TEACHING A FOREIGN LANGUAGE: A STUDY OF TPRS : EXPLORING THE COMMUNICATIVE APPROACH OF TPRS: TEACHING PROFICIENCY THROUGH READING AND STORYTELLING

Colleen Sylvia Kreidl Niklaus

ISBN 10: 3639355326 / ISBN 13: 9783639355321

Editore: VDM Verlag Dr. Müller, 2011

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nach der Bestellung gedruckt Neuware - Printed after ordering - Many philosophies and methods of teaching a second or foreign language exist, from rote memorization of vocabulary to the study of specific grammar points and verb conjugations to pure communication with little emphasis on accuracy. The author argues that teaching a foreign language can be equated to acquiring one's first language and therefore should be communicative, relevant, and tolerate errors. This Master thesis investigates the communicative TPR-Storytelling (TPRS) approach to teaching a foreign language, in which grammar is embedded in contexts of stories, and compares it to the traditional grammar-based method of learning a foreign language through memorization and recall. The study details the history and components of TPRS, explores the theory upon which the methodology is based, and reviews the research that exists regarding this teaching practice. The author synthesizes existing research and offers suggestions for further research.

Codice articolo 9783639355321

Dati bibliografici

• Titolo: TEACHING A FOREIGN LANGUAGE: A STUDY OF TPRS : EXPLORING THE COMMUNICATIVE APPROACH OF TPRS: TEACHING PROFICIENCY THROUGH READING AND STORYTELLING
• Editore: VDM Verlag Dr. Müller
• Data di pubblicazione: 2011
• Lingua: Inglese
• ISBN 10: 3639355326
• ISBN 13: 9783639355321
• Rilegatura: Taschenbuch
• Condizione: Neu
• Dimensioni: 220 L x 150 A x 4 P (millimetri) 220 millimetri di larghezza per 150 millimetri di altezza per 4 millimetri di profondità
• Peso: 113 grammi

Descrizione articolo

Riassunto

Many philosophies and methods of teaching a second or foreign language exist, from rote memorization of vocabulary to the study of specific grammar points and verb conjugations to pure communication with little emphasis on accuracy. The author argues that teaching a foreign language can be equated to acquiring one's first language and therefore should be communicative, relevant, and tolerate errors. This Master thesis investigates the communicative TPR-Storytelling (TPRS) approach to teaching a foreign language, in which grammar is embedded in contexts of stories, and compares it to the traditional grammar-based method of learning a foreign language through memorization and recall. The study details the history and components of TPRS, explores the theory upon which the methodology is based, and reviews the research that exists regarding this teaching practice. The author synthesizes existing research and offers suggestions for further research.

L'autore

Wide experience as high school foreign language teacher of Spanish and German. M.A. in Education, emphasis on Language Development (San Francisco State University, San Francisco, California). She is currently a high school teacher of Spanish within the International Baccalaureate program at Capuchino High School in San Bruno, California.