An Empirical Study Of Drama In English Listening And Speaking Teaching In Junior Middle Schools

It's commonly recognized that junior middle school study is crucial in English learning.Among all the teaching activities,improving the students' listening and speaking skills is of great importance.However,in the current English teaching of junior middle school,the teachers only pay attention to the language points and always use the single form of oral practice,ignoring the creation of language learning atmosphere for students,resulting in the declined interests of students in listening classText-based drama,which takes textbook as the transmitter,is a kind of drama form rewritten and performed by students.Text-based drama is very close to students' daily life,which is helpful for students to develop their active learnnig awareness and improve their interests in English learning.In fact,scholars from home and abroad have verified the effective application of Text-based Drama in English listening and speaking class.However,the relative empirical research about the mentioned teaching methods is still in short.Therefore,it is of great significance to explore its application in junior middle school English listening and speaking teaching.This thesis is an empirical study to apply the text-based drama to junior middle school English listening teaching,it is the research mainly based on the theory of multiple intelligence and constructivism theory,cooperation learning and "learning from what you do" to the following questions:1)What is the impact of applying the text-based drama to junior middle school English listening teachingon students' interest,motivation,attitude and confidence in listening and speaking?(2)What is the impact of applying the text-based drama to junior middle school English listening teaching on students' listening and speaking proficiency?In order to get the answers to the above mentioned questions,the researcher selected two parallel classes of the junior students of Hainan Overseas Chinese Middle school as subjects.The traditional teaching method was adopted to the students in the control group,while the text-based dramma was introduced in the experimental group by the author.We used various instruments,including questionnaires,tests,classroom observation and interview to collect data.By adopting the Independent-Samples T Test,the Paired-Samples T Test,the researcher conducted an analysis of the data.The findings of the study can be concluded as follows: 1)Students from the experimental class showed stronger learning interest,motivation,confidence and attitude towards English listening and speaking after the experiment,while students from the control class were almost at the same level as before.2)Students from the experimental class improved their scores of post-test evidently,while students' scores from the control class weren't improved distinctly.That is to say,it is feasible and effective to apply the text-based drama to English listening and speaking teaching.However,because of the time limitation,what has been included here are the statistics collected from a sample of only 100 students,in the duration of only one semester.Considering the relatively short test period,and the insufficient typical features demonstrated by the subjects,further researches are required so as to regain a more precious and accurate experimental result.