9622613廖子明Andrew

T he 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

Contents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Literature Review ,[object Object]

[object Object],6 Theory of Multiple Intelligences seven main intelligences linguistic intelligence infancy babbling

What is infancy babbling ？ Dada/ Mama I no want to go to sleep ？

[object Object],Cook et al., 1979 X X X X √ √ √ √ 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 ）

Literature Review ,[object Object],developed in the 1960s and '70s by James As her created in the 1980s and '90s by Blaine Ray

Wolfe & Jones, 1982 Asher, 1973 Munkres, 1959

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

Roles of Students in a TPRS Classroom 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

Methodology and Procedures 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 Discussion ,[object Object],Is there a difference between test scores when students are taught using TPRS and when using Traditional method?

[object Object],[object Object],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 Discussion ,[object Object],Is there a difference between the vocabulary test scores for the students when they are taught using TPRS and the Traditional method?

[object Object],[object Object],19 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). Style M Sd df t-value sig. (2 tailed) TPRS 96 8.281 14 3.993 .001* Traditional 76.33 17.270

Reflection ,[object Object],[object Object],[object Object],[object Object],[object Object]

9622613廖子明Andrew

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