather loose their competence after doing mapped role play.
47
In detail, it seemed that there were no big differences in their characteristics and
participation at the beginning between experiment and control group. However, the
researcher could feel that students of experiment group have been more actively
participate in English class little by little. The students participated actively in most
every activities including role play. While students of control group have been more
quite in class although they answered to the questions or participated activities that were
given. Their attitudes revealed most obviously at the post-test and one other teacher
could see this as well. Thus, experiment groups scored almost twice points than control
group and it tells that role play had positive influence on students of experiment group.
The survey results also showed that students of experiment group have positive
emotions toward English especially in speaking. At first, there were more students of
experiment group who had negative emotions toward learning English than students
who had positive emotions. However, after the experiment more students had positive
emotions toward learning English—only one student responded that they do not like to
learn English at all. As showed in figure 3, students of experiment group had more
confident in speaking in English after the post-test, while students of experiment group
lost their confident in speaking in English.
Almost three quarters of students of experiment group responded that they like
role plays that they did in this semester compared to typical role taking practices in
class. They like the choices that they had in role play working with other students. They
knew that they do not practice in English but communicate with other students in
English.
Chapter 6 Conclusion
48
6.1 Conclusion
This study was aimed to examine whether drama activities contribute to students’
communicative competence development and positive attitudes toward learning English
in school. The development in fluency and accuracy as well as speaking skills such as
management of topics with motivation are the core of this experiment. During the
experiment, participants were encouraged to speak in English without restrictions and
make a script based on the situations given by the researcher using unit’s expressions. In
order to investigate their development more objectively, one other regular class was
chosen to control group and experiment group had 6 role play lessons and final post-test
of mapped role play.
The results demonstrated that role plays contribute to students’ speaking skills
development and their positive attitudes toward learning English in school. Experiment
groups had generally had high scores in the 5 criteria than control groups at the post-test
although mapped role play was both new to experiment and control group. They spoke
more fluently and accurately with high quality and more actively participated in role
play. They reconstruct the input they had trying to make a story. At the beginning,
students just used memorized chunks; however, when time goes on, students tried to
organize their story reconstructing learned expressions.
At the role plays students talked more than the teacher, while in regular class
teacher talk dominant. Students had reason to talk with other students and tried to
deliver their meanings. The characteristic that drama activities have make students to
more actively participate in class with motivation to speak in English. Many students
responded that they do not feel anxiety or fear in speaking in English. At first, a few
students do not want to present their role play. The students have not spoken anything in
49
English class. However, they have become participate role plays little by little with
other students encouragement and spoken in other cases as well.
Students have thought that the role plays of English class were different of the
role plays that they do in other classes such as moral education and social studies.
However, after the experiment, they feel that role play in English class is the same
which they are doing in other subjects. Role play is the one that they speak but not drill
in English. Students said what they want to say and no single role play was same
although they reviewed some expressions before making scripts. When students
experienced more drama activities, the results could be more supportive.
6.2 Suggestions
More empirical researches using drama activities on a long-term basis with different age
groups needed to be conducted to examine whether drama activities contribute to
students’ speaking skills supporting the research questions. In addition, after the
experiment, the fact that the nature of student-student interaction in drama activities
resembles real-life communication was also found. Thus, the more advantages of drama
activities could be found and demonstrated with more researches.
6.3 Limitations
Since the research took only few months, it might be hard to generalize these findings to
other classes. Their might be different findings with other teacher and students in other
contexts. However, the results of this research could influence on other teachers who try
to find methods that could benefit their students in learning English.
50
References
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Holden, S. (1981). Drama in language teaching. Harlow: Longman.
Kao, S. & O’Neill, C. (1998). Words into worlds: learning a second language through
process drama. Stamford: Albex
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Littlewood, W. (1981). Communicative language teaching. Cambridge: Cambridge
University Press.
Maley, A. & Duff. A. (1978). Drama techniques in language learning. Cambridge:
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Paulston, C. B. & Bruder, N. M. (1976). Teaching English as a second language:
techniques and procedures. Massachusetts: Winthrop.
