在臺灣，教授高中英語聽講課的老師常要苦思尋索如何選用教材與方法以引起學生的學習動機。研究者發現一些老師偶爾會在課堂中運用戲劇技巧，例如角色扮演以誘發學生的學習興趣。是以引發研究者的研究動機：嘗試應用一套有系統、有效又完整的「戲劇教學法」順利推進課程。 是以，研究者採用國立政治大學英國語文學系教師研究團隊在政大實小所進行的英語戲劇教學模式，在英語聽講課進行一學期的實驗教學行動研究。亟盼透過本研究成果提供不熟悉戲劇教學或擔心戲劇教學費時的英語教師們，一種非傳統式的英語聽講課。 本研究採質性研究，研究對象為32名高中一年級學生，研究者依上述教學研究模式設計15週的教學活動，研究資料採集研究者的上課觀察、錄影、學生回饋單、三份問卷、學生公演錄影及後測，加以分析整理出研究結果。 研究結果發現97%的學生喜歡此種戲劇實驗教學，特別是經過戲劇教學中劇本創作和不斷的演練、.及公演，學生的學習動機、語言能力、創造力及其它技能如布景服裝設計也因而增進。而此種課程可融合「語言教學」、「多元智慧」及「合作學習」等教學方法，提升學生的學習動機及語言能力，並可激發學生在戲劇表演及英語表達應用上的創造力。值得推廣。 / In Taiwan, English listening and speaking classes often trouble many English teachers with having to choose proper teaching materials or class activities to motivate students. The researcher observed some current teachers occasionally used some dramatic techniques, such as role play to elevate students’ interest. This motivated the present researcher to employ a more comprehensive and systematic drama teaching strategy in this course. Therefore, the researcher applied the model that was conducted in National Chengchi University Experimental Elementary School by a team of researchers at the English Department of the National Chengchi University to do this experimental drama teaching. The present research aims to provide the English teachers who are not good at drama teaching or view drama teaching as time consuming with a favorable, non-traditional method in the listening and speaking course. The participants included in this research were 32 students of the 10th grade. The researcher designed a 15-week course activities based on the NCCU model. A qualitative research method was utilized in this research. Data from the researcher’s observation, videotaping, students’ reflection, three questionnaires, students’ work, the formal performance videotaping and a post test were collected and analyzed to assess the effects of this action research. The findings indicated 97% of students liked this experimental drama teaching. Especially, through script creation, rehearsals and the formal performance, students’ learning motivation, four skills of language learning, creativity and other skills such as property and costume designs, were elevated. This course can integrate language learning, multiple intelligence theory, and cooperative learning theories to motivate and strengthen students’ proficiency and creativity in using English as a second language. Drama teaching in listening and speaking course is worthy of recommendation. .