| Full Text | Utah Valley University Students' Perceptions of Total Physical Response and Storytelling as a Stand-Alone Foreign Language Learning Methodology A project submitted in partial satisfaction of the requirements for the degree of Master of Education by Clifton Dukes April 2012ii Utah Valley University Graduate Committee Approval of a project submitted by Clifton A. Dukes This project has been read by each member of the following graduate committee and by majority vote has been found to be satisfactory. ____________ ______________________________ Date Dr. Bryan Waite, Chair ____________ ______________________________ Date Dr. Mi Ok Kang ____________ ______________________________ Date Dr. Mike Patchiii Dedication This body of work is first and foremost dedicated to my mother, Georgia Kaye Dukes, and mother-in-law, Peggy Lynn Dorton, both of whose spirit of perseverance was felt throughout the process. It is further dedicated to my spouse, Heather, and our children Cameron, Chandler, Kayelynn and Preston who allowed me incessantly to request moments of "peace and quiet" and ultimately display various levels of emotion all while sacrificing weekends, holidays and other special events. I dedicate it as well to Dr. Bryan Waite, my chair, who guided me throughout the process of forming this body of work. I would also like to dedicate it to Dr. Mi Ok Kang and Dr. Mike Patch who both provided additional insight and direction, as well as listening to the discoveries made during my final defense. I'd further like to dedicate this to all the great educators in the Pike County school system who helped mold me and had faith in me being able to pursue a higher education. It is also dedicated to the teacher and foreign language class, which will remain anonymous, that provided the way for me to obtain the data collected as a part of this study. Without their help the final outcome would not have been possible. I'd further like to dedicate this to Mr. Blaine Ray and Mr. Dennis Doyle who both provided the spark, not only for me but also for the teacher whose class was used for this study, to look more closely at TPRS. I'd also like to dedicate it to the many college professors who provided further enlightenment to my education, and a reason for moving forward with this pursuit. It seems appropriate to mention Brother Rick Davis at Brigham Young University-Idaho, and Dr. Martin Kokol who was a former professor at Brigham Young University in Provo. Both instilled in me the desire to advance my education and to pay forward the knowledge I might obtain. I'd also like to dedicate this to my older brother, iv Tim Jr., and sister, Robyn, and their families, as well as all the other many family members and friends who provided a listening ear along the way, offered help and support, and ultimately an example that through hard work we have the opportunity to rise to greater levels of accomplishment.v Abstract This study researches the feelings and perceptions students have about being taught a foreign language through the use of Total Physical Response and Storytelling (TPRS) as a stand-alone methodology. Many teachers are choosing to only use TPRS when teaching a foreign language. There is little information documented about how students feel being taught a foreign language solely through this method. A survey was administered to high school students learning a foreign language, and whose teacher solely uses TPRS. The survey was used to surmise how students feel about learning a foreign language while only being taught the language through this stand-alone methodology. A classroom open-ended discussion, involving additional clarification of survey answers, was completed. This was combined with an open-ended teacher survey. The teacher and students were also observed to further identify reactions and feelings about learning a foreign language through this method. Data was analyzed and categorized to provide a deeper insight into how students feel learning a foreign language through TPRS. vi Contents DEDICATION................................................................................................................... iii ABSTRACT....................................................................................................................... v CONTENTS....................................................................................................................... vi LIST OF FIGURES ........................................................................................................... ix CHAPTER 1 INTRODUCTION........................................................................................ 1 Researcher's Perspective on TPRS......................................................................... 1 Statement of Purpose .............................................................................................. 3 Research Problem ................................................................................................... 3 Research question ................................................................................................... 5 CHAPTER 2 REVIEW OF LITERATURE....................................................................... 6 TPRS: a History and Modern Day Methodology ................................................... 6 Positive Aspects of TPRS..................................................................................... 10 Storytelling............................................................................................................ 11 Listening Comprehension ..................................................................................... 13 Student Motivation................................................................................................ 15 Literature Review Summary................................................................................. 16 CHAPTER 3 METHODS................................................................................................. 18 Participants & Research Site................................................................................. 18 Procedure .............................................................................................................. 19 Data Collection ..................................................................................................... 19 Survey ................................................................................................................... 20 Teacher Interview ................................................................................................. 22 vii Researcher's Observation ..................................................................................... 23 Data Collection Summary..................................................................................... 24 Data Analysis ........................................................................................................ 24 Methods Summary................................................................................................ 26 CHAPTER 4 RESULTS.................................................................................................. 27 Positive.................................................................................................................. 32 Neutral................................................................................................................... 32 Negative ................................................................................................................ 32 TPRS..................................................................................................................... 33 Other Method........................................................................................................ 34 Non-response ........................................................................................................ 34 Other ..................................................................................................................... 34 Survey Results Summary...................................................................................... 35 Classroom Interview............................................................................................. 35 Students feel more at ease..................................................................................... 35 Students do not feel as much pressure .................................................................. 36 Stories make the classroom atmosphere comfortable........................................... 37 Stories reinforce what has been learned................................................................ 37 Students acquire confidence ................................................................................. 38 Classroom Interview Summary............................................................................. 39 Teacher Interview ................................................................................................. 39 TPRS helps teacher and students known one another better ................................ 40 TPRS helps the teacher to feel more comfortable with students .......................... 40 TPRS can be an effective method for preparing students..................................... 41 TPRS allows for a fun foreign language learning experience .............................. 41 viii TPRS creates more freedom for the teacher ......................................................... 42 Teacher Interview Summary................................................................................. 43 Researcher Observation ........................................................................................ 43 Researcher Observation Summary........................................................................ 45 Results Summary .................................................................................................. 45 CHAPTER 5 DISCUSSION............................................................................................. 47 Student Insight ...................................................................................................... 47 Consistency and Reliability .................................................................................. 48 Additional Questions ............................................................................................ 49 Limitations ............................................................................................................ 49 Discussion Summary ............................................................................................ 50 REFERENCES ................................................................................................................. 52 APPENDIX A................................................................................................................... 54 APPENDIX B ................................................................................................................... 57 APPENDIX C ................................................................................................................... 58 APPENDIX D................................................................................................................... 59 APPENDIX E ................................................................................................................... 60 APPENDIX F.................................................................................................................... 62 APPENDIX G................................................................................................................... 64 ix List of Figures Figure 1 Students Age....................................................................................................... 28 Figure 2 Students Taught Another Language ................................................................... 29 Figure 3 Response Average .............................................................................................. 31 Figure 4 Language Objectives .......................................................................................... 32 Figure 5 Feelings About TPRS Method............................................................................ 33 Figure 6 How Teachers Should Teach a Foreign Language............................................. 