Wessels. C. (1987). Drama. Hong Kong: Oxford University Press.
Hull. J.C (1992). The learner-centered classroom: Is there a role for role-play?
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Hymes, D. (2001). On communicative competence. In A. Duranti (Eds.), Linguistic
anthropology: a reader (pp. 53-73). Cornwall: Blackwell.
Chomsky, N. (1965). Aspects of the theory of syntax. Massachusetts: The MIT Press.
Duranti, A. (2001). Linguistic anthropology: a reader. Cornwall: Blackwell.
Canale, M & Swain, M. (1980). Theoretical bases of communicative approaches to
second language teaching and testing. Applied Linguistics, 1, 1-47.
Canale, M. (1983). On some dimensions of communicative proficiency. In J. M. Oller
(Eds.), Issues in language testing research (pp. 333-342). Massachusetts: Newbury
House.
Bachman, L. F. (1990). Fundamental considerations in language testing. China: Oxford
University Press.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York:
Pearson Education.
Savignon, S. J. (April 23, 1976). Communicative competence: theory and classroom
practice. Keynote address at the central states conference on the teaching of foreign
language, Detroit.
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Stocker, G (November, 2005). ESL role-play. Retrieved March, 9 from
http://ezinearticles.com/?ESL-Role-Play&id=99731
Yule, G. (2006). The study of language (3rd ed.). Cambridge: Cambridge University
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Spada, N. & Lightbown, P. M. (2006). How languages are learned (3rd ed.). China:
Oxford University Press.
Skehan, P. (1998). A cognitive approach to language learning. Hong Kong: Oxford
University Press.
Brewster, J. , Ellis, G. & Girard, D. (2002). The primary English teacher’s guide (2nd
ed.). Harlow: Pearson Education.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford:
Oxford University Press.
Brown, H. D. (2001). Teaching by principles: an interactive approach to language
pedagogy (2nd ed.). New York: Addison Wesley Longman.
Savignon, S. J. (2001). Communicative language teaching for the twenty-first century.
In M. Cele-Murcia (Eds.), Teaching English as a second or foreign language (3rd ed.,
pp. 13-28). Boston: Heinle & Leinle.
Rivers, W. M. (1972). Talking off the tops of their heads. TESOL Quartely, 6(1), 71-81.
Wagner, D. J. (2002). Understanding drama-based education. In G. Bräuer (Eds.), Body
and language: intercultural learning through drama (pp. 3-18). Westport: Albex.
Dodson, S. L. (2002). The educational potential of drama for ESL. In G. Bräuer (Eds.),
Body and language: intercultural learning through drama (pp. 161-179). Westport:
Albex.
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Mcgraw-Hill.
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APPENDICES
Appendix A – Pre-survey 1
Appendix B – Pre-survey 2
Appendix C–Post-survey 1
Appendix D–Post-survey 2
Appendix E–Post-survey 3
Appendix F– Scripts for Unit 5 and 6
Appendix G– Situation for Unit 7
Appendix H – Written scripts of the open-ended role play for unit 5 by students
Appendix I – Written scripts of the open-ended role play for unit 5 by students
54
Appendix J - Written scripts of the situational role play for unit 7 by students
Appendix K - Written scripts of the situational role play for unit 8 by students
Appendix L- Written scripts of the post-test by students of experiment group
Appendix M- Written scripts of the post-test by students of control group
Appendix A – Pre-survey 1
1. Do you like to learn English in school?
2. How do you feel about speaking in English?
3. How do you think about your participation in class?
Appendix B – Pre-survey 2
1. Do you have any experience of doing a role-play in English?
2. If you did, how did you feel about it?
3. Why?
4. Did you memorize given scripts or make your own?
Appendix C– Post-survey 1
55
For both experiment and control group
1=very much 5= no
1. How much do you like to learn English in school?
2. How do you feel about speaking in English?
3. What do you think might be the best activity?
Appendix D – Post-survey 2
For experiment group
1. Did you enjoy doing a role-play in class?
2.1 If yes, why?
2.2 If no, why?
3. What do you like the most when you doing a role-play?
4.1 What kinds of role-play do you like to do most? Write numbers from 1 to 4
(1=do not like, 4=like it very much)
① Scripted role-play ② Open-ended role-play
③ Situational role-play ④ Mapped role-play
4.2 Why?
5.1 Do you think you participated better while doing role-plays compared to other
activities in class?
