Earticle

The Effects of Role-Play Activities Based upon Student-Generated Scripts Using Label-Sheets on Primary English Learners Cho-Hi Joh (Gwangju National University of Education) Ji Hyun Moon (Hakkang Elementary School) This study aims to examine the effects of role-play activities based on scripts generated by students using label-sheets on the 4th-grade primary English learners in reading, speaking, and interest. Key words and sentences listed on worksheets were taught in both the experimental and the control groups. However, in the 4th lesson of each unit only the experimental class was asked to generate scripts. Each group of the class chose the setting and created dialogues by rearranging the key phrases listed on the label-sheet version of each worksheet. After 26 weeks' instruction all the students’ achievement in reading and speaking was assessed. The results of the data analysis are as follows. The experimental group showed a statistically significant improvement in reading and speaking compared to the control group(p=.001, p=.000). In the affective domain, however, the student- generated script group showed a limited improvement: there was a statistically significant difference between two groups only in terms of engagement(p=0.044); most of the students in the experimental class responded very positively to the role-play activities based upon student-generated scripts, when they were asked to write down their feeling after each unit was over. This study shows that using a simple material such as label-sheets can have a significant impact in a primary English classroom. Thus, it is suggested that the student-generated script method be adopted for elementary school English role-plays. Furthermore, new English textbooks need to be organized to facilitate the method.

본 연구는 그래픽조직자를 활용한 교육연극 대본만들기 활동을 통해 지적장애 중학생의 읽기와 쓰기능력에 미치는 효과를 알아보고자 하였다. 이를 위해 특수학급의 지적장애 중학생 24명을 실험집단과 통제집단으로 각각 12명씩 무작위로 나누고, 실험집단은 회기 당 50분씩 총 21회기 중재를 실시하였다. 중재효과를 알아보기 위해 사전검사는 KNISE-BATT 읽기와 쓰기검사 ʻ가ʼ형, 사후검사는 ʻ나ʼ형을 실시하였다. 그리고 집단 간 사전-사후 변화 비교는 Mann-Whitney U 검정, 집단 내 사전-사후 변화 비교는 Wilcoxon's signed-ranks 검정을 실시하였으며, 그 결과는 다음과 같다. 첫째, 읽기능력에 대한 집단 간 변화는 어휘선택 능력에서 유의미한 차이가 나타났으며, 실험집단의 사전-사후 변화는 낱말이해, 문장완성, 어휘선택, 어휘배열, 짧은글 이해에서 유의미한 차이를 보였다. 둘째, 쓰기능력에 대한 집단 간 변화는 어휘구사 능력에서 유의미한 차이가 나타났으며, 실험집단의 사전-사후 변화는 표기능력, 어휘구사, 문장구사에서 유의미한 차이를 보였다. 본 연구결과를 바탕으로 후속연구에서의 방향과 지적장애 학생의 읽기와 쓰기 지도방안에 대해 논하였다.

The purpose of this study was to execute the script making activity of education drama using graphic organizers, and investigate the effects on reading and writing ability for middle school students with intellectual disabilities. To achieve this, this study was to divided 24 middle school students at special classes in the eight general middle schools into each 12 students in the experimental group and control group. The experimental group was intervened for 50 minutes each per 21 sessions. To find out intervention effects, this study was to execute pre-test as KNISE-BATT reading and writing 'Type 1' and post-test as 'Type 2'. Furthermore, this study was to execute the group comparison of pre-post change using Mann-Whitney U test, and comparison of pre-post change in the experimental group executed Wilcoxon's signed-ranks test. The results of this study were as follows: First, the group comparison of reading ability was significant difference in lexical selection. The comparison of change in the experimental group had significant differences in the word comprehension, sentence completion, lexical selection, word arrangement, and the understanding of short sentence. Second, the group comparison of writing ability was significant difference in the command ability of vocabulary. The comparison of change in the experimental group had significant differences in the ability of transcription, command of vocabulary, and the use of sentence. Based on these results, direction of the follow-up study and method of teaching on reading and writing for students with intellectual disabilities were discussed.

