An Empirical Study Of Drama Pedagogy Applied To The English Reading Teaching Of Senior High Schools Learners

Drama pedagogy is a teaching method that uses drama elements,drama organization forms and activity methods in class teaching organization to achieve teaching effect.It connects with the real life of students and it can raise students’ reading interest in English learning.During the development of drama pedagogy,the theoretical research and its practice are rarely found in domestic study.In the research of English teaching,researchers mostly focus on listening,speaking and writing courses,but little on English reading courses.In the process of English teaching,we have found that high school students are not very interested in English reading,even with fear of that.Therefore,it is of great significance to explore the drama pedagogy on Chinese EFL Senior high schools Learner’s Reading Comprehension.Based on literature analysis,this research expounds the influence of drama pedagogy on English reading learning in high school.Constructive theory and multiple intelligence theory are the foundations of this experiment.This paper makes a point of its convergence with drama pedagogy,thus providing a certain scientific and rationality for drama teaching.This paper mainly addresses two research questions: 1)How does the reading class based on drama pedagogy affect the English reading ability of high school students? 2)How does drama pedagogy affect high school students’ interest in English reading? The participants of the experiment were 84 students from two parallel classes in the second grade at Xiang jun Senior high schools in Changsha City,Hunan Province.Class 8 was designated as the control class,with a total of 42 members,while class 10 was selected as the experimental class,also with a total of 42 students.At the beginning of the experiment,the researchers chose their English reading scores from the previous semester’s final exam as the pre-test scores and conducted a questionnaire survey on their interest in English reading in the two classes to ensure that the level of the two classes was the same.During the experiment,the researcher selected their English reading scores from the final exam of the first semester of the senior high schools as post-test scores and conducted post-questionnaire surveys and interviews with them.This validates the efficacy of the drama pedagogy in the teaching of English reading in the high school.The research lasted six weeks.The drama pedagogy was used in the experimental class,whereas the pwp method was used in the control class.All data in the experiment were collected through questionnaires and tests,and were then analyzed using spss26.0 statistical program.The results of this experiment are as follows: 1)According to the questionnaire,the author found that EC students are significantly more interested in English reading and pay more attention to English reading than CC students.In the reading class,the author also felt the enthusiasm and seriousness of the students.According to the author’s observation,this is the result of drama performance.2)From the tests and interviews,the author found that drama teaching had a positive effect on students’ reading scores,that is,students’ reading scores improved significantly after drama teaching.In order to understand the reasons for this effect,the author interviewed students after the study,and the reasons can be divided into several aspects.First,students prefer reading classes because the atmosphere is relaxing,and so they are less anxious and more willing to express their understanding of the text in discussions.Additionally,each student has to take responsibility for their own group performance due to the dramatic presentation of the group,which leads to a more serious attitude towards reading learning.Again,it is their serious attitude that makes them more patient and careful in their English exams.It is undeniable that the students become more and more confident when they role-play in the reading class in the form of drama teaching method.To sum up,it can be proved that the drama teaching method has a positive effect on the English reading learning of high school students.However,this experiment also has some limitations such as a short test period and the lack of routine teaching methods.The researchers hope that the application of drama teaching method in English reading can be further studied and provide more general suggestions for front-line teachers.In future research,researchers can expand the interpretation of the text,and the understanding of drama can break through the inherent thinking.Many texts can be expressed in the form of drama,and follow-up research can expand the study of literature such as prose and poetry.These materials have been processed and can also be presented as plays,and can also develop students’ language skills and reading skills.To increase the representation of drama teaching,research topics also need to be extended to different grades and schools.Expanding the subjects,the researchers hope that the application of drama teaching method in English reading can be further studied and provide more general suggestions for front-line teachers.