2 0 0 0 IR イタリア語を学ぶ日本人学習者の利点と不利点 : イタリア語講師へのインタビューを通じて
- 著者
- 畷 絵里
- 出版者
- 桃山学院大学総合研究所
- 雑誌
- 人間文化研究 = Journal of Humanities Research St. Andrew's University (ISSN:21889031)
- 巻号頁・発行日
- no.6, pp.189-211, 2017-03-10
2 0 0 0 OA 「語劇」による教育効果の多様性
- 著者
- 畷 絵里
- 出版者
- 桃山学院大学
- 雑誌
- 人間文化研究 = Journal of humanities research St. Andrew's University (ISSN:21889031)
- 巻号頁・発行日
- no.5, pp.57-85, 2016-10-03
In recent years, the teaching method called `active learning' has attracted attention in accordance with the report of the Central Council for Education in 2012, which recommends learner-centered education for the purpose of developing skills of the students. From such a point of view, the drama education is thought to have various benefits. First of all, drama helps improve an integrated ability in language learning. In practicing drama, the student reads the script, memorizes his /her lines, repeats them aloud again and again, listens to others and carries on the conversation considering the context. In this way the student can also build up communicative competence. This is a great advantage of drama education. In addition, since the Meiji era, drama-theatre education has been recommended as an effective method of general education for the formation of character and has been adopted in child education. Brian Way and other researchers argue that the purpose of drama education is "the development of the whole person." In drama activities the student faces various problems. In order to solve the problems, he/ she tries to establish good relationships with others. Through such experiences the student will learn to cooperate and collaborate, acquire leadership, and become a helpful person. Drama education, in which the student has opportunities to behave actively and acquire a variety of skills and competences, accords with the concept of `active learning.' Statistics show that students themselves tend to be reluctant to participate in `active learning' types of classes. However, by maintaining in them high motivation `to make the drama successful,' it will be possible to render them more positive. In this paper I examine the drama activities practiced in Italian language classes at Momoyama Gakuin University to show the effects of drama education.