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概要
本文将向读者简要地介绍二语习得领域中一个较新的研究方向——“过程戏剧”(process drama)。同时，为读者呈现的是笔者的一个关于“戏剧与二语习得”的实验纪录片，名为Wondersaur Project in China: Children Playing Drama in Museum Settings。实验与英国独立艺术机构People United、云南省博物馆、南南考古合作，将英语戏剧表演搬进博物馆，是对未来“过程戏剧”在二语习得中运用的一个准备，以及从传统戏剧英语向“过程戏剧”英语教学的过渡。这个实验以一种新的背景语境 (museum settings)，研究了戏剧教学法在二语习得领域的运用。
The Wondersaur Project Designed by Paul Lin
“过程戏剧”的发展
将戏剧运用在二语习得领域是一个相对较年轻的方法，尽管已有大量的研究关注了戏剧在一语习得领域的运用 (Stinson and Winston, 2011; Ntelioglou, 2011; Liu, 2002, cited in Br?uer, 2002)。Maley and Duff (1978)以及Di Pietro (1987)率先将戏剧引入了二语习得领域，加强了戏剧与目标语言(target language)之间互动联系 (Stinson and Winston, 2011)。1970年代，Maley以及Duff将一些基于戏剧的活动推荐给了二语习得的老师，例如小游戏、角色扮演、练习等等 (Stinson and Winston, 2011; Ntelioglou, 2011)。紧随其后，Di Pietro进一步将一些角色扮演的情节融入到语言课程当中，并且提出了“通过”(through)目标语言来习得目标语言的概念 (Stinson and Winston, 2011)。然而自此之后，戏剧-二语习得的方法并未有太大的发展。直到20世纪末期，Kao and O’Neill (1998) Words into World: Learning A Second Language through Process Drama 创新地将“过程戏剧”(process drama)引入到二语习得领域内，戏剧与二语习得的互动才得以焕发新地生机。
Stinson and Winston (2011)将戏剧教学法分为三类:text interpretation and performance; improvisations and role plays; process drama。“过程戏剧”(process drama)结合了前两种戏剧教学是一种注重师生同台的戏剧教育方法，这个方法不仅让学生投入到了戏剧表演里，而且也让老师参与了进来(Liu, 2002, cited in Br?uer, 2002)。这种戏剧教学法提倡“主动自发”(active and spontaneous)、与现实生活相似的互动，并且强调在特定戏剧语境框架中的 verbal and non-verbal communication (Kao and O’Neill, 1998; Stinson and Winston, 2011)。这样一种戏剧教育的方法吸引了许多二语习得教学法研究者的兴趣 (Piazzoli, 2011)。Krashen (1981)和Taylor (2005) 解释说，这是因为这种教学法创新性地将戏剧过程与二语习得结合起来，与二语习得中的“互动理论”(the interactionist theory) 相呼应，并且重点关注 “语境化教学”(contextualised teaching) 以及“通过目标语得到的互动”(interaction through the target language)。Kao and O’Neill (1998) Words into World: Learning A Second Language through Process Drama在关注教育方法研究的同时，也着重分析学生的反映。这本著作给读者详细地解释了“过程戏剧”是如何来促进二语习得教学的，同时也指出了这一方法在某些语境下的一些局限性 (Kao and O’Neill, 1998; Stinson and Winston, 2011)。
在过去的17年中，二语习得领域内对于“过程戏剧”的研究吸引了大量的国际关注，大量的研究 (Kao and O’Neill, 1998; Piazzoli, 2011; To et al., 2011; Liu, 2002, cited in Br?uer, 2002) 证明了“过程戏剧”在二语习得领域的运用是有效并且可行的，这些研究指出“过程戏剧”一定程度上有助于提高学生学习目标语的“动力”(motivation)和“信心”(confidence)。[注意：语言的习得(acquisition)与学习(learning)有不同, 简单来说，习得是一个自然的过程，而学习是一个人为的过程]
然而，作为二语习得领域内的一个新方法，“过程戏剧”也遇到了许多挑战，也为研究者留下了许多未解的问题。这些挑战和问题多源于理论与实践之间的差距 (Piazzoli, 2011; Stinson and Winston, 2011)。例如，缺乏对此方法运用的长期效果跟踪、研究报告中缺乏对于研究法 (methodology) 的详细描述、二语教师对于戏剧艺术的不熟悉、“过程戏剧”在运用过程中不能脱离传统戏剧表演中“背稿子”的局限，做不到即兴脱稿演变等等问题都成为了下一阶段对于“过程戏剧”在二语习得领域运用的研究重点。再如，“在什么样的情形下“过程戏剧”对二语习得的促进作用最大”等问题也值得研究者在未来投入时间和经历进行研究。
下面为纪录片视频（视频可在People United官网、Facebook、Twitter上观看，但由于视频无法在中国区播放，请查看腾讯视频）
点击最下方原文，查看英国独立机构People United官网关于纪录片的介绍
参考文献
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University College Cork (2015) Scenario Journal for Drama and Theatre in Foreign Language and Second Language Education. [online] Availabile at <http://www.ucc.ie/en/scenario/> (Accessed: 3rd April 2015)
Stinson, M. (2008) Process drama and teaching English to speakers of other languages. In Jacqueline Manuel, John Hughes, and Micheal Anderson (Eds.), Drama and English teaching: Imagination, action and engagement. Oxford: Oxford University Press, pp.193-212.
Stinson, M. and Winston, J. (2011) Drama Education and Second Language Learning: A Growing Field of Practice and Research. The Journal of Applied Theatre and Performance, 16(4), pp. 479-488.
Taylor, P. ed. (2005) Researching Drama and Arts Education: Paradigms & Possibilities. London: RoutledgeFalmer.
To, L. D., Chan, Y. P., Lam, Y. K. and Tsang, S. Y. (2011) Reflections on A Primary School Teacher Professional Development Programme on Learning English through Process Drama. The Journal of Applied Theatre and Performance, 16(4), pp. 517-539.
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文：林子
编辑：Tiya
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