35 1 Chapter 1 Introduction Total Physical Response and Storytelling, and more recently referenced among certain circles of educators as Teaching Proficiency through Reading and Storytelling, is a methodology which has gained popularity in the last 20 years. The Total Physical Response and Storytelling method was introduced in the 1990s by Blaine Ray (Davidheiser, 2002, p. 25). Through this method students are told a simple story in the foreign language, have it translated into their native language for the purpose of comprehension, and are involved in a series of questions in the foreign language, related to the story, in order to determine target language comprehension by the student. Foreign language teachers who choose to solely use Total Physical Response and Storytelling could be considered disciples of the methodology, in that they feel as if it is the only method worth using, and should stand-alone without needing to combine or mix it with other methods for teaching a foreign language. Despite this popular method being used among certain circles of foreign language teachers, studies have not included students' perceptions of learning a foreign language through the use of Total Physical Response and Storytelling as a stand-alone methodology. Researcher's Perspective on TPRS While teaching Spanish as a foreign language to students in both junior high and high school, I began to experience some of the same frustrations many foreign language teachers face. A majority of students seemed to be focused on learning what was required for an upcoming quiz or test, but they struggled to have a simple conversation in the language, or to understand and recall grammar rules which had been taught on several 2 occasions. While I attended a language conference, it was mentioned that a few weeks later Blaine Ray would be holding a seminar locally on a foreign language teaching method known as total physical response and storytelling, often referred to more generally as TPRS. He was considered to be the founder of the methodology, and a level of excitement took place among foreign language teachers at the conference when they heard he would be holding a seminar locally. In an effort to learn more about the excitement, and the teaching methodology, I attended the seminar. The experience at the seminar was eye-opening. The seminar included meeting foreign language teachers who were fully dedicated to using total physical response and storytelling as a stand-alone methodology. Many of them had discarded the use of any commonly used textbooks, songs, games, or other techniques often associated with the learning of a foreign language. Comments were made by some of the teachers that although they use TPRS, they also try to incorporate other activities such as songs or games to help students learn a foreign language; they were politely told they were not true users of the TPRS method. There were also comments from Blaine Ray which seemed to answer all the concerns presented about using only TPRS to learn a foreign language. It seemed he had an answer for every reason teachers might present regarding the need to mix methods with TPRS in an effort to help students learn a particular concept or idea. There was a definite "all or nothing" attitude concerning the use of TPRS at this seminar, and having success with students learning a foreign language, or not using it and continuing to have failed results. Information shared during the seminar showed teachers how they could have their students speaking the foreign language almost immediately, 3 how it would be enjoyable to learn, and how creative and upbeat a foreign language class could be instead of dry and sometimes boring. The seminar was quite compelling, and as someone who, prior to the seminar, did not know much about TPRS, I left feeling that it was the one and only method which should be used when teaching a foreign language. Later, the concern which surfaced for me was, despite how adamant many foreign language teachers, and Blaine Ray, were at the seminar in terms of using only TPRS to teach a foreign language, it did not seem that anyone had considered what students thought about learning a foreign language through the use of that one methodology. Statement of Purpose This study explored students' perceptions and feelings about learning a foreign language through the use of Total Physical Response and Storytelling as a stand-alone method in a foreign language classroom. There has been little research to examine how students feel about learning a foreign language through TPRS. Research Problem There have been studies regarding varying aspects of the use of Total Physical Response and Storytelling, but none that focused on the learner's perspective that TPRS could function as a stand-alone method for learning a foreign language (Davidheiser, 2002). In practice, teachers of foreign languages may choose to use either one or multiple foreign language teaching methods with their students. Because some teachers of foreign languages use Total Physical Response and Storytelling as a stand-alone method, it inherently becomes pertinent in regard to education, and the field of foreign language teaching will benefit from discovering if learners of a foreign language agree that TPRS should be a stand-alone method for teaching and learning a foreign language. This study 4 involved one group of students learning a foreign language solely through Total Physical Response and Storytelling. A survey was administered to the students, along with a follow-up group interview, and notes taken and analyzed while observing students as they learned a foreign language through the use of TPRS. This was done in order to determine how students feel about being taught a foreign language only with the TPRS method. The teacher of the students was also observed and involved in an open-ended interview to find out why TPRS is the only method used for teaching the foreign language, and any feelings previously shared about how students feel learning the language through TPRS. There are various methodologies being used to teach foreign language. Each has a proponent as to why it could be used as a stand-alone methodology. In recent years, the use of Total Physical Response and Storytelling has taken on a strong following of support with the belief that it is a stand-alone methodology (Davidheiser, 2002). This belief, however, has not been well supported by studies seeking to determine if students feel that Total Physical Response and Storytelling is a method for learning a foreign language which can stand alone. Teachers may justify the use of TPRS as a stand-alone methodology based on test scores, observations made on the students' communication abilities, and other elements, but how students perceive or feel regarding the learning of a foreign language through the use of TPRS is yet to be discovered. Teachers using Total Physical Response and Storytelling as a stand-alone teaching methodology may not realize that students perceive or feel differently than they do about the use of the methodology for learning a foreign language. If unresolved, teachers may never know students' perceptions regarding the use of TPRS, and despite increased test scores or 5 enhanced communication abilities in the foreign language, students themselves may perceive the use of the methodology as inadequate for learning a foreign language. Research question The purpose of this study was to examine the implementation and application in a high school classroom involving students of mixed class rank learning first level German, and being taught the foreign language through Total Physical Response and Storytelling as a stand-alone methodology. Observations and surveys helped identify what were student perceptions of TPRS. A primary goal of this research project was to seek the answer to the fundamental question: What are students' perceptions and feelings about learning a foreign language through the stand-alone method of Total Physical Response and Storytelling?6 Chapter 2 Review of Literature People have been studying languages for as long as there have been multiple languages in the world. The Natural Approach, the Direct teaching method, Total Physical Response, and Total Physical Response and Storytelling are often referred to as some of the modern day methods used for teaching language(s) (Richard-Amato, 2010). Perceptions of students learning a foreign language through the use of these methodologies is not always clear. One perception could be that through the use of a particular language teaching methodology, the ability of the language learner to proficiently speak, read, and write the language being learned takes place. Another perception could be that as long as the language learner has fun and enjoys the foreign language learning process, the use of a particular methodology is warranted (Davidheiser, 2002, p. 32). In light of the above problem statement, what follows is a literature review which will address that a lack of sufficient study has taken place to determine how students feel about learning a foreign language when only being taught that language through Total Physical Response and Storytelling. TPRS: a History and Modern Day Methodology The teaching methodology of Total Physical Response and Storytelling finds its roots in earlier foreign language learning methodologies. Although direct connections with TPRS to earlier foreign language teaching methodologies may not be expressly apparent, it is through the development of these methodologies that TPRS came into existence. An example of what is generally referred to as the direct method includes instructor lectures, demonstration and discussion, focus on grammar rules, and 7 memorization and understanding of a foreign language (Felder, 1995). This method is not strictly defined, and because of its broadness it has aspects which relate to the earliest existence of foreign language instruction. Stemming from the direct method, another methodology, known as total physical response, or TPR, came into existence. This methodology according to Richard-Amato (2010), began in the 1960s by James Asher. The methodology includes giving commands to students and having them respond through actions. An example might be a command such as "sit down" and "stand up" being given in the target language, and expecting students to respond with the appropriate action (Roof & Kreutter, 2010, p. 2). These commands would become more complex over time as additional comprehension is developed. An example of this includes a command such as, "Stand up, turn around three times, walk to the whiteboard, and write your name with a marker" (Roof & Kreutter, 2010, p.2). The idea behind this is, as students engage in acting upon what they hear in the foreign language they will start to internalize the language which will eventually lead to reading, writing and conversing fluently in the foreign language. In the 1970s Tracy Terrell (1982) advanced the use of yet another foreign language learning methodology known as the natural approach. Through this method it is expected that the foreign language classroom should be devoted to activities which promote learning the foreign language, correction of student errors in the foreign language should not be done in a direct manner, and students should be allowed to respond in the foreign language, their native language or a mix of the two (p. 121). An example of this might include a teacher playing a game with students to help them learn how to say different colors in the foreign language. A student may say the name of a 8 color incorrectly and instead of the teacher correcting the student they may ask a question such as whether or not it is the favorite color of someone in the class. As part of the question, the teacher will have stated the name of the color correctly with the hope that the student heard the correction. Should a student not remember how to say the name of a color in the foreign language, they would be allowed to say it in their native language. The idea that students understand the game is about learning how to say the names of colors would be sufficient for the methodology. Elements from each of these methods have been incorporated into TPRS. Similar to the direct method using instructor lectures, the teacher also primarily lectures students through TPRS, but strictly uses stories which act as a type of lecture. The same is true for teaching grammar rules. Through TPRS, and while instructing students through a story, as grammar rules present themselves a teacher will pause long enough to explain the grammar rule to students. Similar to the natural approach, which includes activities devoted to learning