| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 99 === The purpose of this study was to investigate the application of TPR-Storytelling in English teaching. In addition to the investigation of effects of TPRS on students’ English vocabulary learning, their responses and attitudes toward TPRS were also examined.
In this study, 32 second-graders, at Ruey-Shing Elementary School in Kaohsiung City were recruited. During the 12-week program, all subjects received the six TPRS treatment and participated in the TPR activities which were choreographed by the research. The results of the students’ listening vocabulary performance and speaking vocabulary performance in the pretests and posttests were compared by a paired-samples t-test and analyzed quantitatively. Two questionnaires were also designed to collect all the subjects’ attitudes toward the activities of TPRS in English learning.
Based on the quantitative data analysis, the major findings of the present study were summarized as follows:
1. There was a significant difference in listening vocabulary performance; subjects made progress in listening vocabulary performance when employing TPRS.
2. There was a significant difference in speaking vocabulary performance; subjects made progress in speaking vocabulary performance when employing TPRS.
3. TPRS facilitated speaking vocabulary better than listening vocabulary regarding speaking vocabulary progress. However, as for the overall language competence, TPRS facilitated listening vocabulary better than speaking vocabulary.
4. The Mixed-up Chameleon was the students’ most favored picture book on the Animal topic while David Goes to School, on the School Life topic.
5. Most students showed positive responses to the TPRS and they regarded TPRS a fun and interesting way to learn English.
Based on the study findings, it is suggested that English teachers of elementary school apply TPRS into curricula to enhance students’ listening and speaking proficiency regarding vocabulary. Though there is still improvement for the study, the results of the study ensure English teachers that it is feasible to employ TPR-Storytelling in elementary schools.
|
|---|
