An investigation of the effect of TPRS on vocabulary acquisition among third graders
Abstract
This research aims to investigate the impact of total physical response-storytelling (TPRS) and grammar-translation (G-T) methods on the elementary school third grade students’ acquisition of English vocabulary and the views of elementary school third grade students on these methods. In this embedded mixed-methods study, the data were collected from 49 elementary school third grade students in an elementary school selected by convenience in Kadınhanı/Konya, Turkey. For the analysis of the data which were collected through the Vocabulary Acquisition Test and student diaries, independent- and related-samples t tests and descriptive analysis were utilized. It is concluded that the TPRS method is effective in the experimental group students’ vocabulary acquisition; the G-T method is effective in the control group students’; and that the TPRS method is not a more/less effective method than the G-T method in terms of vocabulary acquisition. In addition, most students in both groups reflect positive views on both methods in their diaries kept throughout the intervention.
Keywords
Full Text:
PDFReferences
Al Darwish, S. (2017). The implementation of the mixed techniques in teaching English in public elementary schools. International Education Studies, 10(4), 31-42. https://doi.org/10.5539/ies.v10n4p31
Alley, D., & Overfield, D. (2008). An analysis of the teaching proficiency through reading and storytelling (TPRS) method. In C. M. Cherry & C. Wilkerson, (Eds.), Dimension 2008 – Languages for nation (pp. 13-26). Southern Conference on Language Teaching.
Asgarian, A., & Musayeva Vefalı, G. (2015). How do English translation majors use translation strategies? A survey of the Iranian EFL context. Journal of Multilingual and Multicultural Development, 36(3), 313-329. https://doi.org/10.1080/01434632.2014.921186
Asmalı, M. (2019). How effective is TPRS for adult EFL learners with limited English proficiency? Focus on ELT Journal (FELT), 1(1), 86-95. https://doi.org/10.14744/felt.2019.00005
Beal, 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foreign language instruction on anxiety, continued enrollment and academic success in middle and high school students (Unpublished doctoral dissertation). University of Kansas, Lawrence, KS.
Blanton, M. (2015). The effect of two foreign language teaching approaches, communicative language teaching and teaching proficiency through reading and storytelling, on motivation and proficiency for Spanish III students in high school (Unpublished doctoral dissertation). Liberty University, Lynchburg, VA.
Çakır, İ., & Kafa, S. (2013). English language teachers' preferences in presenting target language grammar. Journal of Language and Literature Education, 2(8), 39-51.
Castro, R. (2010). A pilot study comparing total physical response storytelling™ with the grammar-translation teaching strategy to determine their effectiveness in vocabulary acquisition among English as a second language adult learners (Unpublished master’s thesis). Dominican University of California, San Rafael, CA.
Cedeño, M. (2019). La lectura y la narración de cuentos “TPR storytellingâ€, como método de enseñanza de competencias en una segunda lengua, para dominar con rapidez el ingles conversacional en los primeros años de instrucción [Reading and storytelling “TPR storytellingâ€, as a method to reach comptences in a second language, to master conversational English fast in the first years of instruction]. Revista Vivencias, FilosofÃas & Ciencia, 5(5), 18-26.
Creswell, J. W., & Plano-Clark, V. L. (2014). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi (A. Delice, Çev.) [Designing and conducting mixed methods research (A. Delice, Trans.)]. Anı Yayıncılık.
Çubukçu, F. (2014). A synergy between storytelling and vocabulary teaching through TPRS. ELT Research Journal, 3(2), 84-90.
Davidheiser, J. (2002). Teaching German with TPRS (total physical response storytelling). Die Unterrichtspraxis / Teaching German, 35(1), 25-35.
DeBord, A. D. (2019). The impact of blended professional learning focused on total physical response storytelling (TPRS®) on teacher perceptions and practices (Unpublished doctoral dissertation). Gardner-Webb University, Boiling Springs, NC.