the foreign language, TPRS includes the activity of telling stories in the foreign language. Other elements previously mentioned in regard to the natural approach can be practiced within TPRS, but are not necessarily held to the same strict standard. The methodology with perhaps the highest level of correlation with TPRS is total physical response. The TPRS method is more of an extension of the TPR method, providing ways to teach more obscure concepts. Despite the advantages which might have been associated with the TPR method, there were some limitations. These limitations became apparent upon trying to teach students abstract concepts. An example would include trying to teach conceptual words such as "honor" or "justice" through the TPR method (Richard-Amato, 2010, p.220). The TPR method did not lend itself to 9 teaching such concepts as, "it is difficult to see how their meanings would become clear unless they are used repeatedly in some sort of meaningful context" (Richard-Amato, 2010, p.220). Stemming from TPR, the TPRS method was later designed in the 1990s by Blaine Ray, a language teacher from Bakersfield, California (Davidheiser, 2002, p. 25). As a high school teacher, Blaine Ray found the use of TPR to be successful. He later started to realize that students became disinterested in learning a foreign language only through the TPR method, and decided to add stories which resulted in TPRS. This idea was further solidified from former studies which indicated that with enough comprehensible input students are able to acquire a foreign language naturally. The TPRS method came to fruition and was designed to, "include simple stories created in the target language that used TPR commands as the foundation and added details to further students' language experience" (Roof & Kreutter, 2010, p. 2). The typical form in which to demonstrate TPRS would involve, "telling a short story . . . and asking several repetitive questions for the students to answer after each line of the story, ensuring that they orally hear and then verbally repeat" (Decker, 2008, p. 3). The circling technique which involves a high level of repetition is the way in which, "students hear the target word many times" and later there are, "answers that the students give to the various questions, as well as the key phrases" (Roof & Kreutter, 2010, p.3). Various individuals have written stories, and created additional curriculum materials for teachers of TPRS to use. Blaine Ray has materials available for purchase, as does Michael Miller. Often at language conferences vendors can be found displaying materials teachers of TPRS might want to consider. An 10 example of a typical TPRS story, given in Spanish, can be viewed in Appendix B (Decker, 2008, p. 11). Positive Aspects of TPRS Although TPRS as a stand-alone teaching methodology has not been researched extensively, some of the results of using TPRS can be considered positive. According to Decker (2008), "students enjoy TPRS lessons more than explicit grammar lessons" (p. 1). Decker's study was an action research project including 26 students. Quiz scores based on a conventional grammar lesson were evaluated and compared with written assessment scores obtained after a TPRS lesson touching on the same grammar points. An anonymous survey was then administered to determine which method was more enjoyable to students and which one they felt best helped them learn the material. Comments provided in Decker's (2008) study reveal the following: the TPRS lesson clearly resulted in a higher level of engagement with the lesson and with the material . . . An overwhelming majority of the class responded to nearly every question throughout the lesson . . . Participation did not decline as the class went on (p. 6). Some inconsistencies with Decker's study include the two lessons not being taught by the same teacher, as well as students being told beforehand that the TPRS lesson would not be graded, whereas the grammar quiz would. A limitation was an issue of time constraints. Davidheiser's (2002) analysis of TPRS is also insightful. Based on his study and experience of teaching German using the TPRS method, Davidheiser reveals varied information regarding the process of using TPRS, specifically in regard to the teaching of 11 the German language. According to Davidheiser there are five reasons why TPRS is considered to be so successful. These reasons include: First, it is active learning, Second, TPRS helps students take ownership of their learning: they listen to and physically recreate a story or even rewrite it, Third, students get more comprehensible input in a TPRS class, Fourth, students feel included and validated, Fifth, TPRS is fun. (p. 32) These studies, including the varied points provided by Decker and Davidheiser, would suggest there is a correlation between the use of TPRS and student enjoyment in the acquisition of a foreign language. Storytelling Teachers may choose to include storytelling as part of their curriculum in an effort to add definition to a particular content area. Although an entire story may not be remembered, aspects of a story can have a lasting effect, allowing an individual to retain information because of connections made with everyday life events, or due to the connections presented within a story itself. According to Castro (2010), because of the way in which a story is structured, including a plot design, people will remember parts of the same story (p. 13). He further states, "given the importance of social interaction between humans, it is inevitable to forget stories that relate the actions of the self and others" (p. 24). Castro's quasi-experimental design study included 25 participants (sample of convenience) evaluating the effectiveness of TPRS compared to the Grammar-Translation approach. The participants were Hispanic and included 14 men and 11 women, each learning English as a second language. All participants received two written 12 pre-tests to examine their knowledge of common words. After each pre-test, some participants were taught using the Grammar-Translation approach, while others were taught using TPRS. Afterwards, all participants took a written vocabulary test. Pre and post test results were analyzed to determine similarities and differences with vocabulary retention. The students who participated in the Grammar-Translation approach had a positive difference of 49% in the pre and post test scores. Students who participated in the TPRS approach had a positive difference of 45% in the pre and post test scores (p. 31 – 34). Limitations included a smaller than originally projected sample size (due to some students dropping the class; the final sample size included 13 participants). Another limitation involved the TPRS lesson not being administered in a typical TPRS fashion. Stories were in dialogue form rather than narrative form. As an intricate part of learning a foreign language, the need to learn new vocabulary, and recall that vocabulary for future reference, is important. The storytelling component of TPRS is able to help with this process. Castro (2010) states, "one particular advantage of stories is to facilitate the acquisition and retention of vocabulary" (p. 7). This is further evidenced by Richard-Amato's (2010) following statement surrounding the effects of storytelling, "Visuals can be used to teach new vocabulary, performances can be practiced and presented, new concepts can be repeated many times in context, and the same vocabulary can be recycled in different contexts" (p. 221). Through this repetitiveness, words, phrases, and entire ideas can be revisited continually until an individual has mastered the information, allowing them to progress forward in the learning process.13 Stories can further be presented in such a way that a connection is made with previous information one might have received. In essence, "remembering part of a story often helps in remembering other parts of the same story because of their interconnectedness" (Castro, 2010, p. 24). Stories can also support memory recall because they contain an inherent connection with feelings one has about what is happening in the story, and events which may have been experienced on a personal level, or those which might have been expressed by others (Castro, 2010). Furthermore, "stories provide an excellent medium for memorization because of their innate characteristics: story structure, causality, social and emotional content, and interesting potential" (Castro, 2010, p. 24). Stories ultimately shape and provide structure for the process of acquiring a foreign language, and allow the language to be presented in such a manner that individuals will build those connections without any additional coaching or probing. Listening Comprehension Students learning a foreign language receive exposure to the language through various mediums. Some of these mediums might include music in the foreign language, movies shown in the foreign language, and teachers speaking the language throughout a class period. Each of these mediums requires students to listen to the foreign language in order to attain a level of acquisition with the language. Feyten (1991) conducted a study involving 90 students (36 studying French, 54 studying Spanish) who were enrolled in a 1987 summer-intensive language program at the University of Tennessee. The participants were required to respond to a video version of the Watson-Barker Listening Test (WBLT), complete the language program, and take a foreign language test at the end of the program. The language course lasted nine and 14 one-half weeks, six hours a day, five days a week (for a total of 285 hours of instruction). Feyten's study suggests a positive relationship between listening ability and foreign language acquisition. According to Feyten (1991), "An examination of literature on listening reveals it to be central to all learning. More than forty-five percent of our total communication time is spent in listening" (p. 174). The fundamental need for listening in order to acquire a language can begin as early as birth. Again Feyten (1991) states, As much as listening is the foundation of formal education, it is also the foundation of language acquisition. At birth we know nothing about language, and yet we will complete much of the first language acquisition process within our first five years, depending almost exclusively on listening (p. 174). The use of TPRS as a teaching methodology for learning a foreign language also requires an immense amount of listening. As the story is being told in the foreign language, students must be able to listen and follow along throughout the storytelling process. Questions related to the story could be asked by the teacher to ensure student comprehension. This is further evidenced by Kariuki (2008) where he states, "In order for the student to remain engaged the student must pay attention and participate in class discussions and the main story for the day" (p. 7). The study conducted by Kariuki included 30 randomly selected high school students learning Spanish as a foreign language where each was assigned to experimental and control groups. The experimental group (15 students) was taught using TPRS, while the control group (15 students) was taught using a traditional method. Students were given a unit test at the end of the study. Results showed that students taught using TPRS scored higher on the unit test than students using traditional methods. The study seems to suggest that students taught a 15 foreign language using TPRS were able to listen, remain engaged in the learning process, and understand information which later allowed them to perform better on a test than students taught through a more traditional teaching method. Incorporating listening with foreign language acquisition can lead to "communicative competence" (Feyten, 1991, p. 175). Communicative competence may be reached through varied methods used in foreign language acquisition, TPRS being one of them. As stated by Dunkel, "this goal [the development of communicative competence and oral fluency] is achieved by putting the horse (listening comprehension) before the cart (oral production). In other words, the key to achieving proficiency in speaking is developing proficiency in listening comprehension" (cited in Feyten, 1991, p. 175). By requiring students to listen to a story presented by the teacher, coupled with the possibility that questions related to the story will be presented to students for evidence of clarification and understanding regarding the story, the ability to listen effectively in an effort to gain comprehension is vital for the acquisition of a foreign language. Student Motivation Despite the lack of information in regard to research specific to TPRS, some research results indicate there could be a slight correlation with students being motivated to learn a foreign language through the TPRS methodology. Some students commented it was fun to learn a foreign language through TPRS. This was previously recorded as part of the positive aspects of TPRS and in reference to Davidheiser (2002). There is additional research to indicate that as students are motivated in the learning process they can attain academic success. According to Akey (2006), "Extensive evidence exists that engagement and motivation are critical elements in student success and learning. 