Research on Strategizing Intercultural Drama Creation through Speech Act Theory in Secondary English Education

The promulgation of the ideological and political education curriculum triggered more comprehensive requirements for students’ intercultural competence, from acquiring cultural knowledge to making cultural choices. In light of this, this paper constructs an innovative teaching model that simulates a context-based situation of intercultural conflict guided by the speech act theory in response to calls for the use of drama in education in the new English curriculum. The subject was taught to 82 eighth-graders at School F, N City and the results show that the teaching steps of constructing the dramatic context, enriching the dramatic content, re-enacting the dramatic plot, and deepening the dramatic theme align with the student’s learning pace, and the students show good acceptance of this teaching model.