5.2 Why?
Appendix E – Post-survey 3
1. How much do you like to do role-plays?
1=do not like to do 5=very much like to do
56
1 2 3 4 5
1 2 3 4 5
2.1 Which do you prefer to do, role-play in the textbook or the role-plays we did last
semester without the textbook?
2.2 Why?
Appendix F – Scripts for Unit 5 and 6
Unit 5
A: Excuse me. Can you help me, please?B: Sure.A: .B: I’m sorry?A: .B: Oh~. .A: Thank you very much.B: .
Unit 6
A: I’m sleepy.B: You always look sleepy.A: Wow. It’s so beautiful. What time do you go to bed?B: I go to bed at .A: .B: .A: .B: .
Appendix G – Situation for unit 8You are Kongjwi. Your step mom went out saying “Don’t go out. Do house chores. No house chores, no food.” But Padjwi continuously ask you to do other things together. What would you do?
57
Appendix H – Written scripts of the open-ended role play for unit 5 by students Group 1A: Excuse me. Can you help me, please?B: Sure.A: Where is my home?B: I’m sorry?A: Where. is. my. home?B: Oh, It ’ s over there. A: Where ? Where? Oh, thank you. Thank you very much.B: Your welcome.
Group 2A: Excuse me. Can you help me, please?B: Sure.A: Where ’ s 맥주 house? B: I’m sorry?A: 맥주 house Please~ B: Oh, Go straight!A: Thank you very much.B: I want a you …
Group 3A: Excuse me. Can you help me, please?B: Sure.A: What ’ s my name? B: I’m sorry?A: OK.B: Oh, You Creazy1!A: Thank you very much.B: 아웃 ! Oh Creazy …
Group 4A: Excuse me. Can you help me, please?B: Sure.A: Ware ’ s my mom? B: I’m sorry?
58
A: my mom Please.B: Oh, commonA: Thank you very much.B: That ’ s ok.
Group 5A: Excuse me. Can you help me, please?B: Sure.A: Where ’ s 소주 house? B: I’m sorry?A: 소주 house please~ B: Oh, Go straight!A: Thank you very much.B: I want a you …
Group 6A: Excuse me. Can you help me, please?B: Sure.A: Where ’ s supermarket? B: I’m sorry?A: Where ’ s supermarket? B: Oh, go straight.A: Thank you very much.B: No problem.
Group 7A: Excuse me. Can you help me, please?B: Sure.A: What ’ s your name? B: I’m sorry?A: What ’ s your name? B: Oh, My name is OOO.A: Thank you very much.B: No problem.
Group 8
59
A: Excuse me. Can you help me, please?B: Sure.A: 왜얼스 남대문 B: I’m sorry?A: 남대문 플리즈 B: Oh, 잇스 오벌 대얼 A: Thank you very much.B: 노 프라범 .
Group 9A: Excuse me. Can you help me, please?B: Sure.A: 윽 ..Where is nurse? B: I’m sorry?A: nurse1!B: Oh, I ’ m nurse. I ’ m cure you. A: Thank you very much.B: 훗 . I ’ m 적군 . I kill you! 탕 ! A: 으 아 아 아 아 악 !
Group 10A: Excuse me. Can you help me, please?B: Sure.A: Where is 이마트 B: I’m sorry?A: Where is 이마트 please B: Oh, 이마트 이즈 고 스트내이트 턴 라잇 앳 뱅크 A: Thank you very much.B: 쇼올 아이캔
Group 11A: Excuse me. Can you help me, please?B: Sure.A: Where is elementary school?B: I’m sorry?A: Where is elementary school?
60
B: Oh, school?A: Yes.A: Thank you very much.B: No problem.
Group 12A: Excuse me. Can you help me, please?B: Sure.A: Where ’ my baby? B: I’m sorry?A: My baby please.B: Oh, here you are.A: Thank you very much.B: Your welcome.