16 Researchers agree that engaged students learn more, retain more, and enjoy learning activities more than students who are not engaged" (p. 3). As students are motivated to learn a foreign language through TPRS as a stand-alone methodology, they may not only experience success and enjoyment in learning the foreign language, but they may retain more of the information they learn. The quantitative study conducted by Akey involved a sample of 449 tenth and eleventh grade students who completed surveys during the academic school years of 2001 through 2004, and included an analysis of the collected surveys. The sample further included half male and half female participants, with a majority receiving free or reduced-price lunch, indicating a low socioeconomic status. The surveys examined four sets of variables: academic achievement, student attitudes and behavior, and school context. Findings from the results of the study included varying aspects regarding the variables mentioned in connection with math, reading, perceived academic competence, and more. In areas where students shared a positive learning relationship with their teachers, or teachers noticed students' desires to enhance their academic learning, results showed positive trends for students to perform at higher academic levels. The research seems to indicate that when students are motivated they progress academically. There were also limitations with the study, including the student sample and results from the survey being primarily focused on math and English classes. Literature Review Summary The existence of TPRS stems from an accumulation of previously established teaching methodologies for a foreign language. Through its use, barriers discovered through TPR were able to be overcome. The research indicates TPRS can be useful when 17 learning a foreign language according to pre and post test results, as well as the evidence that it meets criteria which is designed to foster learning, especially when learning a foreign language. There has been a brief amount of research to show that the use of TPRS can be motivating and fun to students. Two of the studies mentioned indicate there were student comments related to the use of TPRS. The comments were incidental as they were not the reason for conducting either study. This study will have a main focus on better understanding what the feelings and perceptions are for students learning a foreign language solely through TPRS. There is a need to discover how students feel about being taught a foreign language through the use of TPRS.18 Chapter 3 Methods Through this study an investigation was completed to conclude how students feel about being taught a foreign language through the use of Total Physical Response and Storytelling. According to the current literature, there is minimal information which defines how students feel about being taught a foreign language solely through the use of Total Physical Response and Storytelling. The results of this qualitative and instrumental case study identify student feelings and perceptions about being taught a foreign language through TPRS. An instrumental case study is designed to, "serve the purpose of illuminating a particular issue" (Creswell, 2008, p.476). The results provide additional insight which currently does not exist at any level of significance. The research includes high school students who were administered a survey. They were also observed as they received foreign language instruction through TPRS, and they were given a classroom interview, as a follow-up, for more in-depth clarification and understanding. Due to the literature in which TPRS is mentioned as a methodology for learning a foreign language, it has gained strides in popularity (Richard-Amato, 2010, p. 220). The literature has allowed for a growing level of enthusiasts using the method, particularly among educators. There have, however, not been any studies completed to represent how students learning a foreign language feel about being taught the language through TPRS. Participants & Research Site The participants included students in a high school foreign language classroom, in the state of Utah and located in a suburban area, which were being taught a foreign language solely through the use of TPRS. The students consisted of both males and 19 females. They were comprised of varying socioeconomic backgrounds, with the majority coming from middle income families. The teacher who solely uses TPRS to teach foreign language was also included, along with her class, as part of the study, and was selected through a "purposeful sample" (Creswell, 2008, p. 214). Communication was made with a former professor at Brigham Young University in Provo, Utah about the need to find a public school teacher solely using TPRS in the classroom. The professor provided information to make contact with a foreign language high school teacher who chose to use TPRS. The professor knew about the teacher due to a graduate studies program they had completed at the university. Contact was made with the teacher who professed to only using TPRS as a teaching method, and they agreed to allow one of the classes taught to be used as part of the study. The teacher and students were unique because of the way in which foreign language is taught and learned through TPRS, and for allowing a study to be conducted with classroom participants. Procedure As part of the study, a survey was distributed, as well as observations taken, with notes, and a classroom interview conducted among students enrolled in a foreign language class in the state of Utah. This was done in order to determine and obtain information regarding how students feel about being taught a foreign language through the use of TPRS. Data Collection There were 22 students surveyed as part of this instrumental case study, and who were learning German as a foreign language through the use of Total Physical Response 20 and Storytelling as a stand-alone methodology. An instrumental case study is designed to, "serve the purpose of illuminating a particular issue" (Creswell, 2008, p.476). The sample included all foreign language learners who chose to participate in the survey. The choice to use a survey was recommended by professors within the graduate studies program at Utah Valley University. It seemed most practical in order to reach the largest number of students who chose to participate, and based upon the factor of only being allowed the same amount of time students spent in the classroom to conduct the study and collect responses. Survey The survey used with students was adapted from a study initiated at Humber College of Applied Arts and Technology in Ontario, Canada (Money, 1992, p. 21). The original survey was designed to determine a level of teacher effectiveness. Because the survey was designed to determine teacher effectiveness, it provided questions which enabled students to give answers indicating their thoughts and feelings about learning a foreign language through the use of TPRS. This study was not seeking to identify a level of teacher effectiveness, and some of the questions related to the original survey were adjusted so a collection of student's perceptions and feelings regarding the use of TPRS as a methodology for learning a foreign language could be obtained. For example, questions found in the teacher effectiveness survey included those such as, "ability to motivate" with a student marking the response with a factor of 1 to 7 (p. 21). This was adjusted for the survey used in this study, as shown in appendix A, and adapted in an effort to allow students learning a foreign language to respond about their perceptions and feelings in learning the language through TPRS. Instead of asking students to rank 21 ability to motivate, they were asked to respond to, "I am motivated to learn the foreign language because the teaching engages me." This was later explored in more detail in regard to whether or not the TPRS method, or the method used by the teacher, is what motivated students to learn the foreign language. Some additional questions were added to the survey to better determine how students felt about being taught a foreign language solely through TPRS. The added questions were meant to allow students the opportunity to reflect on the learning process they experienced with the German language, and learning the language through TPRS. An example of this is found in appendix A, and the question about whether or not students have an opportunity to participate regularly in class. This was not one of the questions in the teacher effectiveness survey, but seemed appropriate for discovering how students feel about the use of TPRS in learning a foreign language. The more information students shared about their feelings in learning a foreign language through TPRS, the more robust the study became. The fundamental question answered as part of the study was how students felt about learning a foreign language solely through the use of TPRS. The information from the survey was necessary so students could provide honest answers about how they felt being taught a foreign language through TPRS. Since they were not required to put their name on the survey they could choose to be open and honest with their responses. The data provided allowed for a deeper understanding of how students felt about learning a foreign language through TPRS. As part of the adapted survey, participants were asked to rate their agreement with various statements on a seven-point Likert scale with "theoretically equal intervals 22 among responses" including strongly disagree, somewhat disagree, disagree, somewhat agree, agree, strongly agree and very strongly agree (Creswell, 2008, p. 176). Additional follow-up questions or clarification to answers participants provided on the survey was also completed. A scheduled time for an open classroom discussion with the participants, but without the teacher in the room, took place. Based on some of the written responses provided by students, additional questions were asked for clarification on what was meant by the comments provided. In order to obtain this clarification, an open classroom interview and discussion ensued, without the presence of the teacher, where the same questions from the survey were reviewed. This was done only after reading through the survey responses several times and categorizing student responses into various emerging themes. Similarities in student responses would be placed under the same theme. For example, a student who indicated they enjoy learning the foreign language the way the teacher in their class teaches it, and another student indicating they like learning the foreign language through stories would both be categorized as students who felt that TPRS was positive versus negative. The open classroom interview and discussion further allowed students the opportunity to expound on responses which they may have not wanted to write out completely on paper. All information was typed and saved for a more in-depth analysis to occur during the coding process. The results of the responses, and additional clarification, provided insightful information related to the question about how students felt learning a foreign language through TPRS. Teacher Interview The teacher of the students, who exclusively used the Total Physical Response and Storytelling method, was also observed and completed an open-ended interview 23 regarding their perspectives and feelings on the use of TPRS as a stand-alone methodology for learning a foreign language. The open-ended interview conducted with the teacher included guided questions such as those found in appendix D. The questions were asked in an effort to allow the teacher to expound in greater detail