The Influences of Classroom Drama on Disadvantaged Elementary School Students' Perceived Ownership and Social Utility of the English Language

本研究透過行動研究探索英語教室戲劇活動對弱勢國小學童覺知之英語擁有感與社交功能之影響。研究者同時擔任觀察者、課程教學者，與課程設計者。本研究的參與者包括台中市一所非營利課後輔導班中的一位導師，和十六位弱勢國小學童。研究者在課輔班中實施為期一學期，並結合教室戲劇之英語課程。研究工具則包含研究者本身、教室觀察錄影、和教學日誌。研究結果顯示、在上過結合教室戲劇的英語課後，弱勢學童對英語的擁有感與社交功能的覺知得到改善。因此本研究結論顯示國小英語教師，可採用教室戲劇活動來增進面對著自身家庭文化和英語文化間鴻溝的弱勢學童對英語擁有感與社交功能之覺知。

關鍵字

全語言理論；教室戲劇；弱勢國小學童；英語擁有感；社會運用性

並列摘要

The purpose of this study is to investigate the influences of classroom drama on disadvantaged elementary school students' perceived ownership and social utility of English through action research. The researcher did not only act as the investigator, but also the instructor and designer of the English curriculum with classroom drama. The participants were one mentor and sixteen disadvantaged elementary school students in an after-school program held by a non-profit private community service center in Tai-Chung City. Also, the researcher implemented the English curriculum integrated with classroom drama for one school semester in the after-school program. The instruments of the study were the researcher herself, the techniques of classroom observation through video recording, and teacher's reflective journal taking. The major findings of the current study implied that those disadvantaged students' perceived ownership of English and its social utility was improved after they participated in theEnglish curriculum incorporated with drama activities. Therefore, the study results suggested that the classroom drama could be adopted by elementary school teachers to enhance the perceived ownership of English and its social utility of the disadvantaged students who face the great gap between their home culture and the English one.