本研究旨在透過角色扮演融入英語繪本教學在台灣國小二年級英語課室的運用，探討其對於英語學習動機和態度及英文朗讀能力之影響，並了解國小低年級學童對於角色扮演融入英語繪本教學之回應。本研究之台北市某國小的二年級一個班級學生共22人為研究對象，研究面向在英語學習動機方面著重於了解年幼英語初學者生的學習動機在內在學習動機方面及社會因素方面影響的改變。在英文朗讀能力方面著重角色扮演融入英語繪本教學對於朗讀流暢性、朗讀清淅度及字彙認讀之影響。資料蒐集包括前後評量、前後問卷調查及學生訪談。資料分析顯示學生英文朗讀在朗讀流暢性、朗讀清淅度及字彙認讀的進步情形。資料分析且顯示學生英語學習動機在社會因素方面的轉變。本研究結果顯示：一、角色扮演融入英語繪本教學有助於提升國小低年級英語初學者在社會因素方面的英語學習動機，學生更喜歡和老師一起讀英文繪本，也更喜歡和同學一起完成英文閱讀課裡的角色扮演活動。二、角色扮演融入英語繪本教學對於國小低年級英語初學者英語朗讀在朗讀流暢性、朗讀清淅度及字彙認讀方面有正面的影響且低成就學生之進步較明顯。三、國小低年級英語初學者對於角色扮演融入英語繪本教學運用在英語課堂學習的評價是正面的。最後，研究者歸納出研究結果並對未來進一步的研究提出參考建議。 / The purpose of this three-set/eight-class action research was to explore the effects of integrating Role Play into English picture books on second graders’ motivation and attitudes and oral reading ability in a second grade EFL classroom. Three research questions are as follows: 1. Does integrating Role Play into picture books improve second graders’ motivation/attitudes toward learning English? 2. Does integrating Role Play into picture books improve second graders’ English reading ability? 3. What are the participants’ perceptions of the integrating Role Play into picture books? Twenty-two students were involved to participate in this study. Three kinds of instruments were used, composed of the MLE (Motivation for Learning English) questionnaire, oral reading ability test (ORAT) and interviews. Before giving instruction of integrating Role Play into picture books, the pre-MLE questionnaire and pre-ORAT were administrated to measure students’ previous motivation and oral reading ability. The teaching and interviews were recorded to the purpose of classroom observation, modifying the experiment and collecting the data to accompany the results from the MLE and ORAT. After integrating Role Play into picture books, the post- MLE questionnaire and post-ORAT were used to compare and explain how students’ motivation/attitudes changed and their oral reading ability improved. Furthermore, interviews were conducted to understand students’ perspective toward integrating Role Play into picture books. Based on the findings, integrating Role Play into picture books has created an interesting environment for young EFL learners to use the language. That is, young learners as second graders need peer group’s accompany and proper pressure from performance to create a safe and positive learning environment in language classroom. The major results are summarized as follows: 1. The comparison of results of oral reading ability showed that more than half of the participants have made an improvement in oral reading ability, in terms of fluency, correct reading (“read correctly”), and vocabulary recognition (“vocabulary”), after the instruction. 2. The results of the questionnaires showed an improvement on participants’ motivation of social aspects and a small percentage of improvement on the two constructs of intrinsic motivation, learning curiosity and importance of learning, but not on learning involvement of intrinsic motivation. 3. The instruction of integrating Role Play into picture books had improved participants’ motivation for learning English on social aspects in terms of the participants like to read English picture books with teacher and classmates and like to work with classmates to finish the task of role play in English reading classes. 4. Students have gained attitude change toward English learning from integrating Role Play into picture books. They liked English more, practiced English by listening to CD, and recited more English words than the adult asked, and etc. Besides, the eight students’ oral description showed that five out from them felt the pressure to perform on the stage but no one of them felt pressure in group practice. The results showed the importance of peer group practice to make them feel relaxed without pressure. Finally, it is hoped that this study will provide more insightful ideas for educators and teachers. Regarding young learners, they need more interesting activities and opportunities to use the language. Key words: role play, motivation and attitudes, oral reading ability, elementary English

No description available.

