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Total Physical Response Storytelling: A Communicative Approach to Language Learning
Abstract
Describes total physical response storytelling, which provides the critical vehicle--storytelling--for utilizing and expanding vocabulary. High-interest stories contextualize the vocabulary, enabling students to hear and see a story and then to act out, revise, and rewrite. A brief outline of the sequence of steps for using TPR storytelling in foreign-language classrooms is provided. (VWL)
... Gaab (2003) describes it as a multi-sensory methodology which naturally meets the needs of various leaming styles, and praises it as "a highly communicative methodology that promotes unrivalled fluency and lasting communication skills". Marsh (1997) believes that Ray & Seely successfully use storytelting to "utilize and expand acquired vocabulary by contextualizing it in high-interest stories whioh students can hear, see, act out, ret€ll, revise and write". ...
... The very first publication on TPRS (after the original Fluency Through TPR Storytelling, Ray & Seely, 1997) was Marsh (1998). Directed at early language teachers, the article details five steps that were used at the time in TPRS: TPR, paired student TPR practice, teacher-led mini-story, teacher-led longer story, and original student stories. ...
In the last ten years, there has been an explosion of research on Teaching Proficiency through Reading and Storytelling (TPRS). As a researcher studying second language acquisition and implicit and explicit learning, I present this research at the national TPRS conference (NTPRS), and maintain a collection of it at http://forlangs.niu.edu/ ~klichtman/tprs.html. A similar collection of research can be found at the TPRS Academy, maintained by Kirstin Plante in the Netherlands and accessible at https://tprsacademy.com/en/tprs/research-on-tprs/. Hillary Tejada has also written a good summary of just the comparative TPRS studies available at http://www.crookedtrailslearning.com/blog-2/2017/1/14/what-does-the-data-say-does-tprs-really-work. The first published piece on TPRS came out in 1998. Around 2009, empirical, quantitative studies with more rigorous research designs started to appear in peer-reviewed journals. My first NTPRS presentation in 2011 included all the research available to date: only six articles. I would not have predicted that my 2018 NTPRS presentation included over ten times as much research as that first 2011 presentation! The foundational ideas behind TPRS are supported by research. Total Physical Response (TPR), on which TPRS was originally based, was studied by Dr. James Asher (e.g. 1966, 2009), professor emeritus of psychology at San José State University. Terminology used to explain and support key ideas in TPRS-including the importance of comprehen-sible input, the distinction between natural language acquisition and traditional , effortful language learning, and the importance of lowering the affective filter-comes from the research of Stephen Krashen (1981; 1982), professor emeritus of education at the University of Southern California.
... The very first publication on TPRS (after the original Fluency Through TPR Storytelling, Ray & Seely, 1997) was Marsh (1998). Directed at early language teachers, the article details five steps that were used at the time in TPRS: TPR, paired student TPR practice, teacherled mini-story, teacher-led longer story, and original student stories. ...
In the last five years, there has been an explosion of research on Teaching Proficiency through Reading and Storytelling (TPRS), as a generation of teachers interested in using TPRS pursues master's and doctoral degrees. As a researcher studying second language acquisition and implicit and explicit learning, I have presented this research at the national TPRS conference (NTPRS), and maintain a collection of it at http://forlangs.niu.edu/~klichtman/tprs.html. This page serves as a resource as we continue working to increase the quantity and quality of research on TPRS. An additional online resource for accessing TPRS research is the Stichting TPRS Platform, maintained by Kirstin Plante in the Netherlands and accessible at http://tprsplatform.nl/wetenschapp elijk-onderzoek/. The foundational ideas behind TPRS are supported by research. Total Physical Response (TPR), on which TPRS was originally based, was studied by Dr. James Asher (e.g. 1966, 2009), professor emeritus of psychology at San José State University. Terminology used to explain and support key ideas in TPRS — including the importance of comprehensible input, the distinction between natural language acquisition and traditional, effortful language learning, and the importance of lowering the affective filter — comes from the research of Stephen Krashen (1981; 1982), professor emeritus of education at the University of Southern California. Because Blaine Ray, the founder of TPRS, is a teacher rather than an academic researcher, it took years for researchers to begin conducting direct studies of TPRS as compared to other teaching methods. The first publication on TPRS came out in 1998, but not until 2009 did empirical , quantitative studies with more rigorous research designs appear in peer-reviewed journals.
