English  |  正體中文  |  简体中文  |  Items with full text/Total items : 17427/19718 (88%)
Visitors : 6245243      Online Users : 741
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://ir.cnu.edu.tw/handle/310902800/17617


    標題: The Effects of Peer Collaboration and Instructional Intervention an EFL Drama Activity
    同儕合作與教學指導對英語戲劇活動之影響
    作者: 張玉玲
    關鍵字: Drama Activity
    Instructional Intervention
    Peer Collaboration
    Scaffolding
    戲劇活動
    教學指導
    同儕合作
    鷹架理論
    日期: 2008-05
    上傳時間: 2009-03-27 14:10:01 (UTC+8)
    摘要: The study examined a peer collaborative drama activity in a college EFL class. Based on Vygotsky’s concept of the zone of proximal development (ZPD) and its scaffolding ideas, this study aimed at six functional actions of scaffolding in the peer collaborative drama activity to improve the EFL learners’ language competence. The students in the class were divided into small groups. The drama activity was separately performed in each group. The research subjects were seven students in the same group. Two driving interaction modes - between more capable and less capable peers as well as between the instructor and the students
    -were geared up within the process of the activity. The results of this study indicated that the learners’ communicative zone of proximal development could be activated by the mediation of peer collaboration and instructional intervention. The instrumental acts utilized to elicit effective mediation were commented for further scaffolding application to other EFL/ESL peer collaborative drama activity.
    本研究主要探討在外語教學課程中一個由同儕合作完成的戲劇活動。依據維高斯基最近發展區理論及其鷹架理論,本研究結合鷹架理論中的六大功能行動,運用在同儕合作的戲劇活動中,用以增進學生的外語及溝通能力。本活動以小組方式分別進行戲劇表演活動,其中一組有七名學生被列為觀察研究對象。在活動過程中,以該組學生在同儕合作及教師介入指導的互動情形作為主要觀察項目,經紀錄分析其互動行為對學習所產生的影響,本研究發現:經由同儕合作及教師適時介入指導的過程,學習者得以在原具能力及潛在能力的協調之中持續進步,此即展現了維高斯基的最近發展區之影響力。最後,根據結果分析及觀察發現,本研究提出顯見的多項任務操作之控制要項,作為其他英語教學課程中戲劇活動設計之參考。
    關聯: 嘉南藥理科技大學策略聯盟語文與文化教學研討會,起迄日:2008/5/14,地點:嘉南藥理科技大學
    Appears in Collections:[通識教育中心] 會議論文

    Files in This Item:

    File SizeFormat
    lan_15.pdf1897KbAdobe PDF568View/Open


    All items in CNU IR are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback