교내영어연극대회가 외국어고등학교 학습자의 언어 능력, 정의적 태도, 사회성에 미치는 영향

Abstract

영어연극은 국내외 여러 학자들을 통해 그 교육적 가치가 입증되었으며, 학습자의 의사소통 능력 신장과 더불어 창의적 사고력, 상상력, 표현력 등을 제고할 수 있는 활동으로 알려져 있다. 본 연구에서는 입시위주의 영어수업 한계를 보완하는 동시에 영어교육과정의 주목표인 의사소통 능력 함양을 위한 활동으로 영어연극을 활용하였다. 본 연구는 교내영어연극대회 참여가 학습자들의 언어 능력, 정의적 태도 그리고 사회성에 미치는 영향을 연구하는 것을 목적으로 삼았다. 이를 위한 연구 문제는 다음과 같다.

첫째, 교내영어연극대회 참여 결과 학습자의 언어 능력에 변화가 있는가? 둘째, 교내영어연극대회 참여 결과 학습자의 정의적 태도(불안, 자신감, 외적 동기, 내적 동기)에 변화가 있는가? 셋째, 교내영어연극대회 참여가 학습자의 사회성 함양에 도움이 되는가?

이와 같은 연구 문제 해결을 위하여 서울시 D외국어고등학교의 교내영어연극대회에 참여한 1학년 44명, 2학년 41명으로 총 85명의 학습자들을 연구 대상으로 선정하였다. 연구 도구는 사전·사후 설문지를 활용하고, 그 결과를 SPSS 통계 프로그램을 사용하여 분석하였다. 또한 설문 조사로는 부족할 수 있는 질적 자료 보충을 위해 심층 인터뷰를 진행하였다. 심층 인터뷰는 학년별 대상 1팀, 최우수상 1팀, 우수상 1팀에서 각 팀당 희망자에 한해 2-3명이 인터뷰에 응하여 총 13명이 참여하였다. 설문 조사와 심층 인터뷰 자료를 종합하여 분석한 결과 교내영어연극대회 참여가 학습자의 언어 능력 발달에 긍정적인 영향을 미쳤다. 또한 교내영어연극대회 참여 후 학습자들의 불안감은 감소하고 내적 동기는 향상되었음을 확인할 수 있다. 한편, 교내영어연극대회 참여가 학습자의 사회성 함양에 도움이 되는지 분석한 결과, 부적인 상관관계가 도출되었다. 즉, 교내영어연극대회 참여가 학습자들의 사회성 함양에 도움이 되지 않았음을 의미한다. 이상의 결론을 바탕으로 다음과 같이 제언을 한다. 우선, 학교 교육 현장에서는 영어연극 활동의 교육적 효과를 이해하고 이를 적극적으로 활용할 필요가 있다. 영어연극은 학습자의 긍정적인 정의적 태도 함양과 더불어 언어 능력 발달에 효과적이다. 특히, 참여자들은 직접 영어 대본을 작성하고 대사를 연습하는 과정을 통해 자연스럽게 쓰기와 말하기 능력 및 어휘력 향상, 발음 개선에 도움이 되었다. 이와 더불어 교사는 현 교내영어연극대회의 보완점을 파악하고, 단순히 수상을 목적으로 개최되는 대회의 한계성에서 벗어나 학습자들에게 보다 유의미한 경험이 될 수 있도록 노력해야 한다. 교내영어연극대회 참여가 학습자들의 사회성 함양에 도움이 되지 않았다는 본 연구 결과를 통해 교사의 역할이 더욱 강조됨을 이해할 필요가 있다. 교사는 연극 준비 과정에서 학습자들 간에 발생하는 갈등 해소 및 원활한 활동 진행을 위하여 조력자의 역할을 충실히 수행해야 한다. 마지막으로 교재 개발자는 학습자들의 요구와 능력을 반영하여 연극 기법과 같은 활동 중심의 다양한 교수·학습법을 개발할 필요가 있다. 개발된 자료는 현장 교사들에게 보급되어 쉽게 수업에서 활용 가능할 수 있어야 한다.; The purpose of this study is to analyze the actual effectiveness on student's language ability, affective domains by participating an English Drama Contest and to propose the way to improve sociability development of high school English students through English drama techniques. The survey was conducted with 85 students who participated in the contest at D foreign language high school located in Seoul. In general, most of the students in foreign language high school are interested in studying language and have a high level of competence in English than their peers in other school in Korea. The data collection was done through the questionnaires taken before and after the English drama performance and the results of study were analyzed using the SPSS statistics program. Also, post-interviews were carried out with 13 students to complement the result of the survey. The study utilized a mixed-methods approach centered on the following questions:

1. How does the English drama contest affect student's language ability? 2. How does the English drama contest affect student's affective domains(anxiety, confidence, extrinsic and intrinsic motivation)? 3. How does the English drama contest affect student's sociability development?

It was anticipated that participating the English drama contest would help students not only increase their confidence and motivation but reduce their anxiety, and provide students with an opportunity to practice English in a real-life setting. The major findings of this study are as follows. First, according to the results upon the survey of student's language ability, drama was a good means for improving student's English speaking and writing skills. Actually, English classes in korean high schools are mostly focused on receptive skills such as reading and listening for the high sore in the English examination for university entrance. This factor makes students quiet in the English classroom. The use of English drama is one of the most significant techniques among the various methods associated with communicative language learning. Drama techniques provide students with an opportunity to promote English communicative skills, as well as help students to acquire whole language by using it. Moreover, students can reinforced their learned or new vocabularies and acquire proper pronunciation while spontaneously practicing play script. Next, participating English drama contest brought a positive effect on the affective domains. Particularly, it helped the students to relax and became less anxious and obtained the intrinsic motivation. It was hypothesized that how English drama can be effective in lowering the affective filter, reducing anxiety, increasing confidence and motivation for the students. In addition, English drama performance in public helped students overcome performance anxiety and students could feel a sense of accomplishment. Lastly. regarding the relationship between the English drama contest and student's sociability development, it was found that the English drama contest indicates negative correlation to improve student's sociability development. Contrary to the expectation that English drama activities would help improve sociability, the actual results were different. It can be inferred that this result is related to the trend of university admission system in Korea. Most of the students in foreign language high school regard competition awards as important things for university entrance. In a competitive reward structure, students would have wanted to get a higher prize through competition rather than cooperation with peers. Likewise, English drama contest associated with awards can stir up students' rivalry, because one person's success necessitates another person's failure. However, the English drama contest does not have only negative effect on cooperative learning and sociability development. In terms of the students’opinions concerning cooperative learning at post-interview time, students mentioned that practicing English drama promoted increased their mutual understanding and personal responsibility. Moreover, interaction among team members also improved their English language skills. In order to cultivate cooperative learning, teacher’s role seems highly critical. The teachers should be given a comfortable atmosphere while practicing drama and act as a facilitator how to discuss with others. Based on the above findings, some suggestions can be proposed. The present study shows that drama techniques are effective for developing student's language ability, affective domains and sociability development. Language teachers should be more aware of the usefulness of drama in English learning and apply these techniques in English education filed. Also, they have to organize English Drama Contest where the students can promote collaboration skills and sociability. Moreover, the textbooks used high schools in Korea which are mostly composed of reading and listening must be restructured so that students can acquire whole language skills. Likewise, it is necessary to reform or develop English drama techniques based on the understanding of students’tendencies and English ability levels. In order to boost interest of advanced learners such as foreign high school students and to suit their needs, it seems there needs to be a further development of English drama techniques and teaching materials. Since this study only focuses on advanced learners, further researcher is suggested to conduct a study with students with a wide range of English abilities.