DOCSLIB.ORG

The Effect of Information-Gap Vs. Opinion-Gap Tasks on Iranian EFL Learners’ Reading Comprehension

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Effect of Information-Gap Vs. Opinion-Gap Tasks on Iranian EFL Learners’ Reading Comprehension International Journal of Educational Investigations Vol.2, No.3: 170-181, 2015 (March) Available online @ www.ijeionline.com ISSN: 2410-3446 The Effect of Information-gap vs. Opinion-gap Tasks on Iranian EFL Learners’ Reading Comprehension Safieh Fallahi 1, Faramarz Aziz Malayeri 2*, Abbas Bayat 2 1. M.A Student, English Teaching Department, Malayer Branch, Islamic Azad University, Malayer, Iran 2. PhD. English Teaching Department, Malayer Branch, Islamic Azad University, Malayer, Iran * Corresponding Author’s Email: [email protected] Abstract – The purpose of this study was to investigate the effects of information-gap and opinion-gap tasks on improving Iranian EFL learners’ listening comprehension. To accomplish the purpose of the study, quasi experimental design was utilized. That is, after selecting three intact groups, they were randomly assigned to a control group and two experimental groups. The experimental groups received special treatment by using two different tasks while the control group received question-answer activity. Treatment lasted 12 sessions or about two months. The results of the pretest and posttest in data analysis through statistical procedure such as One-Way ANNOVA confirmed the superiority of the experimental groups to the control group, and task based instruction helped to improve reading comprehension. Therefore, it is recommended to apply task-based instruction in teaching other skills especially to listening skill. Keywords: task-based instruction, information-gap tasks, opinion-gap tasks I. INTRODUCTION 'Both second language acquisition (SLA) researchers and language teachers want to elicit samples of language use from learners .The researchers need these samples to find out how second language learning takes place. In the case of teachers, these samples are important because they serve as the means to help learners to learn and as evident that successful learning is taking place' (Ellis, 2003, p. 1). He adds researchers and teachers know that the samples they elicit can vary according to the extent to which learners focus on using language correctly or using the language to communicate a message. For example, blank–filling exercises are likely to reflect the learner's attention to accuracy whereas some kinds of communicative activities are more likely to reflect how learners use the L2 to convey message. He continues that researchers and language teachers both accept the need to get samples of language use as a representation of how learners perform when they don’t pay attention to accuracy. It is believed that these samples show learner's ability to use L2 language in real-time communication. But how such samples of meaning focused language use are obtained? The means that both researchers and language teachers have employed are ' tasks'. 170 S. Fallahi et al. Notions of task have developed out of communicative teaching and material development. Johnson defines task-oriented teaching as teaching which provides "actual meaning" by focusing on tasks to be mediated by language, and success is judged in terms of whether the tasks are performed (Brumfit & Johnson, 1979, P. 200). II. LITERATURE REVIEW A. Research on Task Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the central unit of planning and teaching in language teaching. Some of its advocates (e.g., Willis, 1996) present it as a logical development of Communicative Language Teaching since it draws on several principles that formed part of communicative language teaching from 1980s (Richard & Rodgers, 1986, P. 223) In fact, CLT is not a monolithic and uniform approach (Ellis, 2003, P. 28). Howatt (1984) distinguishes a 'weak' and a 'strong' version'. A weak version of CLT which is manifest in the proposals for functional /notional syllabuses developed by Wilkin (1976) and Van Ek (1976) drew on assumption that the components of communicative competence can be identified and systematically taught. In this respect, a weak version of CLT does not involve a basic departure from earlier methods. Thus, instead of teaching learners the structural properties of language, a weak version of CLT proposes they be taught how to realize the notions of language such as 'time' and 'possibility ' , and functions such as 'inviting' and 'apologizing' (Ellis, 2003, P. 28 ). In contrast, a strong version of CLT claims that 'language is acquired via communication' (Howatt, 1984, P. 279). That is, learners do not first acquire language as a structural system and then learn how to use this system in communication but rather actually discover this system while they participate in communicative activities. The strong version of CLT provides opportunity for learners to experience how to use language in communication. The strong version is apparent in Krashen and Terrell's (1983) natural approach