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اثر التمثيل المسرحي في تدريس محاورات المواقف التعليمية الانكليزية على تحصيل طلبة الكلية الذين يدرسون اللغة الانكليزية باعتبارها لغة اجنبية == The Effect Of Dramatization In Teaching Situational Dialogues On The Achievement Of EFL College Students
Author name:
حنان ضياء عاكف عبود الصالحي
Supervisor name:
ناهدة طه مجيد الناصري
General topic:
Educational Sciences
Specific topic:
Methods of Teaching English Language
Degree:
Master
University:
Mustansiriyah University - Faculty Of Education
Language:
English
University location:
Baghdad
First pages:
05T2788 - p.pdf
Abstract:
معرفة مدى فعالية استخدام اسلوب(التمثيل المسرحي) في تدريس محاورات المواقف التعليمية (Situational Dialogues ) على تحصيل طلاب الكلية الذين يدرسون اللغة الانكليزية باعتبارها لغة اجنبية.معرفة ما اذا كان استخدام اسلوب التمثيل المسرحي قد اثر بنسبة متساوية او م | 1. The effect of using dramatization as a teaching technique on the achievement of EFL college students in Situational Dialogues (SDs).2. Whether using dramatization in teaching English conversation has an equal or different effect on students' written and oral achievement in Situational Dialogues (SDs).To achieve these aims, three hypotheses have been formulated as follows : 1. There is no significant deference in the mean scores of the written achievement test between the experimental group which is exposed to dramatization, and that of the control group which is not exposed to dramatization. 2. There is no significant difference in the mean scores of the oral achievement test between the experimental group which is exposed to dramatization, and that of the control group which is not exposed to dramatization.3. There is no significant difference between the mean scores of the experimental group's written achievement and that of their oral achievement in Situational Dialogues (SDs).The present study is limited to the first year EFL college students in the College of Education / Ibn - Rushd at Baghdad University in the academic year 2004 - 2005 and to the textbook of conversation taught at the first stage entitled : "Situational Dialogues" written by Micheal Okenden (1972). The experimental design decided is the type of "the post - test only control group design". The sample of the study consists of sixty students selected randomly out of 160 students which represent 37.5 percent of its original population. The chosen sample is divided into two equal groups, the experimental and control which have been equalized in the variables of : age, average of achievement in the General Baccalaureate Examination of the previous year, the parents' level of education, and students' scores in English of the previous year. The experimental group has been taught according to dramatization technique while the control group has been taught according to the traditional technique, i.e. without dramatization.At the end of the experiment, the two groups are subjected to oral and written achievement tests. After the administration of the two tests to the selected sample, testees' responses have been processed statistically using the appropriate statistical means.The obtained results reveal that : 1 - The mean scores of the experimental group's written achievement is 77.40, whereas that of the control group is 70. 2 - There is significant difference between the two groups in written achievement test, in favour of the experimental group at 0.05 level of significance and with 58 degree of freedom.3 - The mean scores of the experimental group's oral achievement is 78.67, whereas that of the control group is 65.37.4 - There is significant difference between the two groups in oral achievement test, in favour of the experimental group at 0.05 level of significance and with 58 degree of freedom.5 - The mean scores of the experimental group's oral achievement is 72.52, whereas that of the written achievement is 73.72.6 - There is no significant difference at 0.05 level of significance and with 118 degree of freedom between the oral achievement, on one hand and the written achievement , on the other hand of the experimental group. Later on, a number of recommendations and suggestions are stated; the following are some of them : Recommendations : 1. It is necessary to use dramatization as a teaching technique in teaching Situational Dialogues for EFL first year college students.2. The necessity of putting students in actions and active situations, and motivate them to dramatize and act out roles during teaching EFL subjects and especially Situational Dialogues. 3. A pamphlet which includes a full explanation for each situation by using dramatization technique and how to employ it inside the classroom could be supplied to teachers of Situational Dialogues.4. Constructing TV programme that depends on utilizing dramatization technique in teaching English dialogues for primary, secondary and intermediate stages.Suggestions : 1. Experimenting the effectiveness of using dramatization in teaching other English subjects like (grammar, composition, poetry, novel, drama, etc).2. Conducting similar studies for teaching English by using dramatization at other academic stages especially at the primary & secondary stages.3. Making a comparative study between the efficiency of dramatization and other new teaching techniques in developing students' achievement at the various levels of study such as : primary, secondary, etc.
Summary:
05T2788 - A.pdf
References:
05T2788 - R.pdf
