过程戏剧在艺术类院校外语课堂接受度研究

Research on the Acceptance of Process Drama in Foreign Language Classrooms at Art Colleges

近年来,推进艺术类院校国际化发展成为双一流建设的重要内容,而变革多元外语教学模式成为提升艺术类院校国际化竞争力的有效路径。本研究聚焦过程戏剧这一新兴教学模式,运用问卷调查法,从绩效期望、努力期待、社会影响、促进条件、享乐动机、价值权衡、习惯等七个维度调研237位艺术类院校本科生对过程戏剧教学法的态度。通过UTAUT2模型的回归分析,发现社会影响、享乐动机、价值权衡和习惯显著影响艺术院校学生对于过程戏剧教学法的接受度,而绩效期望和努力期望未产生显著影响。研究根据这一结论提出了一系列针对性的教学建议,为过程戏剧在艺术院校英语课堂中的有效实施提供了理论依据和实践指导。

In recent years,enhancing the international stature of art colleges has become a crucial component of developing world-class universities and academic programs.As part of this endeavor,diversifying foreign language teaching methods has emerged as an effective strategy for boosting the global competitiveness of art schools.This paper delves into the relatively new teaching approach known as process drama.By employing a questionnaire survey,the study examines the perceptions of 237 art college undergraduates towards the process drama pedagogy,evaluating seven key aspects:performance expectancy,effort expectancy,social influence,facilitating conditions,hedonic motivation,perceived value,and habitual use.Utilizing regression analysis within the UTAUT2 framework,the research identifies that social influence,hedonic motivation,perceived value,and habitual use significantly influence students’receptiveness to the process drama approach,while performance expectancy and effort expectancy do not exert a notable impact.Drawing on these insights,the paper outlines a set of tailored instructional recommendations,offering both theoretical and practical guidance for the successful integration of process drama in art college English language classrooms.