A Study Of Effects Of Original Medical Dramas On Nursing Oral English Teaching

With the increasing development of the world’s globalization and the establishment of foreign-invested hospitals and wards, the English level of nursing staff needs to be improved. Meanwhile, Western countries such as Australia and America and Asian countries such as Singapore are having larger demand for nursing staff. Thus many nursing schools are taking efforts to cultivate nursing students with proficiency in English to gain certificate for CGFNS. Since nursing is a special service industry, communication between medical staff and patients is of great importance during the process of nursing, which leads to the higher requirements for the oral English of nursing staff. Thus the oral English competence of the nursing students needs to be further enhanced. Many educators and teacher made numerous researches about this issue. This thesis intends to analyze the difference between the experimental class and the control class through questionnaire, interviews and tests to testify the effect of applying medical dramas in Nursing Oral English teaching, in hope that it will be helpful for the Nursing Oral English teaching in China.This thesis investigates the positive function of medical dramas for improving students’ Nursing Oral English based on the experimental study and related theories. It illustrates the feasibility of applying medical dramas in teaching on the basis of Constructivism, Krashen’s Input theory, Swain’s Output theory and Motivation theory and some researches made in China. This thesis also briefly refers to the current situation of Nursing Oral English teaching in China, characteristics of the traditional Nursing Oral English teaching and the merits of applying medical dramas in teaching. The advantages of application of medical dramas mainly focus on stimulating students’ motivation and interest in learning, offering a mass of clinical contexts, providing numerous materials of cases, intractable diseases, medical terms and abbreviations, creating clinical atmosphere and mobilizing students to participating in class activities.To investigate the impact of medical dramas in activating students’ motivation and teaching Nursing Oral English, the author selects two classes as the experimental class with45students and the control class with44students. Students in the experimental class are chiefly taught with four medical dramas, while students in the control class are taught in a traditional way. The study lasts four months from the beginning to the end.Data collection is made through a questionnaire, interviews and two tests. By the end of the semester, students have been required to finish the questionnaire about students’ attitudes towards learning and their oral English competence. After that, students in the experimental class and the teachers are interviewed about their perspectives of applying medical dramas in class. Pre-test and post-test are conducted among students in the experimental class and the control class. The author analyzes the results of the tests in the form of average scores.The questionnaire, interviews and tests attest that applying medical dramas in class can well activate students’ interest in learning, foster their capability of learning on their own and relieve their sense of pressure in class, which demonstrates that application of medical dramas is superior to traditional ways of teaching and is helpful for students command of medical terms, abbreviations and the improvement of their clinical expression and communication competence, which can eventually to some extent enhance students Nursing Oral English competence. At the end of the thesis, the author points out the limitations of the research and made some suggestions for applying medical dramas in teaching.