... This newly recognized teaching model for second-language acquisition uses a combination of reading and storytelling to provide students with comprehensible input (Valeri, 1998), the cornerstone of the seminal work of Krashen (1987) on language acquisition. Developed in 1990 by Blaine Ray, a Spanish teacher (Davidheiser, 2002), the instructional method is designed to follow the total physical response (TPR) model, in which beginning language students respond physically to commands given in the imperative form. ...
Preservice teachers in a bilingual education teacher preparation program created digital narratives that told their cultural stories within a sociocultural framework. The study revealed that the creation of digital stories within a sociocultural framework allowed preservice teachers to better understand their cultural heritages and unique places in society. This process allowed the preservice teachers to share their voices with audiences that they may have never considered before. Their newfound voices gave them the confidence to share with others about their identity and created a sense of belonging in their worlds in which they lived.
... Various studies have indicated that interaction through body movement helps children convey and receive messages; consequently, it promotes language learning (Asher, 1981(Asher, , 2000(Asher, , 2002Asher & Price, 1981;Marsh, 1998). Language learning through a game-based body movement can effectively reduce learning anxiety, and achieve effective learning. ...
The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to be easily established with a minimal amount of equipments that includes a personal computer, a webcam, and a projector. The learning activities comprise six stages, holding specific tasks and learning objectives. Each stage is designed with a distinct device. These devices, including a conical cap, a pistol, a searchlight, a magnet, and a spray paint can, are designed to improve the accuracy of detection as well as to increase student enjoyment during the learning process. Furthermore, the system consists of five functional modules, such as providing an interface for teachers to incorporate appropriate learning materials according to their specific teaching requirements. An empirical study is conducted to examine the effects of the use of the PILE system by comparing two different types of English learning methods with 60 second-grade students from two classes at an elementary school in Taiwan. Four different tests are used to assess the different aspects of the system: an English learning achievement test, a questionnaire assessing students’ learning motivation, a Short Feedback Questionnaire (SFQ), and a teacher interview. The results of students’ English learning achievement tests show that there was a significant difference between the pretest and the posttest in the experimental group, as well as between the two groups in the delayed test. These results demonstrate that the system had a significantly beneficial effect on students’ long-term learning. The results from the questionnaires on students’ learning motivation and the SFQ reveal that the system enhanced the students’ learning motivation. The results gained from the teacher’s interview illustrate that the teacher believed this system was beneficial in assisting English learning. All findings collectively demonstrate that the proposed PILE system effectively assist English learning in a classroom environment.
... Various studies have indicated that interaction through body movement helps children convey and receive messages; consequently, it promotes language learning (Asher, 1981(Asher, , 2000(Asher, , 2002Asher & Price, 1981;Marsh, 1998). Language learning through a game-based body movement can effectively reduce learning anxiety, and achieve effective learning. ...
Recently, many researchers believe that learning motivation and interest can be enhanced by participating in educational games. Video capture virtual reality technologies provide a possibility for designing games. However, it has not been widely used in the field of educational games. A digital game-based learning system, called PILE (physical interactive learning environment), was developed which utilized video capture virtual reality technologies and was applied in educational setting with learning activity design. The learning activity was designed by integrating the PILE system to English learning materials of the third grade of elementary school along with the phonics in a digital game-based learning design. An experiment of using the PILE system was conducted for examining English learning achievement,motivation and attitude with two groups. The experimental group used the PILE system for English learning. In contrast, the control group used PowerPoint slides for English learning. The result of the experiment shows that studentspsila English achievement is enhanced by integrating the PILE system into English learning activity with game-based learning design. Positive learning motivation and attitude on English learning was also found.
... Animation has been used to extraordinary effect. Computer generated three dimensionally animated models of patient blood vessels have enabled doctors to make crucial decisions that were previously only possible via surgery (Marsh, 1998). Animations in computer simulations have also given dentists a "tongue's eye view" of their patients' bite collisions. ...
Includes vita. Thesis (Ph. D.)--University of South Florida, 2002. Includes bibliographical references (leaves 125-145).
This chapter includes activity
samples for teaching English as a foreign language. The design of the activities was based on the guiding principles in curriculum
development and foreign language teaching approaches and methods. The chapter consists of the presentation of the field, activity samples, and a conclusion part.
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