2. 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

3. 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

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

5. 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

6. 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

7. 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

8. 7 What is infancy babbling ？ Dada/ Mama When I get up ？ I no want to go to sleep ？

9. 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 √ √ √ √

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

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

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

13. 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

14. 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

15. 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

16. Methodology and Procedures 15 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 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

17. 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?

18. Table 1 Independent t-test for TPRS (experimental) and Traditional Style (control) Note *P < 0.05 17 StyleMSddft-valuesig.(2-tailed) Experimental93.878.442143.23.005* Control77.8716.945 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).

19. 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?

20. 19 Table 2 Independent t-test for TPRS vocabulary (experimental) and Traditional Style vocabulary (control) Note. *P<.05 StyleMSddft-valuesig. (2 tailed) TPRS968.281143.993.001* Traditional76.3317.270 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). 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).

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

22. 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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