2012
Jones, Dominic
An investigation into the effect of using TPR/TPRS techniques on the amount of words written in English class at Japanese college Journal Article
In: College review of Sendai Seiyo Gakuin, vol. 3, iss. 2, pp. 69-81, 2012, ISSN: 1884-8753.
Abstract | Links | BibTeX | Tags: EFL, Storytelling, Total Physical Response (TPR), TPR, TPRS, Written English, ストーリーテリング, 書く英語
@article{1050569923291837184,
title = {An investigation into the effect of using TPR/TPRS techniques on the amount of words written in English class at Japanese college},
author = {Dominic Jones},
url = {https://cir.nii.ac.jp/crid/1050569923291837184
https://jonesdominic.com/wp-content/uploads/2017/10/3-2-2012-3-An-investigation-into-the-effect-of-using-TPR-TPRS-techniques-on-the-amount-of-words.pdf},
issn = {1884-8753},
year = {2012},
date = {2012-03-31},
urldate = {2012-01-01},
journal = {College review of Sendai Seiyo Gakuin},
volume = {3},
issue = {2},
pages = {69-81},
publisher = {仙台青葉学院短期大学},
abstract = {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.},
keywords = {EFL, Storytelling, Total Physical Response (TPR), TPR, TPRS, Written English, ストーリーテリング, 書く英語},
pubstate = {published},
tppubtype = {article}
}
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.