Application of Readers Theatre in Advanced Chinese Language Courses

Abstract

Based upon Rosenblatt’s theory, this article illustrates how Chinese language and literature can be taught through Readers theatre in which readers are required to actively construct meaning by bringing meaning to as well as taking meaning from literary texts. This strategy focuses on bringing stories to life through oral interpretation and interaction with the text so that the four skills--reading, writing, speaking, and listening--are enhanced during the process. Through conversation and dialogue, readers/students become the centre of the lesson and are immersed in a context-rich environment while learning. They have the opportunity to explore their own half-formed ideas and to expand their understanding through hearing others' interpretations. This will not only cultivate students’ interest and abilities in language learning, but will also enable them to become critical and inquisitive thinkers. And finally, theatrical presentation can help students gain better self-understanding as well as acceptance of different cultural and living circumstances.

本文以文學教育家羅森布拉特的理論為基礎，提出在高級漢語課使用朗讀劇場教授文學作品的效益。這個教學法的特色是尊重學生詮釋；與文本多次交流；多元學習方法——透過聲音傳達情意、讀寫說聽有機結合、小組討論等。從而可見，這個以讀者∕學生為中心的課堂，語境豐富，交織著學生與本文相遇的獨特意念，且透過富創意的劇場表達出來。因此，不但提高學習興趣和讀寫說聽語文能力，還培養學生思考，讓他深入認識自己，亦能包容不同文化與生命情態。