This paper is based on the author’s research into teaching proficiency through reading and storytelling (TPRS) and the teaching tool of total physical response (TPR) and his experience of teaching English as a foreign language to non-English-major students in Japan.
The author’s hypothesis was that teaching using TPRS and TPR in college English classes over two semesters as opposed to one, would increase the amount of words written by the college students.
Two classes of Japanese college students studied English using TPRS and TPR techniques for one academic year. A component of their first and second semester exams was to write a story using as many English words as possible in response to seeing a cartoon strip of pictures.
The data was statistically analyzed and the results showed the number of words-per-picture increased at the end of the second semester, compared with the first semester, so supporting the author’s hypothesis. The author discussed the limitations of this study and proposed further research.
How the language teaching tool of Total Physical Response (TPR) has evolved into a language teaching method known as TPR Storytelling (TPRS).
In this paper TPR and TPRS English teaching techniques are linked to current language teaching theory, research into how the brains of language learners function and followed by suggestions for further research.
This paper is based on a presentation by the author on TPRS in 2011 about the author’s research; teaching experience of Japanese college students; and reflections from Susan Gross’s workshop on TPR Storytelling in 2010.
Japanese college students often have difficulties in learning English as a foreign language (EFL), this paper examines whether the Total Physical Response (TPR) approach would help English language acquisition.
First the TPR approach will be discussed in light of teaching theory and brain research. Followed by a discussion of how TPR could be used to teach English at a Japanese Junior College.