and also in proposals for teaching centered on the use of tasks (Candlin, 1987). B. Some Theoretical Rationales for Task-Based Learning Research The Procedural Syllabus: The first large-scale attempt to realize TBLT and to develop a theoretical rationale for it occurred in India, between 1979 and 1984, and is described in Prabhu (1987). Prabhu argued that: task-based teaching operates with the concept that, while the conscious mind is working out some of the meaning content, a subconscious part of the mind perceives, abstract, or acquire some of the linguistic features embodied in those entities, as a step in the development of an internal system of rules (as cited in Robinson, 2011, P.10). Prabhu's cognitive rationale for TBLT is compatible with Krashen's (1982) claim that 171 S. Fallahi et al. comprehensible input is necessary for learning and working out meaning-content promotes incidental learning of tacit or implicit knowledge. Since it has been demonstrated that teaching a descriptive grammar does not help learners to communicate, explicit teaching in grammar in the project was avoided. So tasks were designed with the primary focus was on meaning. (Prabhu, 1987, PP. 70-71) The interaction hypothesis and focus on form: In contrast to Prabhu (1987), Long (1981, 1989) argued that the interaction is important, it not only makes the input comprehensible but also serves as a context for attending to problematic forms in the input and output during task-work. Long (1981, 1989) places similar emphasis on the role of input, he claims that the best input for language acquisition is that which arises when students negotiate meaning in exchanges where a communication problem has happened. In other words, he emphasizes the importance of meaning negotiation to provide comprehensible input. The output hypothesis: Swain (1995) argues that comprehensible input is necessary but it is not sufficient (Swain, 1995, PP. 125-126). She claims that productive output is also critical for language acquisition. Tasks provide both the input and output processing necessary for language acquisition. Tasks are believed to increase processes of negotiation, modification, rephrasing, and experimentation that are at the center of language learning. She (1995) adds, attention to output, is a facilitating role, since in producing the target language …students may notice a gap between what they want to say and what they can say, leading them to find out what they do not know, or know only partially. C. Task Definition Skehan (1996a) defines task as 'an activity in which: meaning is primary; there is some sort of relationship to the real world; task completion has some priority; and the assessment of task performance is in terms of task outcome' (as cited in Ellis, 2003, p.4). Lee (2000) believes that a task is '(1) a classroom activity or exercise that has: (a) an objective obtainable only by the interaction among participants, (b) a mechanism for structuring and sequencing interaction, and (c) a focus on meaning exchange; (2) a language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some set of work plans' (as cited in Ellis, 2003, pp. 4-5). Bygate, Skehan, and Swain (2001) consider a task as 'an activity, which requires learners to use language, with emphasis on meaning to attain an objective' (as cited in Ellis, 2003, p. 5). Prabhu (1987) limits the notion of a task as an activity which require learners to arrive at an outcome from given information through some process of thought, and which allow teachers to control and regulate that process. 172 S. Fallahi et al. D. Information-gap vs. Opinion-gap Tasks An information-gap task is a technique in language teaching where students are missing information necessary to complete a task or solve a problem, and must communicate with their classmates to fill in the gaps (Larsen-Freeman, 2000, P. 148). She claims that it is often used in communicative language teaching and task-based language learning. One example of an information gap task is a spot-the-difference activity. Another is an activity where one student is given a picture, and must describe it to another student, who creates a drawing from the description. Further examples are students sharing information to complete a class timetable, and an activity where students must share information about their families and then draw each other’s family trees. Opinion-gap activity, on the other hand, involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. Information gap tasks are contrasted with opinion gap tasks, in which all information is shared at the start of the activity, and learners give their own opinions on the information given. E. The Importance of Reading in Language Learning Celce-Murcia (2001) defines reading comprehension as 'the ability to read-taking general comprehension as the example-requires that the reader draw information from a text and combine it with information and expectations that the reader already has. This interaction of information is a common way to explain reading comprehension (Celce-Murcia, 2001, P.