Drama therapy is the use of dramatic activities to help and cure people with problems. The problems can be linguistic, physical, emotional, mental or social. Drama therapy can be applicable to individuals, couples, families and various groups. Especially children with any kind of problems can be cured by the most suitable application of the dramatic process. Drama therapy can be most effective when the practitioner, the setting and the client are matched ideally in the course of the dramatic process. It is well known that children can make great progress in English abilities through the dramatic activities. If a child has linguistic or mental problems, he can make improvement through the dramatic activities suing English scripts on drama therapy. In this case, the child can achieve two objectives: English proficiency and the cure of any kind of other problem. In this paper, some case studies are shown about the drama therapy. I made two sample English scripts for drama therapy. One English script is based on the western story ‘The Country Mouse and the City Mouse’, The other is based on ‘the king's ears and the ears of the donkey’. I have attempted to explain the aim of making English script for drama therapy and some production notes for achieving the dramatic process.

Dramatic activities are very useful and effective for the progress of children's abilities in English. The children can make great progress in creativities, cooperation, imagination as well as four skills of English through dramatic activities. Even though dramas are recommended for such purpose, it is very hard to get proper English scripts and production notes. In many case the children are accustomed to play such scripts as Cinderrlla, The Frog Prince or Snow White, and their productions usually stick to the original text without much adaptations. But new scripts and production notes should be made to satisfy the audience. The new needs from the children and audience are various according to the situation and purpose. In this paper, I suggested two kinds of English script making. One is the English script made from the English classics, the other is the English script made from the Korean stories. Several elements of the English script making are suggested. 'Three Caskets', Christmas Carol. Hungbu and Nolbu are chosen to show the remaking skills and production notes.(Hannam University)

본 연구의 목적은 대본 제작 활동을 통한 역할놀이가 학생들의 문자언어 능력 및 흥미도에 어떤 영향을 미치는지 살펴보는 것이었다. 이를 위하여 초등학교 5학년 학생들을 대상으로 실험반 72명과 통제반 72명으로 나누어 읽기 및 쓰기능력 검사 및 흥미도 검사를 실시하였다. 특히 실험반에서는 각 단원의 주요 표현들을 익히고 이를 활용하여 학생들이 직접 역할놀이 대본을 제작하도록 한 후 그 대본으로 역할놀이를 진행하고 자기평가를 하도록 하였다. 본 연구로부터 도출된 결과는 다음과 같다. 첫째, 대본 제작 활동을 활용하여 역할놀이 학습을 한 실험반 학생들의 읽기와 쓰기 능력 점수는 통제반 학생들보다 통계적으로 유의미하게 높게 나타났다. 둘째, 대본 제작을 통한 역할놀이는 학생들의 영어에 대한 흥미도에 긍정적인 영향을 미쳤다. 본 연구는 그동안의 역할놀이 관련 연구들이 학생들의 음성언어 능력에만 초점을 둔 것과 달리 대본 제작 활동을 통합하여 문자언어 능력 향상에 초점을 두었다는 데에 그 차별성을 갖는다. 향후 초등 영어과 교육과정을 개편할 때 현행 교과서에서 각 단원별 역할놀이 대화문을 일방적으로 제시하는 방식 보다는 학생들이 직접 역할놀이 대본을 창의적으로 작성하고 수정할 수 있는 방식으로 구성한다면 기초적인 의사소통능력 향상이라는 초등 영어교육 목표를 달성하는데 효과적으로 이바지할 수 있을 것이다.

The purpose of this study is to investigate the effects of role-play using script making activity on fifth graders' English reading and writing ability and interest. In this research, instead of memorizing the given script, students made their own role-play script. In order to achieve the purpose of this study, actual lessons were implemented on 5th grade students in H elementary school for 8 weeks. To verify the effectiveness of this experimental lessons, two reading and writing tests and two questionnaires on students’ interest toward English were implemented on the students before and after the experiment. The conclusions obtained through this study were as follows. First, compared to the students who did role-play as given in their textbook, students who experienced script making activity showed statistically significant improvement in their reading and writing scores. Second, according to the questionnaires, script making activity generated statistically significant increase in students' interest on English. In conclusion, role-play using script making activity is helpful in increasing both students' interest and their reading and writing ability. Therefore, when revising the English textbook, it would be meaningful to allow more space for students to make their own role-play script instead of simply memorizing the given script.