No description available.

Klimatfrågan är idag mer aktuell än någonsin tidigare. Detta beror på den akuta situation som vi levande på jorden faktiskt befinner oss i. Det har nästan alltid funnits hot mot vårt klimat, men det är först idag som vi tydligt börjar se följderna av vårt tidigare handlande och det jag syftar på är den förstärkta växthuseffekten och dess konsekvenser. Syftet med studien är att utifrån en lärandesituation i form av ett rollspel beskriva elevers handlingsberedskap och känslor kring växthuseffekten. Frågeställningarna är följande. Hur utvecklas elevernas kunskap och handlingsberedskap kring växthuseffekten genom ett rollspel? Hur påverkar rollspelet elevernas känslor för växthuseffekten? Studien som genomfördes i en årskurs 9 startade med en enkät där eleverna fick svara på frågor gällande växthuseffekten, deras eget handlande och deras känslor. Enkäten åtföljdes av ett rollspel där frågor kring växthuseffekten och dess konsekvenser diskuterades av de deltagande ländernas delegater. Efter rollspelet fick eleverna svara på samma enkät igen för att ta reda om rollspelet hade påverkat eleverna. Rollspelet har bidragit till att eleverna har tillägnat sig mer och djupare kunskaper kring växthuseffekten samt att de har gått från ett lokalt till ett mer globalt tänkande. Handlingsberedskapen hos eleverna var inte så stor och de känner inte någon direkt oro inför framtiden, men efter rollspelet blev de mer bekymrade över andra människors framtid. Liten oro hos eleverna kan bero på att Sverige inte direkt ligger i riskzonen och deras handlingsberedskap speglas av att de inte vill ändra på något som skulle förändra deras vardag. / Issues concerning the climate change are more urgent than ever before. During the last couple of hundred years the climate has been threatened by different causes, but it is not until today we are facing the consequences of our former action towards the environment. I allude to the greenhouse effect and its consequences. My aim with this paper is, from a teaching situation through a role play, to describe pupils’ action readiness and feelings concerning the green house effect. The questions I will find answers to are. How pupils’ knowledge and action readiness concerning the green house effect develops through a role play? How the role play affects the pupils’ feelings concerning the green house effect? The study has been carried out in a grade 9. The pupils began answering a questionnaire regarding the green house effect, their own actions and their feelings. Afterwards they carried out a role play where the green house effect and its consequences where discussed. To find out if the role play had influenced the pupils they afterwards had to fill in the same form again. The contribution of the role play is that the pupils have acquired deeper knowledge concerning the green house effect and their thoughts have become more global. The study showed that their action readiness was not particularly big and they were not worried about the future. Sweden is not in the danger zone and that can have contributed to their non worried attitude. Their action readiness is coloured by the fact that they do not want to change anything that would affect their ordinary day.

This study intented to investigate the effects of activities based on role-play on ninth grade students&rsquo / achievement and attitudes at simple electric circuits. In this study, Physics Achievement Test was developed to evaluate students&rsquo / achievement on simple electric circuits and role-play activities about simple electric circuits were prepared. In addition, Physics Attitude Scale was administered to explore students&rsquo / attitude towards physics. The present study was conducted at one of the high schools in Acipayam during 2003-2004 Spring Semester with a total number of 104 (51 female and 53 male) 9th students from four classes of two physics teachers. One class of each physics teacher was assigned as experimental and instructed by role-play activities on the other hand the other classes of each physics teacher was as control group and instructed by traditional method. The teachers were trained for how to implement role-play activities in the class before the study began. Physics Attitude Scale and Physics Achievement Tests were applied twice as a pre-test and after a three-week treatment period as a post-test to both groups to assess and compare the effectiveness of two different types of teaching / role-play versus traditional teaching method. Data were collected utilizing Physics Achievement Test and Physics Attitude Scale. Data of this study were analyzed utilizing descriptive and inferential statistics. The scores of the post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). Experimental group compared to control group tended to favor a significant difference in the achievement. However the statistical analysis failed to show any significant differences between the experimental and control groups&rsquo / attitude towards physics at simple electric circuits.