about why they use TPRS and feel so strongly about it as a stand-alone method. The responses received were typed and saved for a later analysis as part of the coding process. The choice to use an open-ended interview was an effort to allow the teacher to provide full expression of why they were using TPRS instead of other foreign language methodologies. There was the time constraint in that the interview needed to be conducted during the teacher's lunch break. An open-ended interview allowed for questions to be asked and answered quickly, although thoughtfully. They were easily recorded and later able to be analyzed for emerging themes. After reading through the survey answers several times, highlights were made of the responses which emerged, and they were categorized into varying as well as similar themes. The results of the responses provided insight as to why the teacher chose to use TPRS. Some of the responses, such as the ability to relate and get to know students better through the storytelling process, were similar to responses students had given as to the enjoyment of being taught a foreign language through TPRS. Researcher's Observation An additional personal analysis is also provided of the researcher's observations and perspectives about TPRS as a stand-alone methodology for learning a foreign language. This was done in order to provide an additional perspective to the study. Not only would students provide responses to the survey about their feelings toward learning a foreign language through TPRS, as well as comments made in the open-classroom 24 interview, but observations were made of student and teacher conduct in the classroom and throughout the learning process. Notes were recorded during each instance, and later they were analyzed for content of what might have taken place during the teaching and learning process. Some of the observations matched with answers students had provided on the survey as well as responses provided by the teacher in the open-ended interview. For example, as part of the observation, and without any prior formal study of the German language, the learning process was found to be engaging and some of the information being taught was understood. The enjoyment experienced in the classroom learning process coincided with statements students made about how they felt being taught a foreign language through TPRS, as well as reasons given by the teacher for why they used TPRS in teaching a foreign language. Data Collection Summary Through these varying surveys, observations, and interviews, triangulation was achieved, with the main sources of data including the personal perceptions of the researcher, the teacher's perceptions, and student perceptions of TPRS as a stand-alone foreign language teaching methodology. The various data collected provided information to help answer the question about students' feelings and perceptions of learning a foreign language through TPRS. The appendix B is provided merely as an example of what a story used through the methodology of Total Physical Response and Storytelling would look like. It is not meant to indicate that all students receiving instruction through the methodology of TPRS are taught Spanish as a foreign language. Data Analysis25 Answers to the surveys, notes taken during observation, as well as additional clarification obtained through interviews, lead to an emerging design and "in vivo" coding (Creswell, 2008, p. 440). Participant responses were analyzed and categorized into emerging themes. Some emerging themes included students feeling more at ease when learning a foreign language through TPRS, how stories make the classroom atmosphere feel more comfortable, and how stories reinforce what has been learned in class. The emerging themes were determined based on student responses, making several reviews of the responses, and determining, based on each response, the common theme which emerged. Responses with shared similarities were placed into the same category or theme. A mixed response was placed in the category or theme for which it was most representative. For example, a student might have provided a low response for feeling confident about having a conversation in the foreign language with a native speaker. During the classroom interview process it was determined that most students did not know native speakers of the language, and therefore marked a low response without knowing exactly how to respond. Although this type of response could be considered mixed, the low category for which the response was recorded remained as it was originally entered on the survey. It might have been required to consider responses more than once if they contained an equal balance for varying categories. An analysis was made to reveal insights into the perceptions and feelings of students (learners) of a foreign language about the use of Total Physical Response and Storytelling as a stand-alone method to be used for the teaching and learning of a foreign language. Responses were kept confidential other than for the use of the final project. The names of participants were not used. Survey documents were stored in a secure location, 26 and access was limited to only the individual disseminating the survey. Parents of the students involved with the survey process, the individual students, and the teacher were provided with a consent and assent form granting their approval for participation before being provided a survey. Consent and assent forms were kept in a secure location throughout the duration of the survey process. Methods Summary As students provided information about how they felt being taught a foreign language solely through the use of TPRS, teachers are able to become better educated about the student perspective. The gap is narrowed regarding students' perceptions about the methodology and the relationship to learning a foreign language. The attitude of teachers, and the exclusivity of using TPRS, may change or become enlightened as they learn about the feelings students have regarding the methodology.27 Chapter 4 Results This study explored students' perceptions and feelings about learning a foreign language through the use of Total Physical Response and Storytelling as a stand-alone method in a foreign language classroom. There has been little research to examine how students feel about learning a foreign language through TPRS. A primary goal of this research project was to seek to answer the fundamental question: What are students' perceptions and feelings about learning a foreign language through the stand-alone method of Total Physical Response and Storytelling? Throughout this study 10 themes emerged. They were the following. • Students feel more at ease • Students do not feel the pressure • Stories make the classroom atmosphere comfortable • Stories reinforce what has been learned • Students acquire confidence • TPRS helps teacher and students know one another better • TPRS helps the teacher to feel more comfortable with students • TPRS can be an effective method for preparing students • TPRS allows for a fun foreign language learning experience • TPRS creates more freedom for the teacher I will be discussing these themes as I discuss the findings of each data collection strategy.28 The following results were derived from information collected from the students of a foreign language classroom. The students involved with the study were provided a survey, and they further engaged in an open-classroom interview. The teacher of the class also participated in an interview, and there were classroom observations made on separate visits to provide an outside perspective of how students appeared to receive the language instruction when being taught only through TPRS. The observations also provided further insight into how the teacher presented the material to the class. Portions of the requested data related to various demographics such as age, gender, primary language, and whether or not students had been taught another language. The responses were sorted and categorized according to the answers provided. Students ranged from ages 15 to 18 with the majority of them being age 16 as indicated in figure one. Figure 1 Students Age The study consisted of both male and female students with the majority of students who completed the survey being male. The primary language of all students was English. Most of the students surveyed had studied another language. Students were 29 informed that learning another language could have included a home study program, or a more formal school or tutoring program. Only three of the students surveyed had not been taught another language as shown in figure two. Figure 2 Students Taught Another Language A series of 14 survey questions were answered following those related to demographics. The survey questions are found in appendix A. Each answer was ranked from one to seven with one being strongly disagree and seven very strongly agree. The questions varied in what a student thought about the way they were being taught a foreign language to whether or not they felt learning a foreign language via the teacher's method was motivating. The answers to all questions were entered into a spreadsheet and a mean average calculated to determine the values expressed in figure three. There was one non-response provided by a student for question 14. The mean was calculated by adding all responses and dividing by the total, including the non-response. All answers averaged in the range of five, agree, or higher except for one. The results of which are viewable in 30 figure three shown below. Because the average was contained primarily within the agree category it provides a correlation between the use of TPRS for teaching a foreign language and how students feel about learning a foreign language through that methodology. The question 11 received a mean of four, somewhat agree. This question asked whether or not students feel comfortable conversing with a native speaker of the foreign language on themes discussed in class. As part of the open-ended interview it was discovered that not many students had the opportunity to converse with native speakers of the foreign language. Some had spoken with friends or family members who had studied the foreign language and most felt they could complete a basic conversation. There was one student who commented that while speaking with a family member who had studied the foreign language they were unable to understand the majority of the conversation. As these were beginning level students studying a foreign language it is understandable why they might have provided a lower score for question 11, especially when taking into consideration that most had not been provided the opportunity to practice speaking the foreign language with a native speaker. The responses provided by students demonstrate a strong correlation with being taught a foreign language through TPRS, and a feeling of enjoyment in learning the language through that methodology. It also indicates that students feel prepared, at least at the beginning level, to advance to more difficult foreign language classes upon learning a language through TPRS. The students further indicate they feel comfortable participating in class discussions, speaking with other students and the teacher in the foreign language, and being involved with other classroom activities which require the use of the foreign language. 31 Figure 3 Response Average In response to question 15 students were to provide a reason for learning a foreign language. The majority of participants chose to answer that speaking the language was most important while three commented that reading and writing was most important, and one student commented that to understand the language was the most important. These responses are shown in figure four.32 Figure 4 Language Objectives As part of question 16 students responded about how they felt the teaching method used in class has, or has not, been helpful to them in learning the foreign language. The responses provided were coded and categorized into the emerging themes of positive, negative and neutral. Positive Some of the student responses included statements such as, ‘teacher's method is great' and ‘technique used by teacher is very successful.' A total of seven students responded with the word, ‘helpful.' There were 21 responses which emerged as being positive. Neutral Only one response emerged as neutral. In this response the student specifically wrote ‘neutral' for how they felt about the teaching method being used in class. Negative33 Zero responses emerged as negative. The results of the responses are indicated in figure five. Figure 5 Feelings About TPRS Method The final question as part of the survey, number 17, allowed students to respond with how they felt teachers should be teaching foreign languages to students. These responses were also coded and categorized into emerging themes. The themes included teachers using a method other than the one used in their classroom, varying "other" responses, one non-response and 13 responses indicating that teachers should use the same method their teacher was using, or that of TPRS. TPRS Some of the responses from students which indicated that teachers should use TPRS included ‘the way the teacher is teaching', ‘they should be teaching students like this class does', and ‘I think this method is great.' 