Group 13A: Excuse me. Can you help me, please?B: Sure.A: Where ’ s OOO. B: I’m sorry?A: Where ’ s OOO please. B: Oh, It ’ s over there. A: Thank you very much.B: No problem.
Group 14A: Excuse me. Can you help me, please?B: Sure.A: Where ’ s battlefield B: I’m sorry?A: battle field please.B: Oh, Go straight and trun right at the 하스피러 A: Thank you very much.B: oh wonderfull
Appendix I - Written scripts of the open-ended role play for unit 6 by students
61
Group 1A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at ll o ’ clock. B: What time do you study?A: I study English at 3 o ’ clock. B: What time do you brush your teeth?A: I brush my teeth at 10:30.
Group2A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 9 o ’ clock. B: really? What time do you get up?A: I get up at 7:30 o ’ clock. B: Wow very good Job A: Thank you
Group 3A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 9 o ’ clock. B: really?A: YesB: Wow! everyday?A: oh! Yes!
Group 4A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 9 o ’ clock. B: really?
62
A: Yes!B: what time do you get up?A: I get up at 8 o ’ clock. B: Wow, 원더풀 !
Group 5A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at ten.B: really? very very good job.A: thank you! A nd about you? B: I go to bet at eleven!A: 으하하 ~ You look so tired!
Group 6A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at ten o ’ clock. B: At ten o ’ clock? A: What about you?B: At ten o ’ clock! A: oh! Very good!!
Group 7A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 튜엘브 떨리 . B: 앗 더 튜엘브 떨리 ? A: 예쓰 , 어바웃유 ? B: I ’ m at the 12. A: you sleepy late.
Group 8
63
A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 텐어클락 . B: At then?A: 예스 ~ 아함 ~ 왓어바웃유 ? B: I go to bed at 10 o ’ clock. A: 오 ! 쌤쌤 !! A, B: 쌔래 ~
Group 9A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 12 O ’ clock. B: Really? Wow! are you crazy. You have 다크써클 . A: um … I ’ m play computer games at 12 o ’ clock. B: Wow beautiful! Fantastic! Perfect. W onderful. V ery good! you go to hospital. Hurry up!A: No, I ’ m 폐인 . I ’ m not go to hospital.
Group 10A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 11o ’ clock B: 11o ’ clock? A: Yes. I ’ m 11 o ’ clock. B: oh your late sleepy.A: Yes I doA: ZZZZB: oh no~Get up get up get up!A: Oh, yes~
Group 11A: I’m sleepy.
64
B: You always look sleepy.What time do you go to bed?
A: I go to bed at 10 o ’ clock. B: At ten?A: Yes!B: I go to bed at 10 o ’ clock too A: oh reary? Don ’ t lie!!
Group 12A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at one o ’ clok. B: Wow~! a wonderful!A: Oh~! thank you. What about you?B: I ’ m go to bed at two o ’ clok. A: Wow~! good job~!
Group 13A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 8 o ’ clock. B: at eight o ’ clock? A: And I get up at 9 o ’ clock. B: Really?A: But I do my homework.B: You are so study very hard.
Group 14A: I’m sleepy.B: You always look sleepy.
What time do you go to bed?A: I go to bed at 11. B: A: really.
65
B: A:
Appendix J - Written scripts of the situational role play for unit 7 by students
Group 1In amusment park.Me: Where is my brother? I should go to Missing children find center (미아 찾기 센터).Guide: What do you want?Me: My brother is gone. Please find my elder brother.Guide: Okay. What does he look like?Me: He is ugly and short. Sometimes he is crazy.Guide: Ok. I find your brother.
Group 2A: 너 이렇게 생긴 애 봤어. 키 작고 코 크고 안경을 꼈어.Excuse me. I here short big nose glassesB: 아니. 못 봤어.I don’t noA: 우리 같이 찾자.B: 어 저기 있다A: 어디?B: 슈퍼마켓 앞에A: 어 있네
Group 3A: Excuse me!!!B: Yes?A: Can you help me?B: OKA: my brather is lose!B: I seeA: my brather is faceB: Oh! he has big face! Look! Is this your brather?
