| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1994. Education Bibliography: leaves 66-72 This study investigates the effects of engaging in drama on the oral and written production skills of Grade 2 French immersion pupils. -- A series of drama sessions were held over a 10-week period with ninety-nine Grade 2 students from four classes of early French immersion in St. John's, Newfoundland. Students were engaged in drama experiences through drama games, storytelling, interviews and role-play using the techniques of teacher-in-role, student-in-role and mantle of the expert. Classroom teachers observed and participated in the drama sessions. Reactions were determined by means of interviews with teachers, as well as two teacher questionnaires and a student questionnaire. The results of the study would indicate that engaging in drama appears to have the most positive effect on error prevention, error correction and oral production skills. Written production also improved but not to the same extent. Above average and average students showed more improvement than below average students. Since the study was only of 10 week's duration, the time factor could have affected results. -- The results of the study would appear to indicate that the use of educational drama in French immersion classrooms would be an effective teaching device in improving the communicative competence of students in the French immersion programs. It was also interesting to note that students produced more detailed and longer compositions and used the new language learned during the drama experiences in group discussions and at recess times. Further research in this area is recommended.
|
|---|