TPRS(Total Physical Response Storytelling)를 적용한 수업이 초등학생의 어휘력과 흥미도에 미치는 효과

Abstract

ABSTRACT

The Effect of TPRS (Total Physical Response Storytelling) on the Vocabulary Ability and Interest

Lee, Hyun-Jin

Major in Elementary English Education Graduate School of Education Pukyong National University of Education

Total Physical Response Storytelling for years has been the most effective foreign language teaching method for long-term retention of vocabulary by contextualizing it in high-interest stories. And it can stimulate children's intellectual curiosity and interest, as well as encourage them to eagerly participate in English learning. TPRS corresponds to the idea of the current curriculum and will come into wide use in the English education at the various levels of the class for a long-range plan. The purpose of the study was to investigate the effect of TPRS on vocabulary acquisition and interest. The three research question were: First, what is the effect of TPRS on oral vocabulary ability? Second, what is the effect of TPRS on written vocabulary ability? Third, what is the effect of TPRS on interest in English? The subject of this experiment were two classes of the third grade in S elementary school, obtained from pre-tests on their English vocabulary ability and interest. During the ten week term, the experimental group learned through TPRS-applied instruction, while the control group learned through text-based, normal instruction. In order to examine the effects of the TPRS-applied class, t-test were performed to detect changes in the students' oral vocabulary ability, written vocabulary, and interest. The results of this study are summarized as follows, First, there was a positive effect on oral vocabulary ability in the TPRS-applied class. A statistically significant difference was found between the experimental and control groups. Second, there was a positive effect on written vocabulary ability in the TPRS-applied class. A statistically significant difference was found between the experimental and control groups. Third, there was a positive effect on interest in the TPRS-applied class. No statistically significant difference was found between the experimental and control groups, but the experimental group had more improvement on the average than the control group. Suggestions made in this study are as follows. First, to increase the effectiveness of vocabulary teaching, teacher should take into account students' level, learning ability in English. Second, research is necessary to provide sufficient materials on teachers' storytelling methods, body motions for expressing vocabulary, and divergent and creative questioning techniques. Third, the effect of TPRS is available in long-term treatment, so it is necessary to study the effect of TPRS continuously for the long term.