34 Other Method Student responses which were coded as part of the category of "other method" included such comments as ‘the way that others [teachers] do', ‘music helps, movies as well, hand motions as well much more than what others think, as well as story telling' and ‘works better if study written and oral.' Non-response There was one non-response where the student indicated ‘I don't know' regarding how educators should teach a foreign language. Other The "other" responses included such comments as ‘teachers should not put too much pressure on students', ‘the method used should depend on the student and what type of learner they are,' and ‘teaching so students understand and teachers should have students constantly moving or making sound effects to the words.' All of these comments indicate that students are aware of various and relevant needs in order to experience a well-rounded language learning experience. Each of the responses in the "other method" and "other" categories could have easily been grouped with using TPRS, but remained separated as they did not specifically identify using the method taught in class or one similar to it. These responses are illustrated in figure six.35 Figure 6 How Teachers Should Teach a Foreign Language Survey Results Summary The results of the survey data completed by students provides a refelection of how they feel about learning a foreign language through TPRS. The reults indicate the majority of students enjoy learning a forieng language through the methodology. The students felt that TPRS is the way in which teachers should be teaching a foreign language, and that it is helpful in learning a foreign language. Classroom Interview The classroom interview consisted of seeking more in-depth responses to four main questions related to the survey. Students were allowed to provide open responses without the teacher being in the classroom. Not all students provided a response. Responses were coded into emerging themes and in accordance with the question asked. Students feel more at ease 36 The first question asked of students was how they felt about the method being used in class and whether or not it creates a comfortable atmosphere for learning the foreign language. The responses provided for the primary emerging theme that TPRS allows students to feel more at ease when learning a foreign language. Specific comments included the following: • "It puts you out of your comfort zone so you can see what you like and helps you get better. If you happen to mess up and everyone is learning so they can learn from your mistake." • "[Learning from mistakes] helps it to be more connected." • "It's very proactive." • "It makes your mind work hard to remember and make connections to remember the meaning of words." These comments were made to indicate that TPRS takes a student out of their comfort zone while at the same time helping them recognize what they know and what they need to learn better. Students do not feel as much pressure Based on how the teacher presents the stories in class, and in connection with learning the foreign language, students do not feel the pressure which might be experienced in other foreign language learning situations. Additional comments included: • "You get to know the people around you and it makes you more at ease." • "You feel the teacher is not threatening so if you say something wrong it's okay." • It's nice because [the teacher] involves us which makes it more enjoyable and easier and faster to learn." 37 Although all students are included in the language learning process there are no techniques used to add pressure that if a student does not know the answer to a question being asked, or they are unable to respond fully concerning information related to the story, they are then caught in a situation where their affective filter heightens and learning the language becomes impaired (Richard-Amato, 2010). Stories make the classroom atmosphere comfortable The second question asked was whether or not students feel comfortable participating in class discussions. The emerging theme was that stories make the classroom atmosphere feel more comfortable. Some student comments included: • "It's not just us talking. The teacher shares things about their personal life as part of the story which makes it comfortable. You get to know the teacher more personally." • "Just like the teacher talking about their personal life, we also bring up life events." • "We all get to know each other really well because of the personal information shared in class." The story allows the teacher to bring up personal life events, and the students also provide similar life events, which provide a learning environment in which everyone knows each other a little more intimately instead of simply a stale teacher and student experience. Because the classroom is a comfortable setting the affective filter of students is decreased and they continue to remain engaged in the foreign language learning process (Richard-Amato, 2010). Stories reinforce what has been learned38 The third question asked was how storytelling helps in learning the foreign language. The emerging theme was that a story reinforces what has been learned in class. Some student comments included the following: • "The teacher tries to say a line in German and you have to act out as much as you can without any helps, but it makes you think and reinforces the words more. As an audience you have to think about what the actor has to do next. There have been different ways the story is done such as one student being the "arms" of another student and that gets more involvement and helps with learning the story better." • "A student is called on to answer questions to the main story and it forces you to be put into a position where you can tell what you remember and what you don't." • "You can't sleep through this class." In order to follow the story a student must listen closely and think about what is being said, especially if actions are required. Previous actions and vocabulary already taught are incorporated into the story, and students realize how much they know and have learned as they listen and perform various actions related to the story. Students also learn from their mistakes in a comfortable and uninhibited atmosphere. Students acquire confidence The fourth question asked was whether or not the teaching method used in class helps prepare the students for higher level foreign language classes. The emerging theme was that through TPRS students acquire confidence. A student comment included the following:39 • "I think we'll be confident with what we know, ABC's. We'll know the basic things. I talked with my friend in German IV and there's obviously a different level, but there is a difference in what/how we learn in German I." Most commented that they realize being in a level I class they are not going to know as much as someone who has been studying the language for an extended period of time. Additional student comments include: • "We may not be able to say things in the format they need to be in, but we know how to say it." • "In elementary school students don't learn grammar [rules] at first and the same with German I. We don't need to learn the conjugation at first, just how to say the words." They discovered that they know the basics and are prepared to advance to the next level without trepidation. Classroom Interview Summary Through the interview process additional clarification was obtained in relationship to the student survey. Students were allowed to be open and honest with their thoughts and feelings as the teacher was not in the room, and a level of comfort had been established while previous classroom learning and activities had been observed. Students expounded on their survey responses which led to a more meaningful understanding of how they felt about learning a foreign language through TPRS. Teacher Interview The teacher interview consisted of a one-on-one interview in which the teacher, without any students being present, was questioned about various aspects related to TPRS 40 such as how they were introduced to the methodology, and what made them decide to use it. It was discovered that the teacher has 13 years of experience, with 10 of those years involved with the use of TPRS. They primarily use TPRS in I, II and III level classes, and have used the method while teaching both German as well as Spanish. The chosen curriculum was that of Michael Miller, as referenced in chapter two under TPRS a history and modern day language methodology, but the teacher is familiar with and has met Blaine Ray. The use of curriculum by Michael Miller was due to the connection the teacher had with the material and stories provided by Mr. Miller versus other popular authors of TPRS curriculum. The teacher was first introduced to TPRS through a school district event where Mr. Dennis Doyle, a former high school foreign language teacher, provided a presentation. The teacher returned to class and immediately started following the prescribed curriculum and disregarded all other material they previously had been using to teach a foreign language. TPRS helps teacher and students known one another better Similar to responses provided by students the teacher also commented on a primary emerging theme that TPRS provides a way for both the teacher and the students to get to know one another better through the stories that are shared. A comment made included, "It brings up ‘real life' situations . . . and whether or not kids can talk about things." The stories provide a way for both groups to share personal events as they relate to the story. This further allows each to understand one another better as well as getting to know each other on a more personal level. TPRS helps the teacher to feel more comfortable with students41 An additional emerging theme included feeling comfortable with the students while teaching. The TPRS method provides a comfortable atmosphere for the teacher, and this was also one of the emerging themes for students as well. The story presented can be fun, and it creates an enjoyable environment for both the teacher as well as the students. TPRS can be an effective method for preparing students The teacher was asked if TPRS allows for the preparation of students to advance to higher levels of language learning, and specifically if it helps prepare them for placement tests such as the AP exam. The emerging theme was that if done correctly TPRS can be an effective method for preparing students. The teacher commented, "Yes, if it's done right. If you do enough repetitions, and there is pop-up grammar. The repetitions they will learn." Additional elaboration was made and indicated that when a teacher incorporates pop-up grammar with the story, and points out other aspects of language rules along the way, students will be prepared for higher level language classes. Because of the listening and writing involved with TPRS, as well as in upper division language classes, students are further prepared to participate in placement tests. The teacher commented that there isn't a specific grammar section for the AP exam and therefore students learn about grammar rules, but are not required to know them specifically for the exam. TPRS allows for a fun foreign language learning experience Another theme which emerged was that learning a foreign language should be fun, and that this can be accomplished with TPRS. This was also an observation recognized in previous studies (Davidheiser, 2002). A comment was provided which 42 indicated there had been students who attended more traditional foreign language classrooms and were labeled as being problem students. Upon entering a TPRS classroom and experiencing the