Load more

Recommended publications
  • Esl Strategies
    ESL STRATEGIES A. A1 Total Physical Response (TPR) E. E1 Vary Complexity of Assignment Methodologies/ A2 Natural Approach Modified Class E2 One-on-One Instruction with Teacher or Aide Approaches A3 Cognitive Academic Language Learning Work (Based on E3 Modify Nature of Assignment (CALLA) Level of English E4 Substitute Diagram for Paragraph A4 Whole Language Approach Proficiency) E5 Use of Home Language for Instruction A5 Language Experience Approach (LEA) E6 Explain Key Concepts A6 Retelling a Story E7 Repeat / Paraphrase / Slow Down A7 Activating E8 Vocabulary with Context Clues B. B1 Flow Charts E9 Reading with a Specific Purpose Visuals B2 Maps E10 Use Simple, Direct Language (Limit Idioms) ▪ Graphic B3 Charts E11 Use all Modalities / Learning Styles Organizers B4 Graphs E12 Provide Meaningful Language Practice B5 Pictures E13 Drills (Substitution, Expansion, Paraphrase, B6 Semantic Webbing / Mapping Repetition) B7 T-Charts E14 Matching with Visuals B9 Venn Diagrams E15 Unscramble Sentences, Words, Visuals B10 Timelines E16 Categorize Vocabulary B11 Computer/Software E17 Context Clues E18 Outline Notes ▪ Other Audio/ B12 Realia E19 Directed Reading / Thinking Activity (DRTA) Visuals B13 Videos/Films / CD ROM E20 Semantic Feature Analysis B14 Demonstrations E21 SQ3R (Survey, Question, Read, Recite, Review) B15 Captioning E22 Summarizing B16 Labeling E23 Note-taking B17 Music / Songs E24 Word Banks B18 Jazz Chants / Raps E25 Repetition B19 Cassettes-Music / Books E26 Question-Answer Relationship (QAR) B20 Language Master C. C1 Peer Buddy F. F1 Guest Speakers Interactive C2 Small Group Activities Multicultural F2 Use of Community Resources Strategies C3 Pairs and Threes Resources F3 Cultural Sharing ▪ Cooperative C4 Jigsaw F4 Varied Holiday Activities Learning C5 “Corners” Activities C6 Think / Pair / Share G.
    [Show full text]
  • Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian As a Foreign Language
    Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language Elena Markina ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tdx.cat) i a través del Dipòsit Digital de la UB (diposit.ub.edu) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX ni al Dipòsit Digital de la UB. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX o al Dipòsit Digital de la UB (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) y a través del Repositorio Digital de la UB (diposit.ub.edu) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR o al Repositorio Digital de la UB.
    [Show full text]
  • Language Teaching and Task Based Approach
    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 4, No. 6, pp. 1273-1278, June 2014 © 2014 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.4.6.1273-1278 Language Teaching and Task Based Approach Sayed Mahdi Rozati Amin Higher Education Institution, Fouladshahr, Iran Abstract—During recent years, some notions about tasks have been considered as the major part of analysis in different teaching approaches and teachers are being more interested in the use of task-based approach both in foreign and in second language teaching. The word 'task' refers to some special activities that are carried out in the classroom. These activities are performed by putting an emphasis on meaning. In this approach Grammatical Competence and communicative competence are extremely emphasised, that is being able to adjust with grammatical norms and being able to convey ideas. Consequently, grammatical competence in this approach is made by 'internal self-regulating processes' and it helps to convey the meaning in 'appropriate conditions'. The main goal of this article is to introduce and discuss some major principles of task-based language teaching and indicates how teachers can apply them in their curriculum. Index Terms—task, grammatical competence, communicative competence, task-based language teaching I. INTRODUCTION Task- based language teaching is derived from Dewey‟s attitude about the crucial role of experience for an effective learning. It considers the functional role of language in real tasks as the major goal for students to communicate at the class for an ideal learning. Unlike traditional form-based approaches, task-based involves the specification of a sequence of interactive tasks to be performed in the target language rather than a sequence of language items.
