演劇活動を取り入れた日本語教育の意味と実践

Abstract

導入戲劇活動的日語教育以提升表達能力、溝通技巧等作為其目的，在2000年代後逐漸受到重視，在此潮流當中常可以看見現今台灣日語相關科系舉辦的「戲劇公演」，然而這些「戲劇公演」的預備課程或者乃至於大部分融合戲劇表演的日語教育中，皆存在著「與日語學習之間的關聯為何」及「教師所需關於戲劇教育的知識」的兩大問題點。換言之，現今導入戲劇的日語課程在設計上所需要的是正確把握肢體運用、台詞語言的特徵、對於舞台藝術的背景知識等戲劇本身蘊含之要素，並縝密設定日語教育中具體的發音、文法等學習項目。本研究首先將探討以上問題點，並最終以改善戲劇公演課程內容作為目標，針對台灣某大學日語學系的學生進行了日語教育實踐。本實踐參考過去文獻列出利用戲劇活動的課程中需注意的「場面、關係性與感情表現」「聲音的五大要素」「非語言溝通」三大練習項目，並以作業評量及問卷調查作為成果評估的依據。分析後的結果顯示，本研究所進行的教育實踐有助於促進學習者對於劇本內容的理解以及「聲音的速度」「聲音的大小」等言談能力的提升。此外，也發現若利用戲劇教育中的技巧便可幫助減輕學習者的負擔。根據以上結論，本研究為作為今後導入戲劇的日語課程之參考提出實質的建議。

Based on the goal of enhancing expressing and communicating skills, drama performance activities in Japanese language education have gradually gained attention after 20s. Within this trend, it is common to see “drama performances” organized by Japanese language-related departments in universities in Taiwan. However, those preparatory courses among such “drama performances” or even the integration of drama into Japanese language education are facing two major issues, which are “the relationship between drama and Japanese language learning" and "the knowledge of drama education required by teachers". In other words, introducing drama into Japanese language educational courses requires integrating the elements such as body movement, the characteristics of dialogue, and background knowledge of stage art inherent in drama itself while also meticulously incorporating specific learning aspects of Japanese language education, including pronunciation and grammar. This study will firstly discuss the issues mentioned above, and then conduct Japanese language educational practices with students from a Japanese language department at a university in Taiwan based on the goal that aims to improve the content of drama performance courses. This study identified three major exercise items that should be drawn attention while doing drama performance activities based on literature review: "scene, relationship, and emotional expression," "the five elements of voice," and "nonverbal communication". Plus, assignment evaluations and questionnaire surveys will be used as reference of assessment. The result showed that this educational practice helps facilitate learners’ understanding of script content and enhances their speaking abilities, such as "speed of speech" and "volume of voice". In addition, it was observed that techniques from drama educational courses can be used to reduce learners’ burdens of learning. Based on the conclusions, this study provides substantive recommendations for future reference in the development of Japanese language courses that incorporate drama performances.