Earticle

초록

영어

Due to the prevalence of a one-way teaching and learning paradigm, it is difficult for students to develop their own thought processes. Students are used to being fed and given information, and not encouraged to formulate their own opinions, and thus, do not feel comfortable in developing their logic. In such a circumstance, this study aims to investigate the effects of engaging comparative method in learning American drama. In accordance with constructive pedagogy, the comparative method project will promise to play a constructive role in assisting students to find their own voices and thoughts, grounded on their experience and knowledge. The study attempts to answer the following two primary questions: 1) To what extent does comparative method help students to understand American drama better and deeper?; 2) How do students respond to constructive pedagogy in drama class? Findings demonstrate that a student’s voluntary embrace of comparative study produced a better understanding of a play and the work to which it was compared. Students could learn how to connect their own knowledge and experience to the subject, in the process not only learning about an American drama, but also, independently, triggering their own thoughts about their personal experiences.

목차

I. 서론
 II. 이론적 배경
 III. 연구방법
  1. 실험대상 및 집단
  2. 자료 수집과정
  3. 자료 분석
 IV. 결론
 Works Cited
 Abstract

키워드

저자

• 이용희 [ Yonghee Lee | 강원대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810