9622613廖子明Andrew

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9622613廖子明Andrew

  1. 1. 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
  2. 2. <ul><li>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. </li></ul>
  3. 3. Contents <ul><li>Purpose </li></ul><ul><li>Literature Review </li></ul><ul><li>Methodology and Procedures </li></ul><ul><li>Results and Discussion </li></ul><ul><li>Conclusions </li></ul><ul><li>Reflection </li></ul>
  4. 4. Purpose <ul><li>The purpose of this study is to examine the effects of t otal p hysical r esponse by s torytelling and the t raditional t eaching s tyle of a foreign language in a selected high school. </li></ul>
  5. 5. Literature Review <ul><li>Gardner(1983),the theory of multiple intelligence creator, believed the concept of intelligence should be viewed from different perspectives other than I ntelligence Q uotient( IQ ). </li></ul>
  6. 6. <ul><li>The theory of multiple intelligence : </li></ul>6 Theory of Multiple Intelligences seven main intelligences linguistic intelligence infancy babbling
  7. 7. What is infancy babbling ? Dada/ Mama I no want to go to sleep ?
  8. 8. <ul><li>Issues of Learning at Various Ages </li></ul>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 )
  9. 9. Literature Review <ul><li>A strategy for teaching real life applications is T otal P hysical R esponse by s torytelling ( TPRS ) Warren, 2006 </li></ul>
  10. 10. Literature Review <ul><li>TPR S = (1) T otal P hysical R esponse + (2) S torytelling. Davidheiser, 2002 </li></ul>developed in the 1960s and '70s by James As her created in the 1980s and '90s by Blaine Ray
  11. 11. Wolfe & Jones, 1982 Asher, 1973 Munkres, 1959
  12. 12. 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
  13. 13. 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
  14. 14. Roles of the Teacher & the Students in a Traditional Foreign Language Classroom
  15. 15. 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
  16. 16. Results and Discussion <ul><li>Research Question 1 : </li></ul>Is there a difference between test scores when students are taught using TPRS and when using Traditional method?
  17. 17. <ul><li>Table 1 Independent t-test for TPRS (experimental) and Traditional Style (control) </li></ul><ul><li>Note *P < 0.05 </li></ul>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).
  18. 18. Results and Discussion <ul><li>Research Question 2: </li></ul>Is there a difference between the vocabulary test scores for the students when they are taught using TPRS and the Traditional method?
  19. 19. <ul><li>Table 2 Independent t-test for TPRS vocabulary (experimental) and Traditional Style vocabulary (control) </li></ul><ul><li>Note. *P< .05 </li></ul>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
  20. 20. Conclusion <ul><li>This literature review shared the effects of TPRS and TTS of a foreign language in a selected high school. </li></ul>
  21. 21. Reflection <ul><li>Is the treatment TPRS the only factor that affected results of the study ? </li></ul><ul><ul><ul><li>Sampling ? </li></ul></ul></ul><ul><ul><ul><li>Students’ expectation ? </li></ul></ul></ul><ul><ul><ul><li>Questionnaire ? </li></ul></ul></ul><ul><ul><ul><li>The treatment duration ? </li></ul></ul></ul>

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