    [Show full text]
  • Total Physical Response Storytelling and the Teaching of Grammar Rules in Second Language Instruction Angela M
    Regis University ePublications at Regis University All Regis University Theses Summer 2006 Total Physical Response Storytelling And The Teaching Of Grammar Rules In Second Language Instruction Angela M. Dettenrieder Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Education Commons Recommended Citation Dettenrieder, Angela M., "Total Physical Response Storytelling And The eT aching Of Grammar Rules In Second Language Instruction" (2006). All Regis University Theses. 762. https://epublications.regis.edu/theses/762 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University School for Professional Studies Graduate Programs Final Project/Thesis Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials.
    [Show full text]
  • Teaching and Researching Listening Michael Rost
    Michael Rost Listening and Researching Teaching Teaching and Researching Listening Michael Rost Second Edition Second Edition Applied Linguistics in Action Series Edited by Christopher N. Candlin & David R. Hall Michael Rost is author of a number of influential books and articles in the field of oral language development and Edited by Christopher N. Candlin & David R. Hall Applied Linguistics in Action Series curriculum design, beginning with the classic Listening in Language Learning (1990). He is also an award-winning author and series editor of several successful language materials series and online courses. As a teacher, teacher trainer, language program director and educational consultant, he has worked with the Peace Corps in West Africa and the Save the Children Foundation in Southeast Asia. Teaching and Researching Listening provides a In this fully revised and updated second edition, the focused, state-of-the-art treatment of the linguistic, book: psycholinguistic and pragmatic processes that are • examines a full range of teaching methods and involved in oral language use, and shows how these research initiatives related to listening • gives definitions of key concepts in neurolinguistics processes influence listening in a range of practical contexts. Through understanding the interaction and psycholinguistics between these processes, language educators and • provides a clear agenda for implementing listening researchers can develop more robust research strategies and designing tests methods and more effective classroom language • offers an abundance of resources for immediate use teaching approaches. in teaching and research Featuring insightful quotes and concept boxes, chapter overviews and summaries to guide the reader, Teaching and Researching Listening will engage and inform teachers, teacher trainers and researchers investigating communicative language use.
    [Show full text]
  • An Introduction to Applied Linguistics This Page Intentionally Left Blank an Introduction to Applied Linguistics
    An Introduction to Applied Linguistics This page intentionally left blank An Introduction to Applied Linguistics edited by Norbert Schmitt Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open from 9.00 to 5.00, Monday to Saturday, with a 24-hour message answering service. You can also order through our website www.hoddereducation.co.uk If you have any comments to make about this, or any of our other titles, please send them to [email protected] British Library Cataloguing in Publication Data A catalogue record for this title is available from the British Library ISBN: 978 0 340 98447 5 First Edition Published 2002 This Edition Published 2010 Impression number 10 9 8 7 6 5 4 3 2 1 Year 2014, 2013, 2012, 2011, 2010 Copyright © 2010 Hodder & Stoughton Ltd All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London EC1N 8TS. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.