66
A: Yes! Thank you!
Group 4A: Hell me~ Hell me~ My baby ummm…B: Oh. No~My 시스털
Group 5Kim: ra ra ra saha~Jun: Wow! wonderfulKim: Let’s go! Hey, Let’s play crazy bing bing cup!Jun: OK. Wow my had bing bing1시간 후~Kim: 아~ my brother is hangbangvollmang(행방불명). where is my brother?Police: He’s big mouth?Kim: yes. And three eyes.Police: three eyes? oh my got!Kim: and…short hair little bit nosePolice: Ok. oh? He’s on the vaieking? Kim: Oh! my got!
Group 6송, 이: 랄라라라.이: 두유 원 아이스크림?송: Okay이: 오 마이 브라덜. Wait. 오 마이 브라덜 플리즈송: 시스털이: 오 마이 갓
Group 7엄마: 유- 유- Where is? Hey! Hey-경찰: What?엄마: Where is 유-경찰: mmm..어떻게 생겼죠? What?엄마: he is glasses small nose…경찰: Oh-over there!엄마: Thank you.
67
Group 8장: 아이 윌 바이 썸 주스. 왜잇트안: 예스(누나가 갔더니 동생이 없어졌다)장: 오!! 마이 베이비!! 베이비!! (운다)안: 흑흑!! 시스털1! 시스털!! (갑자기 만난다)장: 쏘리. 쏘리. 오 마이 베이비!!
Group 9A: 흑..Excuse me, can you help me?B: Sure.A: Fine my brother please…B: What does he look like?A: Um..he is whort and he has a a big head. He is pretty.B: oh, I find your brother~ hereA: wow my brother OO! 흑흑흑
Group 10A: Hey 익스큐즈미? 마이 영걸 시스털 라스트
she has a pink cap, brown hair and pink TC: Hey Hey Look at that. Pink cap, brown hair, pink TA: Oh, thank you. Hey where are you going to???B: I’m sorry. I going a w.cA: ㅎㅎㅎ. oh, that’s a good.A, C: Thank you.
Group 11 None
Group 12A: Help me please~B: NoA: please…B: OK.
68
A: Thank you very much.B: What? Does baby has?A: my baby is short hair and blue T-shirt and pantsB; Oh! here you areGroup 13A: Where’s my sister. Where’s my sister Excuse. Can you help me please?B: Sure.A: Where’s my sister?B: What do your sister look like?A: my sister has long hair and big eyes and so cuteB: Oh! There!A: OO야~널 얼마나 찾았는지 아니?
Appendix K - Written scripts of the situational role play for unit 8 by students
Group 1 P: Le’s play outside.K: No, I can’t. I should do my house chores.P: Please. I am lonely.K: Umm…. How about this?P: What?K: Do house chores together, and play outside.P: Sounds great.
Group 2K: You meP:….
Group 3None
Group 4 & 12K: I’m so sorry. Sorry.P: Shut up. Let’s go pc room.
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K: Sounds good~P: Oh~ Thank you.K: Let’s go!피시방에 갔다.P: Oh~ pc room in the momK: Oh~! Hi, mom.M: Are you home in work?K: I’m so sorry sorry.
Group 5K: Ymm first is Let’s play house chores! But don’t playingP: OK! Let’s wash a door.K: OK! 5 minute…ohhhhhh noooooo~!P: What’s wrong?K: I’m strongest and punch doorP: Oh~ my got!Mom: Kongjwi, Padjwi! Do you play the house chores?K: I’m sorry look at the here!Mom: Ohhhohohoh~!
Group 6 & 8계모: 콩쥐! 두 유얼 하우스 쵸월스!! 노푸드!!팥쥐: 플래이! 플래이 겜!콩쥐: 비 콰이어트!! (청소를 한다)(계모가 돌아온다)팥쥐: (우는 연기하며) 마미! 콩쥐 이즈 마이 맴매.계모: 오!! 콩쥐 맴매콩쥐: 으허엉 ㅠㅠ
Group 7콩쥐: No, No. Let’s play house chores.팥쥐: Why? Let’s play game!콩쥐: I’m sorry..팥쥐: Please~ Please콩쥐: Yes (힘없이).. Let’s play game~팥쥐: Yeah!
