Tables on tprs research

1,455 views

Published on

0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,455
On SlideShare
0
From Embeds
0
Number of Embeds
9
Actions
Shares
0
Downloads
38
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Tables on tprs research

  1. 1. Each of these studies is limited by itself—some have small sample sizes; somehad the same teachers teach both TPRS and traditional classes (which may be unfairif the teacher is biased toward a particular method), while others had differentteachers teach the classes (which may be unfair if one teacher is better than another.)But together, the pattern of results is quite clear. In the majority of studies, TPRSstudents outperform traditional students; in a minority of the studies, the results aremixed. The twelve empirical studies reviewed here include a total of over 1672students enrolled in 107 different classes, taught by 47 different teachers in 21different schools, so the results cannot be attributed to a particular class or teacher.Table 1 below summarizes the results. Each measure in each study is reflected in thistable: for instance, in Varguez (2009) TPRS outperformed traditional instructionwhen socioeconomic status was held constant, but a poorer TPRS class equaled aricher traditional class, so both “TPRS equals another teaching method” and “TPRSoutperforms another teaching method” are checked. Such a study nonetheless favorsTPRS. Table 1: Summary of Research Results on TPRS TPRS outperforms Positive results for TPRS equals Another teaching another teaching TPRS (no anotherteaching method method comparison group) method outperforms TPRS Braunstein (2006) ✔ Watson (2009) ✔ Varguez (2009) ✔ ✔ Garczynski (2003) ✔ ✔Beyer (2008) ✔ Bustamante (2009) ✔ ✔Foster (2011) ✔ ✔ ✔Perna (2007) ✔ ✔ ✔ Spangler (2009) ✔ ✔ Beal (2011) ✔ ✔ ✔Oliver (2012) ✔ Dziedzic (2012) ✔
  2. 2. Table 2: Summary of research results on TPRS Skill Result Study TPRS =audiolingual Garczynski (2003) TPRS significantly increases Bustamante (2009) TPRS = traditional Spangler (2009) TPRS = traditional Varguez (2009)- poor school TPRS > traditional Varguez (2009)- equal school Reading TPRS > traditional Watson (2009) TPRS = traditional = PI Foster (2011) TPRS = traditional > semi-TPRS Beal (2011) TPRS > traditional Oliver (2012) TPRS = traditional Dziedzic (2012) TPRS =audiolingual Garczynski (2003) TPRS = traditional Varguez (2009)- poor school TPRS > traditional Varguez (2009)- equal school Listening TPRS > traditional Watson (2009) TPRS = traditional > semi-TPRS Beal (2011) TPRS = traditional Dziedzic (2012) TPRS > traditional Spangler (2009) TPRS > traditional Watson (2009) Speaking TPRS = traditional < PI Foster (2011)- for accuracy TPRS > traditional Dziedzic (2012) TPRS significantly increases Bustamante (2009) TPRS = traditional Spangler (2009) TPRS > traditional = PI Foster (2011)- for fluency Writing TPRS = traditional < PI Foster (2011)- for accuracy TPRS > traditional Oliver (2012) TPRS > traditional Dziedzic (2012) TPRS: positive (no comparison) Braunstein (2001) TPRS >audiolingual Garczynski (2003) perceptual > traditional > TPRS Perna (2007) Attitudes TPRS: positive (no comparison) Beyer (2008)toward class TPRS > traditional Bustamante (2009) TPRS = traditional Spangler (2009) TPRS = semi-TPRS = traditional Beal (2011) perceptual > TPRS > traditional Perna (2007) Vocabulary TPRS significantly increases Bustamante (2009) TPRS > traditional Watson (2009) perceptual = TPRS = traditional Perna (2007) Grammar TPRS: positive (no comparison) Beyer (2008) TPRS significantly increases Bustamante (2009)