    [Show full text]
  • Intersections Between SLA and Language Testing Research
    EUROSLA MONOGRAPHS SERIES 1 COMMUNICATIVE PROFICIENCY AND LINGUISTIC DEVELOPMENT: intersections between SLA and language testing research EDITED BY INGE BARTNING University of Stockholm MAISA MARTIN University of Jyväskylä INEKE VEDDER University of Amsterdam EUROPEAN SECOND LANGUAGE ASSOCIATION 2010 Eurosla monographs Eurosla publishes a monographs series, available open access on the association’s website. The series includes both single-author and edited volumes on any aspect of second langua- ge acquisition. Manuscripts are evaluated with a double blind peer review system to ensu- re that they meet the highest qualitative standards. Editors Gabriele Pallotti (Series editor), University of Modena and Reggio Emilia Fabiana Rosi (Assistant editor), University of Modena and Reggio Emilia © The Authors 2010 Published under the Creative Commons "Attribution Non-Commercial No Derivatives 3.0" license ISBN 978-1-4466-6993-8 First published by Eurosla, 2010 Graphic design and layout: Pia ’t Lam An online version of this volume can be downloaded from eurosla.org Table of contents Foreword 5 Developmental stages in second-language acquisition and levels of second-language proficiency: Are there links between them? Jan H. Hulstijn, J. Charles Alderson and Rob Schoonen 11 Designing and assessing L2 writing tasks across CEFR proficiency levels Riikka Alanen, Ari Huhta and Mirja Tarnanen 21 On Becoming an Independent User Maisa Martin, Sanna Mustonen, Nina Reiman and Marja Seilonen 57 Communicative Adequacy and Linguistic Complexity in L2 writing
    [Show full text]
  • Focus on Form in Task-Based Language Teaching Michaelh
    FOCUS ON FORM IN TASK-BASED LANGUAGE TEACHING MICHAELH. LoNG University of Hawai,i at Manoa oiven adequate opportunities, older children, adorescents, and adults can and do ream much ofan L2 grammar incidenurry, whilc focusing on mcaning, or communicarion. Research shows, however, rhar a on meuu,g alonc (a) locus is insuflicienr to achieve full native-rike compctence, and (b) can be improved upon, in terms of both mte and urtimatc attainment, by periodic anention to language as object. ln crassroom senings, this is best achieved not by a retum to discrete-point grammar teaching, or what I call/bcus on fbrns, where cruses sgrnd most of their time working on isolared linguisric structures in a sequence predetermined extematty by a syllabus designer or texlbook writer. Rather. during an otherwise meaning-focused lesson, and using a variety ofpedagogic procedures, learnen, attention is briefly shifted to linguistic code features, in conlext, when studens experience problems as they work on communicative task, i.e., in a sequence detcrmincd by their own internal syllabuses, current processing capacity, and leamability constraints. This is what I calllocus onform.Focus on form is one ofseveral methodological principles in Task-Based Language Teaching. The absence of either a widely accepted theory of language leaming or a solid empirical base for classroom practice has rendered language teaching wlnerable to some drastic pendulum swings offashion over the years, the coming and going ofvarious unconventional and unlamented "wonder Methods" being
    [Show full text]
  • The Role of Error Correction in Communicative Second Language Teaching H
    PER LINGUAM VOL. 3 NO. 2 1987 http://perlinguam.journals.ac.za The role of error correction in communicative second language teaching H. Ludolph Botha According to recent rese~rch, correction of errors in both oral and written communication does little to a~d language proficiency in the second language. In the Natural Approach of Krashen and Terrell the emphasis is on the acquisition of informal communication. Because the message and the understanding of the message remain of utmost importance, error correction is avoided. In Suggestopedia where the focus is also on communication, error correction is avoided as it inhibits the pupil. Onlangse navorsing het getoon dat die verbetering van foute in beide mondelinge en skriftelike kommunikasie min bydra tot beter taalvaardigheid in die tweede taal. In die Natural Approach van Krashen en Terrell val die klem op die verwerwing van informele kommunikasie, want die boodskap en die verstaan daarvan bly verreweg die belangrikste; die verbetering van foute word vermy. In Suggestopedagogiek, waar die klem ook op kommunikasie val, word die verbetering van foute vermy omdat dit die leerling beperk. INTRODUCTION For decades teachers of second languages have been providing feedback in the form of error correction to learners, both in oral and written communication. They have done this without really questioning the validity of this kind of feedback as a means of improving the process of L2 acquisition and L2 proficiency in general. Most of the time, errors are corrected by teachers with the vague hope that the learner will register the error and rectify it when the same structure is again used.