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계모: You! No food.콩쥐: ㅠ-ㅠ…mom. Please food-.
Group 9콩쥐: Padjwi! But I do house chores.팥쥐: What! (콩쥐를 때린다.)콩쥐: 아앗…OK…I play with you! Let’s party time!팥쥐: Oh~ye~계모: What are you doing?팥쥐: Play with me!계모: Oh yes!!
Group 10팥: Hey Let’s playing콩: No I don’t I have a house chorse팥: Hey please playing콩: No No No I have a house chorese팥: Okay Let’s play 서든어택콩: Okay1시간 뒤콩: Oh my god I don’t house chors팥: hahaha my missun clear!
Group 11콩쥐: 아임쏠리 아임돈트 플레이 아임 하우스
Group 13팥쥐: Let’s go buy 신상구두!콩쥐: No! I do my work. (빨래하는 척)팥쥐: Let’s waching TV!콩쥐: No! No! I do my work.팥쥐: Let’s go outside!콩쥐: No No No!팥쥐: You die…콩쥐: OK! OK
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Appendix L - Written scripts of the post-test by students of experiment group
Group 1Shrek: Oh. thank you.Shrek and Fiona go to swamp. There was an Aligator.Shrek: How are you today?Aligator: I’m good.Fiona: Do you know where is sleepy beauty?Aligator: How does she looks like?Fiona: She is tall.Aligator: Oh, I see she!Shrek: Where is she?Aligator: She is over there.Sleepy beauty was sleep in the swamp.Shrek: Wake up, sleeping beauty! Why are you sleep here?Sleeping beauty: I have sleepwalking.Fiona: let’s go the picnic.Shrek: What a nice day!They go to picnic.-The end-
Group 2슈렉, 피오나: 컴온요~잠자는 공주: 오케이잠자는 공주: 띵똥! 헬로우! 아임 컹.슈렉, 피오나: 왓!!!!!!잠자는 공주: 음냐 음냐 쿨 쿨~슈렉: 렛츠 클린 더 하우스! 헐리 업!피오나: 오케이. 음…렛츠 베큠.잠자는 공주: 아함~ 응? 하이…피오나, 슈렉: 하이! 굿모닝! 렛츠 고우 온 어 피크닉!잠자는 공주: 슈얼! 아이 고우 투 베쓰룸! 웨잇 어 미닛!슈렉: 웨얼 이스 잠자는 공주?피오나: 렛츠 파인드 잠자는 공주!슈렉: 오케이. 고고고!피오나: 렛츠 파인드 아웃사이드!
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슈렉: 오예스~그 날 이후 잠자는 공주를 본 사람은 없었다.
Group 3(슈렉이 돌멩이를 던진다. 피오나가 그 돌멩이를 받는다.)피오나: Oh~!슈렉!슈렉: 와이?피오나: 아임 콜드.슈렉: 댓 스 투 배드.(피오나가 킥킥 웃으며 돌멩이를 다시 던진다.)피오나: (힘차게 말한다.) 아임 콜드…슈렉: 돈트 라이!!! 렛스 고 언 어 피크닉피오나: 오케이슈렉: oh…피오나: 와이?슈렉: 아임 콜드피오나: 돈트 라이(슈렉이 미친듯이 웃고나서 같이 소풍을 간다)피오나: 왓 어 나이스데이슈렉: 예스 왓 어 나이스데이피오나: 아임 헝그리슈렉: 렛스 잇 푸드피오나: 오케이(슈렉이 완전 빨리 음식을 먹는다)슈렉, 피오나: 얌얌슈렉: 아임 풀피오나: 미 투
Group 4슈렉, 피오나: Hi~ Sleeping beauty! In invitieding me to the party at 4월 19일 6시잠공주: OK! See you there!잠시 후슈렉: What’s she doing? Is she goes my home?띵똥슈렉, 피오나: Oh my god! Hurry up! She’s over there!!!잠자는 공주: Hi~아함~ 쿨 ZZ
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슈렉, 피오나: hurry up! hurry up! finish~Hello~sleeping beauty Do you sleep well?공주: Yes.슈렉, 피오나: Let’s go on a picnic!공주: I go to the bathroom!슈렉, 피오나: Why she did not come back!슈렉, 피오나: Oh my god! Where’s crazy sleeping beauty? Let’s go Outside!
