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,

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

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),the 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 ： 6 Is Intelligence Quotient (IQ) the only concept of intelligence? Theory of Multiple Intelligences seven main intelligences linguistic intelligence infancy babbling

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

Issues of Learning at Various Ages 8 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 X X X X √ √ √ √

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

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

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

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

Roles of Students in a TPRS Classroom 13 paying attention & participating in class discussion s 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 Traditional Foreign Language Classroom reading sentences along with teachers’ questions practicing the writing skills asking S’s to read aloud practicing their pronunci- atio n Learning the accent from teachers or tapes HEARINGSPEAKING READINGWRITING 14

Methodology and Procedures 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 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 data collection & analysis

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

Table 1 Independent t-test for TPRS (experimental) and Traditional Style (control) Note *P < StyleMSddft-valuesig.(2-tailed) Experimental * Control The results showed a significant difference between the test scores (t(14)=3.23, p=.005). The results showed a significant difference between the test scores (t(14)=3.23, p=.005).

Results and Discussion Research Question 2: 18 Is there a difference between the vocabulary test scores for the students when they are taught using TPRS and the Traditional method?

19 Table 2 Independent t-test for TPRS vocabulary (experimental) and Traditional Style vocabulary (control) Note. *P<.05 StyleMSddft-valuesig. (2 tailed) TPRS * Traditional 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). 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).

Conclusion This literature review shared the effects of TPRS and TTS of a foreign language in a selected high school. 20

Reflection Is the treatment TPRS the only factor that affected results of the study ？ 1.Sampling ？ 2.Students’ expectation ？ 3.Questionnaire ？ 4.The treatment duration ？ 21

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