A Study on the Effectiveness of English Drama Acquisition in Middle School Classrooms from the Perspective of English Glocalization: A Case Study of a Bilingual Patriotic Education Club Course

Abstract

In the process of globalization, English remains an international language, while the international status and influence of Chinese are also increasing with the enhancement of China's economic strength. Strong bilingual proficiency in Chinese and English plays a crucial role in telling China's stories well and effectively communicating China's voice. From the perspective of English glocalization and based on the teaching practice of a bilingual patriotic education club course, this study adopts a combination of classroom tests and questionnaires to explore the acquisition effectiveness of English dramas based on Chinese myths and idioms in middle school classrooms. The research finds that the teaching of English dramas based on Chinese myths and idioms has achieved significant results in middle school classrooms. During the process of rehearsing and performing English dramas, students need to continuously practice pronunciation, intonation, grammar, and other language knowledge, thereby improving their English oral expression and listening comprehension skills, i.e., enhancing their language ability. Presenting traditional Chinese myths and idioms through the form of English drama not only allows students to learn English but also deepens their understanding and identification with excellent traditional Chinese culture, enhancing their national pride and cultural confidence. English drama teaching involves multiple aspects, such as teamwork, role-playing, emotional expression, etc., all of which help to improve students' comprehensive qualities and abilities. The combination of excellent traditional Chinese culture with modern English learning can stimulate students' interest and enthusiasm for learning, making them more actively participate in English learning.