A Case For Total Proficiency Through Reading And Storytelling Tprs In A Middle School Foreign Language Classroom
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| Author | : |
| Publisher | : |
| Total Pages | : 122 |
| Release | : 2015 |
| Genre | : Communicative competence |
| ISBN | : |
"The purpose of this thesis was to determine the benefits of using TPRS in a middle school. It examined experiments that compared TPRS and CLT used with younger learners. It also explored and evaluated specific research-proven activities that foster foreign language acquisition in the classroom. The research showed that TPRS is of equal and sometimes greater value to middle school students' achievement in the foreign language classroom. The research also showed that many specific research-proven activities match activities already incorporated into a TPR and TPRS curriculum and can easily be added to any foreign language classroom."--leaf 4.
| Author | : Karen Lichtman |
| Publisher | : Routledge |
| Total Pages | : 67 |
| Release | : 2018-06-12 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1351802402 |
This module introduces Teaching Proficiency through Reading and Storytelling (TPRS), an input-based language teaching method. TPRS provides a framework for teaching classes completely in the target language—even those at the beginner level. Through the steps of establishing meaning, creating a story that is acted out live in class, and reading, students understand and use the target language to communicate right away. Research shows that over time TPRS creates fluent speakers who excel both on traditional tests and—more importantly—in real-life situations. This is a valuable resource on TPRS for world language teachers, language teacher educators, and second language researchers.
| Author | : Douglas E. Sherer |
| Publisher | : |
| Total Pages | : 130 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
The researcher found in the literature there were disproportionate language acquisition and skill disparities for males and minority foreign language high school students. The researcher used paired samples t-tests, independent samples t-tests, and one-way Analysis of Variance to analyze 127 Spanish III and combined levels Spanish IV and V students’ language development using test data from the Fall 2016 semester. The researcher sought to examine what effects the Teaching Proficiency through Reading and Storytelling © (TPRS) instructional strategy had on the students’ language acquisition and skills growth overall and to see if the use of TPRS helped to mitigate disproportionate educational outcomes between the subgroups in one urban high school in the southeastern United States. The researcher found in this study that the use of TPRS strategy could help to minimize language acquisition and skill disparities for males and minority foreign language students, who are traditionally unrepresented on the upper levels.
| Author | : James John Asher |
| Publisher | : |
| Total Pages | : 117 |
| Release | : 1977 |
| Genre | : Languages, Modern |
| ISBN | : |
| Author | : Ben Slavic |
| Publisher | : |
| Total Pages | : |
| Release | : 2017 |
| Genre | : |
| ISBN | : 9789490824174 |
| Author | : Kim Bower |
| Publisher | : Cambridge University Press |
| Total Pages | : 235 |
| Release | : 2020-07-09 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1108492819 |
A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.
| Author | : Alexander Honorat Rapstine |
| Publisher | : |
| Total Pages | : 162 |
| Release | : 2003 |
| Genre | : Language and languages |
| ISBN | : |
| Author | : Zhengdao Ye |
| Publisher | : Springer Nature |
| Total Pages | : 1032 |
| Release | : 2022-07-30 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9811609241 |
This new major reference work provides a comprehensive overview of linguistic phenomena in a variety of Sinitic languages in a global context, highlighting the dynamic interaction between these languages and English. This “living reference work” offers a window into the linguistic sphere in China and beyond, and showcases the latest research into diverse and evolving linguistic phenomena that have resulted from intensified interactions between the Sinophone world and other lingua-spheres. The Handbook is divided into five sections. The chapters in Section I (New Research Trends in Chinese Linguistic Research) present fast-growing research areas in Chinese linguistics, particularly those undertaken by scholars based in China. Section II (Interactions of Sinitic Languages) focuses on language-contact situations inside and outside China. The chapters in Section III (Meaning, Culture, Translation) explore the meanings of key cultural concepts, and how ideas move between Chinese and English through translation across various genres. Section IV (New Trends in Teaching Chinese as a Foreign Language) covers new ideas and practices relating to teaching the Chinese language and culture. The final section, Section V (Transference from Chinese to English), explores dynamic interactions between varieties of Chinese and varieties of English, as they play out in multilingual sites and settings
| Author | : David Lasagabaster |
| Publisher | : John Benjamins Publishing Company |
| Total Pages | : 199 |
| Release | : 2014-07-31 |
| Genre | : Foreign Language Study |
| ISBN | : 9027269750 |
Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning – such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion – and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.
| Author | : Kata Csizér |
| Publisher | : Multilingual Matters |
| Total Pages | : 596 |
| Release | : 2014-08-27 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1783092394 |
This edited volume seeks to highlight the effects of self-concept on L2 learning and teaching by considering a wide range of theories as well as their practical application. The book is divided into four sections and includes: chapters discussing various approaches related to self-concept; empirical studies related to the selves of the learners; research from teachers’ perspectives on students' self-concept; and L2 motivational intervention studies associated with the development of self-concept of language learners. The volume contains a collection of studies from around the world (Central Europe, Canada, Asia and Australia) which were carried out using a variety of research methods and have a range of foci including adult and young learners, public and private education, foreign and second language settings, and teacher and learner motivation.
