運用在外語教學的過程戲劇是一種融合各種教育性戲劇活動，以開放式溝通來促進第二語言學習的教學觀，而且一堂完整的過程戲劇課包含多項運用各種組織與戲劇策略的戲劇活動 (Kao & O’Neill, 1998)。在此教學觀中，教師用語和師生互動特徵在管理活動和創造教室互動機會上扮演著重要的角色。然而，很少研究把焦點放在老師如何在過程戲劇課程中運用他們的語言來達成教學目的。雖然一些文獻 (e.g., Kao, 1994; Kao, Carkin, & Hsu, 2011; Kao & Carkin, 2012) 研究了過程戲劇課中的言談特徵，但是並未深入探究教師和學習者在過程戲劇課程中互動特徵，例如鷹架支持、內容回饋、延伸的學習者話輪、延伸的等待時間。
本研究有兩個研究焦點。第一，系統性地探究一堂完整的過程戲劇課所運用的戲劇策略與活動設計。第二，量化並討論過程戲劇課中的第二語言教室模式和互動特徵。本研究的語料來自南臺灣一所大學的一堂英語為外語教學的完整的過程戲劇課錄影。本研究運用 Walsh (2006a) 所提出的教師用語自我評鑑架構作為研究工具，來識別一堂完整的過程戲劇課的第二語言教室模式和互動特徵，此架構原有四種第二語言教室模式和十四種互動特徵。本研究逐字抄錄錄影中包含教師用語和師生互動的部分並根據教師用語自我評鑑架構將其編碼。本研究的研究者額外識別出四種互動特徵：理解檢查、管理檢查、非言語的調查及經驗分享要求。最後，本研究計算並分析識別出的第二語言教室模式和互動特徵。主要的研究結果如下：
1. 教師入戲是此過程戲劇課最常使用和最實用的戲劇策略，因為它能結合其他戲劇策略以在英語為外語的環境達到有效教學。
2. 教師在教室環境模式運用比較多的互動特徵，並在該模式利用參考性問題、經驗分享要求、內容回饋、鷹架支持、延伸的等待時間、尋求澄清、確認檢查、直接糾正來提升學習者的口說流暢度。
3. 教師在管理模式運用比較少的互動特徵，並在該模式利用延伸的教師話輪、理解檢查、管理檢查來管理和促進過程戲劇課程的活動過程。
4. 在教材和技能與系統模式中沒有任何互動特徵被發現。
5. 兩位戲劇教師比較偏好利用教師引導的討論活動來提升師生互動和學習者產出，而且三個教師引導的討論活動在十四個活動中產出了將近四分之三的互動特徵標記。
研究結果顯示此過程戲劇課中最常使用和最實用的戲劇策略、活動、教室環境模式與管理模式中的互動特徵。本研究的結果能幫助第二語言教師在英語為外語的環境中對如何明斷地利用教師用語和互動特徵來適當管理戲劇活動以促進互動溝通有更深刻的了解。

Process Drama (PD) for foreign language teaching is a teaching approach employing different drama techniques to foster L2 learners’ communication. A complete PD lesson contains a series of drama activities which comprise a variety of organization and drama strategies (Kao & O’Neill, 1998). Under this approach, teacher talk (TT) and teacher-learner interaction play critical roles in creating communicative contexts for language teaching and learning. However, previous studies had not provided a systematic investigation into how drama strategies and activities were organized through TT and interactional features (IFs) in PD lessons. Although some studies (e.g., Kao, 1994; Kao, Carkin, & Hsu, 2011; Kao & Carkin, 2012) have investigated different discourse features in PD lessons, some IFs performed by the teachers and learners, such as scaffolding (Sca), content feedback (ConF), extended learner turn (ExtLT), and extended wait time (ExtWT), have not been explored.
The present study has two research foci: (a) systematically exploring the design of the drama strategies and activities employed in an intact PD lesson and (b) quantitatively investigating the L2 classroom modes (LCMs) and the IFs in the PD lesson. The data analyzed in the present study came from the video recordings of a complete PD lesson for teaching English as a foreign language (EFL) at a university in southern Taiwan. The instrument utilized to identify the LCMs and the IFs in the PD lesson is the self-evaluation of teacher talk (SETT) framework proposed by Walsh (2006a). The original SETT framework had four LCMs and 14 IFs. The parts including TT and the teacher-learner interaction in the video clips were transcribed verbatim and then coded based on the SETT framework. Four additional IFs were identified by this researcher, namely comprehension checks (ComC), management checks (ManC), non-verbal surveys (NonVS), and experience sharing requests (ExpSR). Finally, the identified LCMs and IFs were calculated for analysis. The main findings are summarized as follows.
1. Teacher in role (TiR) was the most frequently used and useful drama strategy in the PD lesson because it can be combined with other drama strategies to achieve effective teaching in an EFL setting.
2. The teachers employed much more tokens of IFs in the classroom context mode (CCM) and utilized referential questions (RefQ), ExpSR, ConF, Sca, ExtWT, seeking clarification (SeeC), confirmation checks (ConC), and direct repair (DirR) in the CCM to promote the learners’ speaking fluency.
3. The teachers applied less tokens of IFs in the managerial mode (MM) and adopted extended teacher turn (ExtTT), ComC, and ManC in the MM to manage and facilitate the process of the activities in the PD lesson.
4. There was not any IF found in the materials or skills and systems mode.
5. The teacher-led discussion activities were preferred by the two drama teachers to enhance teacher-student interaction and learner production, and three of them produced almost three quarters of the total IFs across the 14 activities.
The findings reveal the most frequently used and useful drama strategies, activities, and IFs in the CCM and the MM in the PD lesson. The findings of the current study can help L2 teachers better understand how to judicially utilize TT and the IFs with the appropriate management of the drama activities for interactional communication in the EFL setting.

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