    [Show full text]
  • Three Approaches to Task-Based Syllabus Design
    \ THREE APPROACHES TO TASK-BASED SYLLABUS DESIGN MICHAEL H. LONG & GRAHAM CROOKES University of Hawai'i Choice of the unit of analysis in syllabus design is crucial for all aspects of a language teaching program. A variety of units, including word, structure, notion, function, topic and situation, continue to be employed in synthetic, Type A syllabuses. While each is relevant for analyses of the target language and its use, native-like linguistic elements find little support as meaningful acquisition units from a language learner's perspective. Task has more recently appeared as the unit of analysis in three analytic, (primarily) Type B alternatives: procedural, process and task syllabuses. Each of these has certain limitations, too, but when the task syllabus is combined with a focus on form in Task-Based Language Teaching, the task receives more support in SLA research as a viable unit around which to organize language teaching and learning opportunities. INTRODUCfiON THREE NEW, TASK-BASED SYLLABUS TYPES appeared in the 1980's: (1) the procedural syllabus, (2) the process syllabus, and (3) the task syllabus. They are distinguishable from most earlier syllabus types by the fact that part of their rationale derives from what is known about human learning in general and/or second language learning in particular, rather than, as is the case with lexical, structural, notional, functional and relational syllabuses, primarily from an analysis of language or language use. In addition, while differing from one another in important ways, all three reject linguistic elements (such as word, structure, notion or function) as the unit of analysis and opt instead for some conception of task.
    [Show full text]
  • The Effectiveness of Total Physical Response Storytelling for Language Learning with Special Education Students
    Rowan University Rowan Digital Works Theses and Dissertations 9-10-2012 The effectiveness of Total Physical Response Storytelling for language learning with special education students Laura Holleny Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Special Education and Teaching Commons Recommended Citation Holleny, Laura, "The effectiveness of Total Physical Response Storytelling for language learning with special education students" (2012). Theses and Dissertations. 197. https://rdw.rowan.edu/etd/197 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS by Laura E. Holleny A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Learning Disabilities at Rowan University April 20, 2012 Thesis Chair: S. Jay Kuder, Ed.D. © 2012 Laura E. Holleny Abstract Laura E. Holleny THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS 2012 Dr. S. Jay Kuder Master of Arts in Learning Disabilities The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with “traditional” language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities.
    [Show full text]
  • A Pilot Study Comparing Total Physical Response Storytelling
    Dominican Scholar Graduate Master's Theses, Capstones, and Culminating Projects Student Scholarship 5-2010 A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners Ruben Castro Dominican University of California https://doi.org/10.33015/dominican.edu/2010.edu.08 Survey: Let us know how this paper benefits you. Recommended Citation Castro, Ruben, "A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in ocabularyV Acquisition Among English as a Second Language Adult Learners" (2010). Graduate Master's Theses, Capstones, and Culminating Projects. 111. https://doi.org/10.33015/dominican.edu/2010.edu.08 This Master's Thesis is brought to you for free and open access by the Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Graduate Master's Theses, Capstones, and Culminating Projects by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. TPRS for Adults in the ESL Classroom 1 Title Page A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners Rubén Castro Submitted in Partial Fulfillment of the Requirements for the Degree Master of Science in Education School of Education and Counseling Psychology Dominican University of California San Rafael, CA May 2010 TPRS for Adults in the ESL Classroom 2 Acknowledgements I thank my professor Dr. Madalienne Peters for her words of encouragement and invaluable support; Dr.
    [Show full text]