T T he he Effects of Effects of Total Physi Total Physi cal Response by Storytelli cal Response by Storytelli ng ng and the and the Traditional Teaching Styl Traditional Teaching Styl e e of a Foreign Language in a of a Foreign Language in a Selected High School Selected High School Presenter: Andrew Liaw Instructor: Dr. Pi-Ying Hsu Mar. 09, 2009 1
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TThehe Effects of Effects of Total Physical RespTotal Physical Response by Storytellingonse by Storytelling and the and the Traditional Teaching StyleTraditional Teaching Style of a Foreign Language in a Selecteof a Foreign Language in a Selected High Schoold High SchoolPresenter: Andrew Liaw
Kariuki, P., & Bush, E. (2008). The Effects of total physical response by storytelling and the traditional teaching style of a foreign language in a selected high school. Paper Presented at the Annual Conference of the Mid. South Educational Research Association Knoxville, Tennessee, November 5-7.
questioning which grammar usage to use ( negative )
focusing on the fluency of the conversation ( positive )The easier to doubt rules of a foreign language, the harder to learn. ( negative )being care-free and not worried to make mistakes ( positive )
Cook et al., 1979
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Literature ReviewLiterature ReviewA strategy for teaching real life
applications is Total Physical Response by storytelling (TPRS)
Warren, 2006
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Literature ReviewLiterature ReviewTPRS =
(1) Total Physical Response + (2) Storytelling.
Davidheiser, 2002
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developed in the 1960s and '70s by James
Ashercreated in the 1980s
and '90s by Blaine Ray
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Wolfe & Jones, 1982
Asher, 1973
Munkres, 1959
Roles of the Teacher Roles of the Teacher in a TPRS Classroomin a TPRS Classroom
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being excited and positive
a mini story being dramatized and acted out
creating the gestures or motions
asking personalized questions
Roles of Students Roles of Students in a TPRS Classroomin a TPRS Classroom
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paying attention & participating in class discussions
remaining on their toes on the teacher’s calling
being creative in the process of telling stories
attendance for word pronunciation & word associations
Roles of the Teacher & the Students in a Roles of the Teacher & the Students in a Traditional Foreign Language ClassroomTraditional Foreign Language Classroom
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Methodology and ProceduresMethodology and Procedures
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permission from all the 30 selected students
randomly divided into two groups
lasting for a week
15 taught using TPRS with a unit including
mini-stories and commands of vocabulary
15 taught using the traditional method
with a unit including vocabulary and
grammar
a test contained matching the vocabulary words & translation of sentences
Results and DiscussionResults and DiscussionResearch Question 1:
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Is there a difference between test scores when students are taught using TPRS and when using
Traditional method?
Table 1Independent t-test for TPRS (experimental) and Traditional Style (control)
Note *P < 0.05
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Style M Sd df t-value sig.(2-tailed)
Experimental
93.87 8.442 14 3.23 .005*
Control 77.87 16.945
The results showed a significant difference between the test scores (t(14)=3.23, p=.005).
Results and DiscussionResults and DiscussionResearch Question 2:
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Is there a difference between the vocabulary test scores for the students when they are taught
using TPRS and the Traditional method?
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Table 2 Independent t-test for TPRS vocabulary (experimental) and Traditional Style vocabulary (control)
Note. *P< .05
Style M Sd df t-value sig. (2 tailed)
TPRS 96 8.281 14 3.993 .001*
Traditional 76.33 17.270
The results indicated a significant difference between the scores of the students taught using TPRS and those using traditional method (t (14) = 3.993, p= .001).
ConclusionConclusionThis literature review shared the effects of
TPRS and TTS of a foreign language in a selected high school.
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ReflectionReflectionIs the treatment TPRS the only factor that
affected results of the study ? 1. Sampling ?2. Students’ expectation ?3. Questionnaire ?4. The treatment duration ?