Decker, B. (2008). Body language: The effectiveness of total physical response storytelling in secondary foreign language instruction. Retrieved May 29, 2019 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.550.9154&rep=rep1&type=pdf
Demir, Ş., & Çubukçu, F. (2014). To have or not to have TPRS for preschoolers. Asian Journal of Instruction, 2(1), 186- 197.
Dettenrieder, A. M. (2006). Total physical response storytelling and the teaching of grammar rules in second language ınstruction (Unpublished Master of Education thesis). Regis University, Denver, CO.
Durrani, H. (2016). Attitudes of undergraduates towards grammar translation method and communicative language teaching in EFL context: A case study of SBK Women’s University Quetta, Pakistan. Advances in Language and Literary Studies, 7(4), 167-172.
Dziedzic, J. (2012). A comparison of TPRS and traditional instruction, both with SSR. The International Journal of Foreign Language Teaching, 7(2), 4-6.
Ekiz, D. (2003). Eğitimde araştırma yöntem ve metotlarına giriş [Introduction to research methods in education]. Anı Yayıncılık.
Eryılmaz, E. (2019). The impact of “teaching proficiency through reading and storytelling†(TPRS) method on the anxiety levels of adolescent Turkish EFL learners (Unpublished Master’s thesis). Uludağ University, Bursa.
Fagertun, C. (2020). A case study of TPRS and reading aloud as teaching methods in an elementary school in Sweden (Unpublished student thesis). University of Gävle, Gävle, Sweden.
Foster, S. J. (2011). Processing instruction and teaching proficiency through reading and storytelling: A study of ınput in the second language classroom (Unpublished Master of Arts thesis). University of North Texas, Denton, TX.
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). McGraw-Hill.
Griffiths, C. (2008). Teaching/learning method and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 255-265). Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.023
Güler, N. (2016). Eğitimde ölçme ve değerlendirme (9. baskı) [Measurement and assessment in education (9th ed.)]. Pegem Akademi.
Harida, E. S. (2013). Teaching vocabulary by total physical response (TPR) method with Taboo (aka Hot Seat) game for young learners. Forum Paedagogik, 5(1).
Holleny, L. E. (2012). The effectiveness of total physical response storytelling for language learning with special education students (Unpublished Master of Arts thesis). Rowan University, Glassboro, NJ.
İlhan, H., & Tutkun, Ö. F. (2016). Application of teaching proficiency through reading and storytelling (TPRS) method. Journal of Research in Education and Training, 5(2), 289-296.
Jebeli, M. (2012). Effects of total physical response storytelling on Iranian students’ vocabulary acquisition (Unpublished Master in Education thesis). Universiti Teknologi Malaysia, Skudai, Johor.
Kara, K., & Eveyik-Aydın, E. (2019). Effects of TPRS on very young learners’ vocabulary acquisition. Advances in Language and Literary Studies, 10(1), 135-146. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.135
Katemba, C. V., & Sianipar, E. J. A. (2020). Students’ vocabulary enhancement in grade V: A comparative study using total physical response storytelling and jigsaw IV. Human Behavior, Development and Society, 21(2), 40-50.
Kline, R. B. (2016). Principles and practice of structural equation modelling (4th ed.). The Guilford Press.
Kudsiyah, Y. (2009). Analysis of some causal factors of students’ problem in learning English (A case study at second grade students of SMP Al-Inayah, Karawang) (Unpublished Bachelor of Arts thesis). Syarif Hidayatullah State Islamic University, Jakarta.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
LeCompte, M. D. & Goetz, J. P (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52, 31-60.
Merinnage De Costa, R. S. (2015). Traditional methods versus TPRS: Effects on introductory French students at a medium-sized public university in the Midwestern United States (Unpublished Master’s thesis). Minnesota State University, Mankato, MN.
Miles, B. M., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
Ministry of National Education. (2017). İngilice dersi öğretim programı (İlkokul ve ortaokul 2, 3, 4, 5, 6, 7 ve 8. sınıflar) (Taslak) [English language curriculum (Elementary and middle school grades 2, 3, 4, 5, 6, 7, 8) (Draft)]. MEB Yayınevi.
