Theatre Production as a Language Learning Environment for Chinese Students 戲劇製作如何為香港華語學生建立語言學習環境
Abstract
Research has shown that theatre can be used as a tool for English as a second language (ESL) learning in various contexts. However, ESL studies done in Hong Kong have shown that sociocultural factors impact on language learning. I argue that this implies that sociocultural factors could also have a significant impact on language learning in the context of the process of rehearsal for a theatre production. This paper reports the results of a pilot study on Chinese tertiary students involved in preparing a theatre production. Adopting a Vygotskian sociocultural perspective, the study draws on analysis of qualitative data. It aims to answer two research questions: (1) What sociocultural factors shape the experience of English theatre productions in Hong Kong as a language learning environment?; and (2) Are theatre productions good language learning environments in Hong Kong? The results revealed that prior to production, students’ sociocultural background were similar to what other studies have already concluded. This sociocultural background has had an impact on the learning environment in that students were predisposed to explicit instruction in the environment as learning outcomes of the experience. These indicate that theatre productions provided students with multiple learning opportunities, which makes it an appropriate language learning environment.
Keywords: Theatre Production; Hong Kong Context; ESL Learning
有研究指出戲劇可以用作第二語言的學習工具,同時,根據香港的 語言教學研究,社群文化背景對英語為第二語言的教學影響不輕。 因此,筆者以為如果以戲劇排演作為非母語英語教程時,教學的成 效亦可能須要考慮社群文化的因素。
這論文總結一項語言學習試點研究的結果,以維高斯基(Vygotsky) 的認知發展論為基礎,這研究以定性數據,分析一班香港大專生製 作英語戲劇的過程。研究是要解答以下兩個問題:首先,在香港以 戲劇作為教授英語學習工具是否取決於某些社群文化因素?此外, 在香港英語戲劇又是否一個有效的非母語學習工具呢?
在這研究中,目標學生的社群文化背景與以往的相若,而實驗環境 裏,即是戲劇排練,製作過程中,全部以英語溝通。結果,學生的 語言能力有顯著的進步,因此,可以說戲劇活動不外是語言教學另 一有效而適當的渠道。
關鍵詞:戲劇製作、香港文化背景、以英語作為第二語言的學習
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