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

Instructor: Dr. Pi-Ying HsuMar. 09, 2009

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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.

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ContentsContentsPurposeLiterature ReviewMethodology and ProceduresResults and DiscussionConclusionsReflection

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PurposePurposeThe 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.

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Literature ReviewLiterature ReviewGardner(1983),the theory of

multiple intelligence creator, believed the concept of intelligence should be viewed from different perspectives other than Intelligence Quotient(IQ).

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The theory of multiple intelligence ：

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Theory of Multiple Intelligences

seven main intelligences

linguistic intelligen

ceinfancy

babbling

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What is infancy babbling ？

Dada/Mama

I no want to go to sleep ？

Issues of Learning at Various Ages

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Ages from 5 to 11

Ages over 11

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 ？

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