序破急 Jo-Ha-Kyu: enticement - crux - consolidation. From study to learning: Process drama projects in the Japanese English language university classroom

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dc.contributor.advisor Schewe, Manfred en
dc.contributor.advisor Dundjerovic, Aleksandar en
dc.contributor.author Donnery, Eucharia Nora Mary
dc.date.accessioned 2013-04-25T09:13:36Z
dc.date.available 2013-04-25T09:13:36Z
dc.date.issued 2013
dc.date.submitted 2013
dc.identifier.citation Donnery, E. M. D. 2013. 序破急 Jo-Ha-Kyu: enticement — crux — consolidation. From study to learning: Process drama projects in the Japanese English language university classroom. PhD Thesis, University College Cork. en
dc.identifier.endpage 309
dc.identifier.uri http://hdl.handle.net/10468/1084
dc.description.abstract This dissertation investigates how social issues can be explored through process drama projects in the Japanese university English as a Foreign Language classroom context. The trajectory of this dissertation moves along a traditional Noh three part macro-continuum, called Jo-Ha-Kyu, interpreted as enticement, crux and consolidation. Within these three parts, there are six further divisions. Part I consists of three sections: Section I, the introduction, sets the backdrop for the entire dissertation, that of Japan, and aims to draw the reader into its culturally unique and specific world. This section outlines the rationale for placing the ethnographer at the centre of the research, and presents Japan through the eyes of the writer. Section II outlines relevant Japanese cultural norms, mores and values, the English educational landscape of Japan and an overview of theatre in Japan and its possible influences on the Japanese university student today. Section III provides three literature reviews: second language acquisition, drama in education to process drama, and Content Language Integrated Learning. In Part 2, Sections IV and V respectively consist of the research methodology and the action research at the core of this dissertation. Section IV describes the case of Kwansei Gakuin University, then explains the design of the process drama curricula. Section V details the three-process drama projects based around the three social issues at the centre of this dissertation. There is also a description of an extra project that of the guest lecturer project. The ultimate goals of all four projects were to change motivation through English in a CLIL context, to develop linguistic spontaneity and to deepen emotional engagement with the themes. Part 3 serves to reflect upon the viability of using process drama in the Japanese university curriculum, and to critically self-reflect on the project as a whole. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights ©2013, Eucharia Donnery en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Process drama en
dc.subject Content language integrated learning en
dc.subject Japanese culture en
dc.subject Japanese university EFL learner en
dc.subject.lcsh Japan--Social life and customs. en
dc.subject.lcsh Drama in education--Japan. en
dc.subject.lcsh Second language acquisition. en
dc.subject.lcsh Language and languages--Study and teaching. en
dc.subject.lcsh Language arts--Correlation with content subjects. en
dc.title 序破急 Jo-Ha-Kyu: enticement - crux - consolidation. From study to learning: Process drama projects in the Japanese English language university classroom en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD (Arts) en
dc.internal.availability Full text available en
dc.check.info No embargo required en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school Drama and Theatre Studies en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false *
dc.check.embargoformat Not applicable en
ucc.workflow.supervisor m.schewe@ucc.ie *


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