On the Efficacy of Process Drama as a Method of Teaching Collocations to Japanese University Students

论过程戏剧作为日本大学生搭配教学方法的有效性

• 批准号: 22K00831
• 负责人: 川上 綾
• 金额: $ 2.08万
• 依托单位: Meijo University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2022
• 资助国家: 日本
• 起止时间: 2022-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22K00831/
• 关键词: process drama; drama in education; new language acquisition; language correction; TESOL; collocations; Drama in Education; Collocations; Process Drama; Language Accuracy; Vocabulary Retention

The focus was to first collect data through interviews of Process Drama practitioners about their practical, real-world classroom practices and methods related to aiding student acquisition and retention of new language and language correction. In total, 12 participants were recruited using snowball sampling. Each 90-minute to 2-hour interview was analyzed using thematic analysis, and a basic model of common practices was created. The results found that unanimously, process drama practitioners avoided language correction and the introduction of new language in the experiential phase. Predominantly, new language was introduced in the preparation phase. While language correction was often in the reflection phase, the focus was on correction for meaning-making and intention as opposed to accuracy. A modified approach to Process Drama was developed from this analysis, and two potential models were put forth for feedback from Process Drama practitioners and other language teachers. Preparation has begun for the second phase of the student- testing of equipment, development of lesson plans, collocation lists, pretext, and dramatic elements.

重点是首先通过访谈过程戏剧从业人员的实用，现实世界中的课堂实践以及与协助学生获取和保留新语言和语言校正有关的方法。总共使用雪球抽样招募了12名参与者。使用主题分析分析了每个90分钟到2小时的访谈，并创建了一个基本的常用实践模型。结果发现，过程戏剧从业者一致避免了语言校正和在体验阶段引入新语言。主要是在准备阶段引入了新语言。尽管语言校正通常是在反思阶段，但重点是纠正意义和意图而不是准确性。从该分析中开发了一种修改的过程戏剧方法，并提出了两个潜在模型，以提供流程戏剧从业者和其他语言教师的反馈。为设备测试的第二阶段，课程计划，搭配清单，借口和戏剧性元素的准备工作已经开始准备。