Group 5(슈렉이 글을 쓴다. 비행기를 던진다. 그리고 공주가 받아서 읽는다.)잠공주: 오우 슈렉 피오나 이즈 대이 하우스 인바이트.슈렉: 해이 프린세스. 마이 하우스 이즈 인바이트잠공주: 오예스~슈렉하우스 go(전화하는 척하며)헤이슈렉 me your hous go슈렉: 리얼리? 오노우 헤이 피오나 sleap 프린세스 이스 it here.피오나: 리얼리? 오노우 (슈렉, 피오나는 청소하는 척한다)용: Hey. What are you doing?잠공주: 슈렉, 피오나 렛츠고 피크닉 오캐이?용: 피크닉, 오 me together(고양이 등장) 고양이: Hey 피크닉 미 투슈렉: okay잠공주: Hey sorry I go to a beathroom슈렉: okay Sleap 프린세스 아웃 사이두 투. 파인드 헐피오나: reary용, 고양이, 슈렉, 피오나: Hey sleap 프린세스 왜얼 얼유
Group 6슈렉: Where is sleeping beaury?공주: 뿌지직~슈렉: Hey ddong?공주: Yes..나그네: Hey beauty공주: Why?나그네: Where are you from?공주: I’m from bathroom. Long long a time
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슈렉: Where is sleeping beauty?공주: I’m here.슈렉: Oh~ my god.
Group 7슈렉: hm..Hello-피오나: beauty-How are you?미녀: Zzz (누워있음)슈렉: Oh-No피오나: Let’s play cleaned their house.2분간 청소함미녀: Oh…Sorry…슈렉, 피오나: That’s okay.미녀: Let’s go picnic!슈렉: Okay-피오나: Sounds great!미녀: Wait! bathroom!피오나: Okay-1분간 침묵슈렉: Where is beauty?피오나: mm..go bathroom슈렉: What? Where is?피오나: Hey! Hey! Where is beauty? She is tall!행인: No.슈렉: Oh…피오나: Where is.. beauty-
Appendix M - Written scripts of the post-test by students of control group
Group1슈렉: 슬리핑 뷰티 웨얼알유?피오나: 웨얼 이스 쉬?슈렉: 피오나 슬리핑 뷰티 웨얼 알유?피오나: 아이돈노…슈렉: 오 마이 갓!!왕자: 슬리핑 뷰티! 슬리핑 뷰티 웨얼알유? 틀리스 컴 투 벡 컴온
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슬리핑뷰티: 커엄 ZZ왕자: 어! 커엄 사운드슈렉: 미투피오나: 렛츠고! 렛츠고!왕자: 슬리핑뷰티 웨이트 아임 커밍슬리핑뷰티: 커먼 커먼 ZZ~왕자: 프린세스 잇츠 미슬리핑뷰티: 어 어! 킹 할로우 아잇 러브악어: 아악슬리핑뷰티: 꺄악~유다이 퍽퍽 꺅~왕자: 프린세스~
Group 2Fiona: How are you?Beauty: I’m fine. And you?Fiona: I’m fine, too. Why are you come to with me today?Beauty: Oh. I’m sleepy. Zzz.Shrek: This time! Let’s clean the house ding-dongdonkey: Hey! I help you. I help clean the house.Fiona: Thank you.Beauty: Umm… I get up.Shrek: Oh good morning?Fiona: Let’s go picnic!Beauty: Where’s bathroom? I want to go bathroom.Fiona: Go straight.Beauty: Thank you.Shrek: What time is it?Fiona: thirty minuites.Shrek: Go inside.Fiona: Where is she?Shrek: Let’s go outside.Fiona: Oh police~Police: What’s wrong?Shrek: Oh~~~ I find. She’s in the bathtub.