learning process of a foreign language through stories their attitude changed and they became better students. A comment from the teacher included, "I've encountered students who previously were a headache to teachers in a traditional foreign language class, but once they started learning the language through TPRS their attitude changed and they were a better student." TPRS creates more freedom for the teacher In terms of a purely administrative perspective an additional emerging theme was that TPRS creates more freedom for the teacher. One comment included, "Most enjoyable, not having to grade papers, see they are understanding, pull a book off a shelf after a month and they can read, hearing they've learned so much in a few months vs. an entire year from another class." Some of the worksheets, quizzes, exams, and other assignments given to students in a more traditional foreign language classroom are largely eliminated in a TPRS classroom. Although there are end of unit exams, there are very few or no homework assignments. After hearing a story students are generally required to translate a portion of the story which is provided to them in the target language and which they are able to complete during regular class time. As part of another assignment, which can generally be completed during class time, there are books made available at the level students can understand based on their language skills, they are read during class time, and students later provide either a translation or a synopsis of what the book was about. A large part of the grading is comprised of in-class activities and assignments which allows the teacher to be free of taking home papers for grading, or 43 spending long hours after school correcting. The teacher commented that this process further allows teachers to focus more on the comprehensible input aspect of a foreign language which then allows a learner to make the required connections in order to actually learn the language. Previous studies have also pointed to the value of comprehensible input in connection with learning a foreign language (Davidheiser, 2002). Teacher Interview Summary In examining the results of the teacher interview we can conclude that the teacher was not a novice at using the TPRS method. They had experience in using it, found a curriculum which they felt comfortable using, and noticed great results with their beginning level students. They recognized TPRS as a viable method for teaching and learning a foreign language. Through the attendance at various district trainings, and other workshops, they learned about TPRS. This level of learning provide the reason to try the method with students, and due to the success they experienced as an educator they continued to use the method. Researcher Observation During a series of classroom visits, observations were made in regard to how the teacher and students responded to teaching and learning a foreign language through TPRS. The teacher would begin the class with a review of certain vocabulary words or phrases, and which students were expected to provide the correct and appropriate gesture associated with the word or phrase. This would lead into a further set of questions asked of students to which they would respond in the target language. Eventually the teacher would arrive at the point where a story, or the process of telling a story, would begin. 44 This was sometimes prefaced with an open classroom discussion about life events to which the teacher would respond and students were allowed to also bring up various aspects related to their personal lives. The open discussion must have involved using primarily only those parts of the language which students had previously learned. As the story would ensue the teacher would ask several questions to make sure students understood what was being said, and following along with the main ideas surrounding the story. If a student appeared to need additional help the teacher would take time to clarify or ask additional questions. In some cases another student was asked the same question in a modeling technique, so the student who was struggling could be given an example of the type of response they should consider providing based on the question being asked. At the end of the story, a few students were invited to the front of the room to act out portions of the story. As the teacher read, the students would play their role. There were moments of confusion as to what they should be acting out, and the teacher would take time to review that particular section by either asking additional questions of the class in general, the individual student, or saying the same thing in a different way so the student would understand. The acting out of the story, or a portion of the story, seemed to internalize it more with the students, and most appeared to enjoy it as they became actors in front of the class. Following the stage performance the teacher used a transparency which had a story, or portion of a story, written on it similar to the one reviewed in class. Different students were asked to translate, out loud, the written story. When they came to a word or sentence they didn't know exactly how to translate the teacher would again ask questions of either the entire class, or the one student, until the meaning was understood. Once this 45 activity ended all students were expected to write down the same information as what was written on the transparency, and provide a written translation. The class seemed to be in a constant state of engagement, but not at all chaotic. The teacher and the students appeared to work together in the learning process. It appeared the students knew if they needed extra help in understanding something the teacher would take the time to work with them until they did understand. By the end of class it felt as if there was a great accomplishment made, and the language would continue to be practiced and spoken despite walking out into a world of English. Never having taken any German classes, nor studying the language previously, I found myself engaged in the learning process and understanding parts of what was being said although I felt unable to formulate a response in the foreign language. Researcher Observation Summary The observations as a researcher provided deeper understanding not only from seeing how the teacher presented and interacted with students through the foreign language learning process, but also by experiencing a level of personal learning of the language through TPRS. It appeared consistent that students enjoyed not only what they were learning, but how they learned it. The teacher, and their efforts, did not go unnoticed, but it was apparent that the TPRS methodology which was being used is what created the learning environment which students enjoyed. Results Summary Upon gathering the data from survey responses, as well as the interviews and classroom observations, the information was analyzed and coded. The end results demonstrate that based on this case study students in the foreign language classroom 46 overwhelmingly feel that TPRS is a valuable method to use when learning a foreign language. In addition, students not only provided insight as to how TPRS is valuable for learning a foreign language, but why they feel TPRS is a valuable method for learning a foreign language. They were given the opportunity to be open and honest with their thoughts and feelings. The research observations also portrayed that students felt comfortable learning a foreign language while having fun and enjoying themselves during the process.47 Chapter 5 Discussion The study started in an attempt to find out students' perceptions and feelings about learning a foreign language through the stand-alone method of TPRS. The student survey, along with the classroom observations, and coded results from the student and teacher interviews, provided an overwhelming result that students feel TPRS is a viable method to be used when learning a foreign language. Students expressed feelings about how a foreign language experience might be enhanced through constant interaction and excitement generated in a classroom, but there were no negative comments made about the use of TPRS as the method for learning a foreign language. Students further understood there are varying ways in which an individual best learns something, despite their conclusion that when it comes to learning a foreign language they feel TPRS is the best method which can be used. This allows teachers, whether proponents of TPRS or not, to better understand how students feel learning a foreign language through this method. Not only may teachers find it to be the only method they choose to use when teaching a foreign language, but according to the results of the study students also feel it is a method which helps them learn a foreign language, and which they enjoy as part of that learning experience. Student Insight Because so many of the students in this study happened to have learned another foreign language, other than the one currently being studied, they offered additional insights related to their feelings about learning a foreign language through other varying methodologies. The result was that TPRS is the highly favored method which foreign 48 language teachers should be using. There were some comments made where feelings were expressed as to why other methods are not as helpful, but primarily comments were made, and feelings expressed, resulting in why TPRS should be used. Consistency and Reliability The consistency of this study resulted in the same group of students receiving a classroom survey as well as a classroom interview. The teacher for the class, which was the same teacher who had been teaching the class since the beginning of the school year, was the one interviewed about why they only use TPRS as the method for teaching a foreign language. The observations were made by the same individual, and were recorded at the same time and with the same class of students, although on varying days of the week. The survey was given to students and the only question which required additional clarification was number five which asked if a student had learned another foreign language. Some students wondered if learning another foreign language required that to take place in a regular school setting, or could it have been part of a tutoring program. There were no other guides or prompts given to students other than if they had additional comments to make for the last two questions they could write their answers on the back of the paper. When conducting the classroom interview the teacher was not in the room. The answers to the survey were averaged, and the interviews were coded according to their emerging design. All of these elements offer a strong level of reliability in connection with the results of the study. There was no reason to be biased as the entire premise of the study was to determine that although many teachers are advocates for TPRS, what feelings do students have about learning a foreign language through the methodology.49 Additional Questions The study lends itself to opening up other questions for research and review such as if students enjoy learning a foreign language through TPRS why isn't the method taught more vigorously on university campuses? Furthermore, why are there not more foreign language teachers solely using the method when teaching a foreign language? For those teachers who have been exposed to TPRS, why do they possibly continue using a more traditional method when teaching a foreign language? The next step would be to expand this study to various foreign language classrooms, with teachers who solely use TPRS, to determine if the outcome is either similar or the same. Will students in other classrooms also feel comfortable learning a foreign language through TPRS? Will they enjoy it better than a more traditional method of learning a foreign language? Will the stories presented be fun and provide an exciting and energetic classroom atmosphere? Limitations A limitation could include student unwillingness to be open, or fully expound on their feelings in regard to Total Physical Response and Storytelling as a methodology for learning a foreign language. Other limitations include surveying only one class and one teacher, thus a small sample size. Also, some students were taught languages differently than through the TPRS method. However, they may not have an in-depth understanding of the true differences between methods. They may not know enough about other methods to make a solid