The Effects of Total Physical Response by Storytelling

The Effects of Total Physical Response by Storytelling and the Traditional Teaching Style of a Foreign Language in a Selected High School Presenter: Andrew Liaw Instructor: Dr. Pi-Ying Hsu Mar. 09, 2009 1

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. 2

Contents Purpose Literature Review Methodology and Procedures Results and Discussion Conclusions Reflection 3

Purpose The purpose of this study is to examine the effects of total physical response by storytelling and the traditional teaching style of a foreign language in a selected high school. 4

Literature Review Gardner(1983), theory of multiple intelligence creator, believed the concept of intelligence should be viewed from different perspectives other than Intelligence Quotient(IQ). 5

The theory of multiple intelligence： Is Intelligence Quotient (IQ) the only concept of intelligence? Theory of Multiple Intelligences seven main intelligences linguistic intelligenc e infancy babbling 6

What is infancy babbling ？ Dada/ Mama When I get up？ I no want to go to sleep ？ 7

Issues of Learning at Various Ages Cook et al. , 1979 Ages from 5 to 11 Ages over 11 questioning which grammar usage to use（negative） X √ focusing on the fluency of the conversation（positive） √ X X √ √ X The easier to doubt rules of a foreign language, the harder to learn. （negative） being care-free and not worried to make mistakes （positive） 8

Literature Review A strategy for teaching real life applications is Total Physical Response by storytelling (TPRS) Warren, 2006 9

Literature Review TPRS ＝ (1) Total Physical Response ＋ (2) Storytelling. developed in the 1960 s and '70 s by James Asher created in the 1980 s and '90 s by Blaine Ray Davidheiser, 2002 10

a stress-free learning style Wolfe & Jones, 1982 TPRS method Asher, 1973 conversation Munkres, 1959 11

Roles of the Teacher in a TPRS Classroom being excited and positive a mini story being dramatized and acted out creating the gestures or motions asking personalized questions 12

Roles of Students in a TPRS Classroom 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 13

Roles of the Teacher & the Students in a Traditional Foreign Language Classroom • Learning the accent from teachers or tapes • practicing the writing skills HEARING SPEAKING WRITING READING • asking S’s to read aloud practicing their pronunciation • reading sentences along with teachers’ questions 14

Methodology and Procedures 30 students randomly selected from a total of 60 students from a Spanish I classroom permission from all the 30 selected students randomly divided into two 15 groups taught using the 15 taught using TPRS with a unit including mini -stories and commands of vocabulary traditional method with a unit including vocabulary and grammar lasting for a week a test contained matching the vocabulary words & translation of sentences data collection & analysis 15

Results and Discussion Research Question 1: Is there a difference between test scores when students are taught using TPRS and when using Traditional method? 16

Table 1 Independent t-test for TPRS (experimental) and Traditional Style (control) Style M Sd Experimental 93. 87 8. 442 Control 77. 87 16. 945 Note df t-value 14 3. 23 sig. (2 -tailed) . 005* *P < 0. 05 The results showed a significant difference between the test scores (t(14)=3. 23, p=. 005). 17

Results and Discussion Research Question 2: Is there a difference between the vocabulary test scores for the students when they are taught using TPRS and the Traditional method? 1 8

Table 2 Independent t-test for TPRS vocabulary (experimental) and Traditional Style vocabulary (control) Style TPRS Traditional M Sd 96 8. 281 76. 33 17. 270 df t-value 14 sig. (2 tailed) 3. 993 *P<. 05 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). . 001* Note. 19

Conclusion This literature review shared the effects of TPRS and TTS of a foreign language in a selected high school. 2 0

Reflection Is the treatment TPRS the only factor that affected results of the study？ 1. 2. 3. 4. Sampling？ Students’ expectation ？ Questionnaire？ The treatment duration ？ 2 1

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