<해와 달이 된 오누이>는 전 세계적으로 분포되어 있으며 수많은 구연자들에 의해 창의적으로 전승되어 온 텍스트이다. 이와 관련한 연구는 비교문학적, 신화적, 역사학적, 정신분석학적 관점 등에서 다양하게 진행되고 있다. 본 논문은 <해와 달이 된 오누이>의 연극텍스트화 과정을 다루고자 한다. 옛이야기의 연극텍스트화 과정은 이야기를 읽거나 듣는 차원에서 벗어나, 행동하고 표현하고 형상화하는 활동을 통해 입체적 차원으로 이야기를 경험하는 것이다. 극화 과정에서 이야기는 언어적, 비언어적 방법으로 다양하게 탐구되며 공연실행을 통해 무대화 과정을 밟을 수도 있다. 극적 기법은 그 모든 과정을 자연스럽게 연결하는 역할을 한다. 본 연구에서는 다양한 극적 기법을 활용하여 창의적 스토리텔링으로서 <해와 달>을 탐구하고자 하였다. 특히 <해와 달>의 현대적 변용을 통해 옛이야기가 가진 상징성을 풀어보고자 하였다. 호랑이, 어머니, 오누이를 중심으로 한 이야기의 서사구조가 현대와 만나는 지점에서 참여자들은 자신들이 처해있는 현실을 연극 속에 반영하였으며 실행 사례를 통해 참여자들이 자신의 삶과 이야기를 연결시키는 접점을 읽어낼 수 있다. 옛이야기의 연극텍스트화는 서사의 단순한 연극적 재연이나 모방이 아니라 연극을 통해 옛이야기를 구체적으로 ‘지금, 여기’에 현재화시킴으로써 이야기를 정서적으로 살아내는 효과를 지닌다. 따라서 참여자들은 옛이야기를 통해 내면과 외면의 통합을 이루어내며 그것은 개인적, 사회적 성장을 이루어낼 수 있는 계기가 된다.

<The brother and sister who became the sun and moon> is one of the popular stories for storytellers who creatively demonstrate the anecdotes. Studies about the story have been handled by researchers in comparative literature, myth, history and psychology. This will describe how the story has been established as an important text for the followers. Being literalized and codified means that the listener would experience the story with the 3- dimensional mechanism like watching movie in an I-max movie theater. The process includes lingual or non-lingual way and conversion of the story to a play. The dramatic convention plays a role for bridging the gap between them. This will shed light on the way of writing and character analysis originated from the conflicts in between, of the story for creative storytelling with various dramatic conventions. In particular, the symbolism of the story will be told here as a more modern edition. The participants could experience the story as real as it gets at the point where the story meets the way of depiction about the main characters. Also the participants could read the tipping point for the virtual world and reality by having experiences of the characters of their own. Making the story in the play script is not just a re-write it or mimicking but creating and giving breathe to the story as an ‘experiencing now texts’. So the participants make solidification of in and outside of their own mind with the story and that will make a progress for the individual and the society.

In the first century, Sinographs and Chinese culture were transmitted to Japan, Korea and Vietnam, simultaneously had profound impact on countries they passed by, and then, formed the vast Sinographic Cosmopolis. During the contact with Sinographs and culture, the people of all three nations had created their writing systems that based on these elements of Sinographs. Based on script evidences recorded in Kokuji no Jiten, this article will analyze the characteristics and suggest the historical divergence of the Waji system (also called the Kokuji), conduct comparisons with the Vietnamese Nom script, develop the model of the structure of these scripts, and specifically point out the similarities and differences of these two writing systems.