Examining the Total Physical Response Storytelling Method and Traditional Grammar-Based Instruction to Identify Overall Effectiveness Relating to Vocabulary Recall

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.