| With the reformation of the National Matriculation English Test, theproblems with the current English teaching and learning in senior high, such as lackof language environment, misled teaching philosophy and insufficient resources forselective courses, need to be dealt with. In the National English Curriculum Standardsfor general High School, it is clearly stated that introducing selective courses is crucialto the curriculum reform in senior high schools, whose main purpose is to provide avariety of choices and space for personal development for students. Therefore, theintroduction of qualified English selective courses will be a solution to the problems.Drama in Education has proved to be effective in SLA in Britain and America.Stern and Radin state in their research that drama activities help language learnersbuild confidence, get motivated, and use the target language more naturally. Krashenstresses that comprehensible language input in sufficient quantity and a low affectivefilter are crucial in SLA. Swain advocated pushed comprehensible output is asessential in SLA. Kolb maintains experiential learning involves experience,observation, cognition and behavior, which helps students’ personal development.The author has conducted a series of research to prove the practicality ofestablishing and opening the English drama course in senior high schools. Theresearch is based on years of classroom practice of the English drama course, theissues of the current English teaching in senior high schools, the Drama in EducationTheory, the Input and Output Hypotheses, and the Experiential Learning Theory.The research has taken a sample of97students who have attended thecourse in the past two years. They have gone through several interviews and filledout a series of questionnaires. The results prove that the students have gainednotable improvement in terms of language knowledge, language skills, studystrategies, emotional attitude, cultural awareness, and modernistic qualities. |
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