Adults working as teachers and doctors can find it difficult to communicate well with young people about the issues that affect their wellbeing and learning and thus miss opportunities to contribute when their clients experience adversity. Drama is often used as a pedagogical tool to assist people to develop their communication skills. Dramatic portrayals however, can reinforce rather than challenge limiting stereotypes, and there is the potential for learning through drama to contribute to a patronising world-view and lead to the assumption that a set of formulaic approaches can bridge the communication divide. There is thus a need for research that engages both theoretically and technically with the use of drama as a tool for applied learning. In this thesis, a reflective practitioner methodology is used to explore the use of drama as a method in participatory enquiry and as a tool in the professional education of teachers and doctors. Use of the practitioner perspective permits analysis of the alignment between theory and practice. The Learning Partnerships project provides the context within which to conduct this enquiry. In this project the researcher leads drama workshops that bring together classes of school students and tertiary students completing their studies in medicine or education. The adolescents work as co-investigators with the teachers and doctors, exploring how to communicate effectively in the institutional contexts of schools and clinics.

Legislative pressures are being brought to bear on South African employers to demonstrate that occupational assessment is scientifically valid and culture-fair. The development of valid and reliable performance-based assessment tools will enable employers to meet these requirements. The general aim of this research was to validate a performance-based assessment battery for the placement of sales representatives. A literature survey examined alternative assessment measures and methods of performance measurement, leading to the conclusion that the combination of the work sample as a predictor measure and the managerial rating of performance as a criterion measure offer a practical and cost-effective assessment process to the sales manager. The empirical study involved 54 sales persons working for the Commercial division of an oil marketing company, selling products and services to the commercial and industrial market. By means of the empirical study, a significant correlation was found between performance of sales representatives in terms of the performance-based assessment battery for the entry level of the career ladder and their behaviour in the field as measured by the managerial performance rating instrument. The limitations of the sample, however, prevent the results from being generalised to other organisations. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Dans ce travail de thèse, nous étudions les pratiques dialogales dans les classes de FLES au Liban. L’objectif est de caractériser le rapport existant entre les manifestations dialogales présentes, en amont, sous diverses formes (dialogue modèle, consignes…) dans un manuel de FLE et les phénomènes dialogaux observables, en aval, dans les classes de FLES qui les utilisent, en particulier lors des jeux de rôle mis en œuvre par les apprenants.La visée de cette recherche est d’étudier l’exploitation qui est faite du dialogue fictionnel du manuel à travers les interactions entre partenaires de la classe de langue au Liban. Qu’est-ce que les enseignants et/ou les apprenants en gardent et, au contraire, qu’est-ce qu’ils laissent de côté ? Comment les dialogues ou documents pédagogiques du manuel sont-ils exploités ? Les consignes du livre de l’élève sont-elles exécutées (ou non) à la lettre ? Les conseils « interactionnels » du livre du professeur sont-ils suivis (ou non) ? Etc. Nous tentons ainsi d’apporter une meilleure compréhension de la variété et de la spécificité des pratiques dialogales mises en œuvre dans des classes de FLES arabo-libanaises utilisant un manuel franco-français. / In this PhD thesis, we investigate dialogical practices in French as Foreign and Second Language (FFSL) classrooms in Lebanon. The objective is to characterize the relationship between the existing dialogical manifestations in various forms (model dialogue, instructions...) found in the FFL textbook and the dialogical phenomena observable in FFSL classes that use them, particularly during role-play activities performed by the learners.The aim of this research is to study the exploitation of fictional dialogue found in the textbook through interactions among partners in the classroom in Lebanon. What do teachers and/or students keep from the dialogue and what do they leave aside? How are the textbook’s dialogues or pedagogical documents implemented? Are the instructions of the student’s textbook applied literally or not? Are the interactional tips of the teacher’s book abided by or not? Thus, we try to provide a better understanding of the variety and specificity of dialogical practices implemented in Lebanese FFSL classes using a French textbook.