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Group 3None
Group 4잠자는 공주: How are you?피오나: I’m fine and you?잠자는 공주: I’m fine thank you.피오나, 슈렉: What’s up? today is Monday.잠자는 공주: Really?피오나, 슈렉: It’s clean room hurry up.잠자는 공주: O.K. I’m sleepy.잠자는 공주: I’m going to the wood.슈렉, 피오나: OK! Let’s move out!잠자는 공주: I want to first bathroom!피오나: Yes. First bathroom, and going to wood.슈렉: Where is the sleeping beauty?피오나: I don’t know! I’m going to bathroom!슈렉: OK.피오나: Sleeping beauty is don’t bathroom.Group 5Sleeping beauty: Hi, Fiona.Shrek, Fiona: Hi sleeping beauty, why do you come here?Sleeping beauty: What day is it today?Fiona: It’s monday.Sleeping beauty: It’s monday?? Sorry. I’m sleeping.Shrek: now. Let’s clean.Fiona: Where is my hat?Shrek: It’s under the table.Fiona: Where is my necklace?Shrek: It’s on the desk.Sleeping beauty: Oh, good moning?Fiona: Let’s go picnic.Sleeping beauty: Ok. Where is bathroom?Shrek: over ther.Fiona, Shrek: Where’s sleeping beauty and frense.Sleeping beauty: I’m here.
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Group 6First, Shrek and Fiona go to the mountin.S, F: Sleeping beauty, were are you? But sleeping beauty is not there. Second, Shrek and Fiona go to the zoo.S, F: Were are you? Sleeping beauty?But Sleeping beauty is not there. Suddenly, one prince come to the S and F Prince: What happened?S and F spaking story. Prince is surprise.Prince: May i help you?S, F: Sure.Prince and F, S go to the swimming pool. Prince and F, S are very surprise. Because, Sleeping beauty is there. Prince: Why, you here?Sleeping beauty: I’m boring.Prince: Let’s go my castle.S, F: No, No, Your come to the my house!But Sleeping beauty is go to the Prince’s castle. S and F are sad. But they are go to the Shrek’s house.
국문 논문 초록
드라마 활동을 통한 말하기 능력 향상에 관한 연구
이 논문은 초등학교에서 의사소통중심의 영어 교육을 위해 드라마 활동, 그
중에서도 역할놀이를 도입하여, 그에 따른 학생들의 영어수업시간 참여 정도,
영어 학습에 대한 태도, 학생들의 의사소통능력의 향상 정도를 살펴 보아 영어
교육에서 역할놀이의 효용성을 알아보고자 했다. 4가지 종류의 역할놀이—
Scripted, Open ended, Situational, and Mapped role play—를
순차적으로 초등학교 5학년 영어 정규 수업의 각 단원의 마지막 차시에
도입하여 유의미한 결과를 도출해 내는지 살펴보았다. 이 논문의 목적은 드라마
78
활동이 (1) 학생들의 의사소통 능력향상에 기여하는지 여부, (2) 영어학습에
대한 긍정적인 태도를 형성하는데 영향을 미치는지 여부를 연구하는 것이다.
이에 2장에서는 먼저 의사소통능력과 드라마에 대한 정의를 내리고, 제2언어
학습에 있어서 드라마 활동의 효용성, 그 중에서도 특히 역할놀이의 효용성에
대해 살펴보았다. 3장에서는 연구에 사용된 역할놀이와 그 과정이 소개되며, 4
장에서는 실제 수업에서 사용된 활동과 그 결과를 실험 그룹과 대조 그룹과의
비교를 통해 기술하고 있다. 연구 결과, 영어 교육에서 역할놀이, 즉 드라마
활동의 도입이 학생들에게 의사소통능력면과 심리적인면에서 긍정적인 영향을
미침을 알 수 있었으며, 이에 한국과 같은 EFL 상황의 영어 학습에서 드라마의
사용이 심리언어학적으로 긍정적인 영향을 끼친다는 결론을 맺고 있다.
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