드라마 활용 영어수업의 효과

A social-constructivist perspective on language learning provides a theoretical rationale for interaction-centered. task-based. collaborative learning. Drama-oriented tasks as a means to promote socially shared learning are particularly useful in foreign language classrooms. in that they can create a meaningful learning context. where learners are encouraged to acquire a language by using it rather than by studying it. Not only do drama tasks expand opportunities for communicative interaction. they are also effective for developing a variety of other skills. such as cognitive. affective. and social skills. The goal of this study was to explore the effects of drama-oriented tasks on students' oral proficiency as well as their self-perception of attainment in linguistic. cognitive. social. and affective domains. To identify students' perceptions about the effects of the drama tasks. questionnaires were developed and administered to 11 college students enrolled in a course titled "English through Drama" before and after the semester-instruction. Also. their oral proficiency was measured through speaking tests conducted at the beginning and at the end of the semester. The findings of the study are discussed. along with their pedagogical implications.