L'objet de cette thèse est d'explorer le croisement entre la didactique de l'espagnol langue vivante étrangère pour son enseignement au collège en France en 4° LV2 et la pratique théâtrale. Il s'agit de développer une dramadidactique, dans l'optique très pragmatique de son utilisation en cours par un enseignant, afin de développer particulièrement la compétence langagière qu'est l'interaction orale. Le résultat concret de ce travail est la production d'une méthode nommée DramAula. L'objectif principal de cette dramadidactique est de permettre de mieux enseigner l'espagnol aux élèves dans la motivation et l'action grâce aux éléments dynamisants des activités que le genre dramatique apporte afin d'obtenir plus de confiance en soi, d'autonomie et de créativité dans l'apprentissage de la langue espagnole par les élèves à l'oral en interaction. Cette didactique s'intègre dans la perspective actionnelle présentée dans le Cadre Européen commun de référence pour les langues. Elle entend développer des éléments qui améliorent et enrichissent l'enseignement actuel. / This thesis aims to analyse Spanish didactic and theatrical performance. Spanish didactic is analysed in the context of learning a second language in school with Year 8 children (4eme). The aim is to develop a theatrical didactic to be used by teacher to improve verbal communication in school. This research allows the creation of a new methodology called DramAula. The main objective of this work is to improve the teaching of a second language in school by developing confidence, autonomy and creativity in children with the help of theatrical activities. Theatrical activity is thought to increase motivation and verbal exchanges in children and create a better learning environment. This didactic method is in accordance with the European program to improve language skills learning.

Adolescence is a turbulent time and a critical transformational phase during which major physical, emotional, cognitive and social shifts occur. The objective of this study is to explore ways in which female adolescents can acquire anger management skills. The study proposes that emotional competency is cultivated as a result of the neurological plasticity of the brain and by applying learning material based on the work of scholars in the fields of neuroscience and Applied Drama. Adolescence is an opportune time for girls to learn emotional competency skills as the incomplete development of the prefrontal area of the brain makes them more inclined to risk taking and less aware of logical thinking processes. The study indicates that anger floods the body with secretions like cortisol and adrenaline, blocking logical thinking. Angry incidences can have destructive consequences for relationships. The empirical study includes discussions of training levels for anger management, such as the identification of anger-related emotions and anger styles, understanding anger, and curbing angry expressions through assertive communication. As anger management is a practical aptitude, the empirical study applied selected Process Drama conventions (as modes of Applied Drama), specifically role play, tableaux, Mantle of the Expert and dramatized poetry. The benefit of these conventions lies in the facility with which they can alternate between dual modes of engagement and learning content. Process Drama launches the workshops’ participants into a make-believe world in which they can identify with a situation from the inside out while simultaneously observing the situation from the outside in, a phenomenon called metaxis. The female adolescent, while protective of her social relationships, can safely enter a fictitious world and face the problems raised by anger without jeopardizing her privacy or dealing with real-life emotions. The convention of dramatized poetry enabled creative expression as the participants wrote their own poems to personalize their insight into their need for anger management. While the methodology was being practised, it was also assessed. As the outcomes of the learning objectives were the participants’ responsibility, I could assess during the activities if they accommodated learning objectives in their biography. In this study the participants were, for example, not able to fully utilize the skill of assertive communication. The integrity of the methodology of Process Drama for girls was affirmed when it was successfully combined with the principles of brain-based learning. The literature review and the outcomes of the empirical study confirmed that Process Drama adheres to the principles of brain-based learning which is, inter alia, physiological, social and emotional, and occurs in tandem with the developmental phase of the participant. The research study is the culmination of various disciplines and an endeavour to present a multimodal anger management programme that incorporates the adolescent female on a cognitive, emotional and physical level, and in a sound collaborative environment. / Thesis (DPhil)--University of Pretoria, 2013. / lk2014 / Drama / DPhil / Unrestricted