  3. 3. TPRS > traditional Watson (2009) TPRS = PI > traditional Foster (2011) TPRS = traditional > semi-TPRS Beal (2011) TPRS > traditional Oliver (2012)Alley, D. &Overfield, D. (2008).An Analysis of the Teaching Proficiency Through Reading and Storytelling (TPRS) Method.Dimension, 2008, 13-25.Avant Assessment (2002). Retrieved August 4, 2008, from http://avantassessment.comBeal, K.D. (2011).The correlates of storytelling from the Teaching Proficiency through Reading and Storytelling (TPRS) method of foreign language instruction on anxiety, continued enrollment and academic success in middle and high school students. (Doctoral dissertation.)Retrieved from ProQuest Dissertations and Theses.(Accession Order No.AAT 3449943)Beyer, F. (2008).Impact of TPR on the preterit tense in Spanish.(Masters thesis).Retrieved from ProQuest Dissertations and Theses.(Accession Order No.AAT 1453782)Braunstein, L. (2006). Adult ESL learners’ attitudes towards movement (TPR) and drama (TPR Storytelling) in the classroom.CATESOL, 18:1, 7-20.Bustamante, M.C. (2009). Measuring the effectiveness of a TPRS pilot course in Spanish at the 100 college level.(Masters thesis).Retrieved from ProQuest Dissertations and Theses.(Accession Order No.AAT 1470219)Davidheiser, J. C. (2001). The ABCs of TPR Storytelling.Dimension, 2001, 45-53.Dziedzic, J. (2012). A Comparison of TPRS and Traditional Instruction, both with SSR. International Journal of Foreign Language Teaching, 7:2 (March 2012), pp. 4-7.Foster, S.J. (2011). Processing instruction and teaching proficiency through reading and storytelling: A study of input in the second language classroom. (Masters thesis).Retrieved from ProQuest Dissertations and Theses.(Accession Order No.AAT 1504823)Garczynski, M. (2003).Teaching proficiency through reading and storytelling: Are TPRS students more fluent in second language acquisition than audio lingual students?(Masters thesis).Retrieved from ProQuest Dissertations and Theses.(Accession Order No.AAT EP30485)Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: PergamonKrashen, S.(1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.Oliver, J.S. (2012). Investigating Storytelling Methods in a Beginning-Level College Class. The Language Educator, February 2012.Perna, M. (2007).Effects of Total Physical Response Storytelling versus traditional, versus initial instruction with primary-, reinforced by secondary-perceptual strengths on the vocabulary- and grammar-Italian-language achievement test scores, and the attitudes of ninth and tenth graders. (Doctoral
  4. 4. dissertation).Retrieved from ProQuest Dissertations and Theses.(Accession Order No.AAT 3279261)Rapstine, A.H. (2003). Total Physical Response Storytelling (TPRS): A practical and theoretical overview and evaluation within the framework of the national standards. (Masters thesis).Retrieved from ProQuest Dissertations and Theses.(Accession Order No. AAT 1416100)Spangler, D.E. (2009).Effects of two foreign language methodologies, communicative language teaching and teaching proficiency through reading and storytelling, on beginning-level students achievement, fluency, and anxiety.(Doctoral dissertation).Retrieved from ProQuest Dissertations and Theses.(Accession Order No.AAT 3396360)Taulbee, A.M. (2008). Twenty Teaching Proficiency through Reading and Storytelling (TPRS) lessons for the Spanish I classroom. (Masters thesis).Retrieved from ProQuest Dissertations and Theses.(Accession Order No.AAT 1460842)VanPatten, B. (1996). Input processing and grammar instruction. Norwood, NJ: Ablex.Varguez, K. C. (2009). Traditional and TPR Storytelling Instruction in the Beginning High School Classroom. International Journal of Foreign Language Teaching, 5:1 (Summer), pp. 2-11.Watson, B. (2009). A comparison of TPRS and traditional foreign language instruction at the high school level.International Journal of Foreign Language Teaching, 5:1 (Summer), pp. 21-24

×