Mohammed, E. F. M. (2009). The effectiveness of TPRS in vocabulary acquisition and retention of EFL Prep. stage students and their attitude towards English language (Unpublished Master of Arts thesis). Mansoura University, Mansoura, Egypt.
Murray, C. (2014). Does the introduction of a TPR and a TPRS teaching method into a French 1 classroom positively affect students’ language acquisition and student appreciation of the language? (Unpublished Master of Arts thesis). Caldwell University, Caldwell, NJ.
Muzammil, L., & Andy. (2017). Teaching proficiency through reading and storytelling (TPRS) as a technique to foster students’ speaking skill. Journal of English Education and Linguistics Studies, 4(1), 19-36.
Nuraeningsih., & Rusiana. (2016). Improving students’ vocabulary mastery through TPR storytelling. Indonesian Journal of English Language Teaching and Applied Linguistics, 1(1), 49-61.
Nurlaili., Nurani, S., & Yohana, L. (2015). The effectiveness of teaching English vocabulary through total physical response storytelling (TPRS). DEIKSIS, 7(1), 63-68.
Oflaz, A. (2015). German vocabulary teaching in traditional and alternative foreign language teaching methods. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(3), 695-712.
Okmen, B., & Kilic, A. (2016). A research about the level of using language teaching methods and its effect on some variables: In Turkey. Universal Journal of Educational Research, 4(9), 1994-2001.
Pinos Ortiz, M. A. (2018). The effects of the TPRS method on the students’ English vocabulary acquisition at the Catholic University of Cuenca (Unpublished Master's thesis). Cuenca, Ecuador.
Prabhu, N. S. (1990). There is no best method—why?. TESOL Quarterly, 24(2), 161-176.
Printer, L. (2019). Student perceptions on the motivational pull of teaching proficiency through reading and storytelling (TPRS): A self-determination theory perspective. The Language Learning Journal. https://doi.org/10.1080/09571736.2019.1566397
Reilly, V., & Ward, S. M. (1997). Very young learners. Oxford University Press.
Roberts, B., & Thomas, S. (2014). Center for Accelerated Language Acquisition (CALA) Test scores: Another look at the value of implicit language instruction through comprehensible input. The International Journal of Foreign Language Teaching, 10(1), 2-12.
Rokhayani, A. (2012, July 10-11). Motivating students of young learners through storytelling in English class [Paper presentation]. In M. Syafei, A. H. Madjdi, & M. S.pd. Teaching English for young learners in Indonesia: From policy to classroom. 2nd National Conference on Teaching English for Young Learners, Indonesia (pp. 30-38). English Education Department, Teacher Training and Education Faculty, Muria Kudus University.
Simanjuntak, Y. R., & Sihombing, L. (2015). The effect of using total physical response storytelling on students’ speaking achievement. Journal of English Language Teaching of FBS Unimed, 4(2), 1-14.
Türkeş, D. (2011). The role of TPRS method in teaching vocabulary to the 5th grade primary EFL students (Unpublished Master of Arts thesis). Çukurova University, Adana.
Varguez, K. Z. (2009). Traditional and TPR storytelling instruction in the beginning high school classroom. International Journal of Foreign Language Teaching, 5(1), 2-11.
Whyte, S. (2011). Learning theory and technology in university foreign language education - The case of French universities. Arts and Humanities in Higher Education, 10(2), 213- 234. https://doi.org/10.1177/1474022210364783
Wright, A. (2004). Storytelling with children: Resource books for teachers. Oxford University Press.
Yati, H. (2017). Building vocabulary using the teaching proficiency through reading and storytelling method. English Education Journal, 8(1), 97-111.
Yavuz, N. (2011). Teaching Japanese with total physical response-storytelling method. Language Journal, 152, 30-45. https://doi.org/10.1501/Dilder_0000000146
Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı) [Qualitative research methods in social sciences (10th ed.)]. Seçkin Yayıncılık.
Yıldız Akyüz, G. (2018). The effect of teaching proficiency through reading and storytelling (TPRS) method on the oral performance of young learners (Unpublished Master’s thesis). Balıkesir University, Balıkesir.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies