Examining the Total Physical Response Storytelling Method and Traditional Grammar-Based Instruction to Identify Overall Effectiveness Relating to Vocabulary Recall
Date
2020-12Type of Work
33 pagesText
action research papers
Program
Masters of EducationRights
This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Subjects
Total Physical Response StorytellingSecond Language Acquisition
Grammar-based Instruction
Education -- Research papers (Graduate).
Abstract
The field of second language acquisition has undergone a dramatic shift over the past several decades, shifting from grammar-based instruction, memorization, and written dictation to a more organic approach of language acquisition that encourages use of realia and teaching vocabulary in-context. Assessments have shifted from multiple choice and spelling exams to hands-on, project-based assessments showing how students can use the material. The purpose of this study is to ascertain which method holds the most promise for second language acquisition- Traditional Grammar-based Instruction or Total Physical Response Storytelling.