comparison. Another limitation could result in applying these findings to other populations. Students who have learned various languages from birth may not feel that learning a new language through TPRS as a pre-teenager, teenager, or 50 adult is enjoyable. It may be considered too elementary when they already have a grasp of studying and understanding grammar rules to learn a language. Discussion Summary It is well known that teachers are beginning to use TPRS as a stand-alone method in foreign language classrooms. There are special conferences and workshops for those who use the method, and for those wanting to know more about it. The question which remained unanswered was how students learning a foreign language feel about being taught a language only through TPRS. There can often be great ideas presented for consideration, but the application of those ideas will not always reveal the best results. Despite teachers being enthused about using TPRS, if students found it to be a mediocre method, or only somewhat appealing, then it might be suggested that TPRS might be fun to use when mixing up methods, but probably not viable as a stand-alone methodology. Instead, the study revealed that students enjoy learning a foreign language through TPRS. Although various limitations can be considered, the classroom observations, interviews and survey indicate that students do not dislike learning a foreign language through TPRS, and instead seem to experience a greater foreign language learning experience because of it. There is plenty of room for additional study to be considered regarding TPRS. Because this study includes only one class there could be additional studies which include several foreign language classes, each with a teacher only using TPRS, and verifying if the results would be similar across several classrooms. This could be expanded to reach beyond one school district, or one state. Further studies could also include looking at the curriculum available to TPRS teachers, and perhaps the material or 51 "stories" used plays a key role in whether or not students enjoy learning a foreign language through the methodology. Other questions for consideration might be at what level of language learning should TPRS no longer be considered useful, or is it applicable to all levels of foreign language study? Do students who learn a foreign language through TPRS perform better on tests? Are they able to write, speak or understand the language better? If so, should TPRS be taught more rigorously as a viable method in universities to those seeking to enter a career as a foreign language teacher? Should more school districts be adopting this method more fully, even if only for beginning language learners? Because there are various curriculum materials available to teachers of TPRS does the use of that material play a part in whether or not students find enjoyment learning a foreign language through the methodology? The door is now open for more in-depth and robust studies to be performed, and for TPRS to be taken into consideration from multiple angles. 52 References Akey, T. (2006). School context, student attitudes and behavior, and academic achievement: an exploratory analysis. MDRC, 1-40. doi: 10.1.1.152.834 Castro, R. (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. Retrieved from http://www.dominican.edu/academics/education/seed/filestorage/castrosp10esladults.pdf Davidheiser, J. (2002). Teaching German with TPRS (total physical response storytelling). Teaching German, 35(1), 25-35. Retrieved from http://www.jstor.org/stable/3531952 Decker, B. (2008). Body language: the effectiveness of total physical response storytelling in secondary foreign language instruction. Retrieved from http://www.macalester.edu/educationreform/actionsresearch/action%20research%20-%20beth.pdf Felder, R. & Henriques, E. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals, 28(1), 21-31. Feyten, C. (1991). The power of listening ability: an overlooked dimension in language acquisition. The Modern Language Journal, 75(2), 173-180. Retrieved from http://www.jstor.org/stable/328825 Kariuki, P., & Bush, E. (2008). The effects of total physical response by storytelling and the traditional teaching styles of a foreign language in a selected high school. 53 ERIC Document ED503364. Retrieved from http://eric.ed.gov/PDFS/ED503364.pdf Money, S. (1992). What is teaching effectiveness? A survey of student and teacher perceptions of teacher effectiveness. ERIC Document ED 351056. Retrieved from http://eric.ed.gov/PDFS/ED351056.pdf Richard-Amato, P. (2010). Making It Happen From Interactive to Participatory Language Teaching: Evolving Theory and Practice. White Plains, NY: Pearson Education. Roof, L., & Kreutter, C. (2010). An interactive storytelling puzzle: building a positive environment in a second language classroom. Networks, 12(1), 1-10. Retrieved from http://journals.library.wisc.edu/index.php/networks/article/view/206/332 Terrell, T. D. (1982). The natural approach to language teaching: an update. The Modern Language Journal, 66(2), 121-132. Retrieved from http://www.jstor.org/stable/236380 54 Appendix A Student Survey Perceptions of Total Physical Response and Storytelling as an Effective Language Learning Methodology Date _______________________ Demographic Information: 1) Age: ____________________ 2) Gender: Male Female (circle one) 3) What is your primary or first language: ____________________ 4) What language are you studying: ____________________ 5) Have you ever been taught another language: ____________________ (yes) or (no) 6) If you answered "yes" what are the languages you have been taught: ____________________ ____________________ ____________________ *Please complete the entire survey with what you feel is the best response. Please be as detailed as possible. Rank the following questions/statements accordingly. 1 2 3 4 5 6 7 1=strongly disagree 2=somewhat disagree 3=disagree 4=somewhat agree 5=agree 6=strongly agree 7=very strongly agree 1) I feel the teaching method used in class creates a comfortable atmosphere for learning the foreign language. Response:__________55 2) I am motivated to learn the foreign language because the teaching engages me. Response:__________ 3) I feel students have an opportunity to participate regularly in class. Response:__________ 4) I regularly participate in the classroom activities. Response:__________ 5) I answer, or feel I am able to answer, most of the questions asked by the teacher in class. Response:__________ 6) I feel comfortable participating in class discussions. Response:__________ 7) I feel storytelling helps me learn the foreign language. Response:__________ 8) I feel that listening and trying to understand what is said in the foreign language helps me learn the language. Response:__________ 9) I feel that I understand most of the foreign language words or phrases used in class. Response:__________ 10) I feel comfortable having a conversation in the foreign language with other students and the teacher. Response:__________ 11) I feel comfortable conversing with native speakers of the foreign language on themes discussed in class. Response:__________56 12) I feel the teaching method used in this class prepares me for higher level foreign language classes. Response:__________ 13) I feel the teaching method used in class helps me learn and understand grammar rules in the foreign language. Response:__________ 14) I feel the teaching method used for learning the foreign language prepares me to perform well on tests in the foreign language. Response:__________ 15)What is your main objective for learning a foreign language? a. speak the language b. read and write the language c. other __________ 16) Please describe how you feel the teaching method used in class has, or has not, been helpful to you in learning the foreign language. (Examples might include watching a movie or listening to music in the foreign language and understanding what is said.) 17) Please describe how you feel teachers should be teaching foreign languages to students.57 Appendix B TPRS Story and Example Questions *Story is presented in the Spanish language; however, the process followed would be the same for any foreign language. Story/Cuento: Había una chica que se llamaba Marta. Marta se sentó en un banco. Mientras estaba sentada, se peinó el pelo. De repente, un ratón le robó el peine y desapareció. Marta se sentía muy triste. Iba a buscar el ratón. No estaba en Minnesota así que fue a Nicaragua. El ratón no estaba en Nicaragua y Marta se sentía enojada. No quería comprar otro peine; quería su peine. Entoneces, fue a China para buscar el ratón. Lo encontró después de cuarenta y dos segundos. Le pidió al ratón el peine. Él le dio el peine a Marta. Marta se sentía feliz porque podía peinarse el pelo otra vez. Questions/Preguntas: ¿Marta se sentó en una silla? ¿Marta se sentó en un banco? ¿Marta se sentó en una silla o un banco? ¿Se cepilló el pelo? ¿Se peinó el pelo? ¿Se cepilló o se peinó el pelo? ¿Se peinó la cabeza? ¿Se peinó la cabeza o el pelo? ¿Un gato le robó el peine? ¿Un ratón le robó el peine? ¿Un gato o un ratón le robó el peine? ¿Un ratón le robó el dinero? ¿Un ratón le robó el peine? ¿Un ratón le robó el dinero o el peine? ¿Un ratón comió el peine? ¿Qué le hizo el ratón?58 Appendix C Observation Form Date: Time began: Time ended: Number of students present: Description of students learning foreign language through TPRS: How TPRS methodology is used in class: Additional Notes:59 Appendix D Teacher open-ended interview (Guiding questions) Date: __________ 1. What is your perspective about students being taught German through the use of Total Physical Response and Storytelling as a stand-alone methodology? 2. What are student perspectives about being taught German through TPRS? 3. How did you learn about the student perspectives?60 Appendix E Open-Classroom Interview 1) How do you feel about the teaching method used in class, and does it create a comfortable atmosphere for learning the foreign language? 2) How are you motivated to learn the foreign language, and does the teaching engage you to learn it? 3) In what ways do you feel that you have an opportunity to participate regularly in class using the foreign language? 4) In what ways do you regularly participate in classroom activities? 5) Are you able to answer most of the questions asked by the teacher in class, and if so how? 6) Do you feel comfortable participating in class discussions, and if so why? 7) How do you feel storytelling helps you learn the foreign language? 8) How do listening and trying to understand what is said in the foreign language help you learn the language? 9) Are you able to understand most of the foreign language words or phrases used in class, and if so how? 10)Do you feel comfortable having a conversation in the foreign language with other students and the teacher, and if so why? 11)Do you feel comfortable conversing with native speakers of the foreign language on themes discussed in class, and if so why? 12)Do you feel the teaching method used in this class helps prepare you for higher level foreign language classes, and if so how?61 13)Do you feel the teaching method used in class helps you learn and understand grammar rules in the foreign language, and if so how? 14)Do you feel the teaching method used for learning the foreign language prepares you to perform well on tests in the foreign language, and if so how? 15)What is your main objective for learning a foreign language, and why? 16) How do you feel the teaching method used in class has, or has not, been helpful to you in learning the foreign language? 17) How do you feel teachers should be teaching foreign languages to students?62 Appendix F IRB Approval Mr. Dukes: You recently submitted for Institutional Review Board review a student research proposal entitled "Students' Perceptions of Total Physical Response and Storytelling as a Stand-Alone Foreign Language Learning Methodology." Your study has been assigned the following IRB tracking number: #00798. Based on the information provided on the application, and the reviewers' recommended changes you made to your protocols, your research proposal appears to pose "minimal" risks to human subjects and, therefore, meets the Federal criteria for an "expedited" review. You herein have approval to begin your research from the UVU Institutional Review Board. This approval is good until November 23, 2012 (365 days from the date of approval). After this date, you will no longer be authorized to collect and analyze data unless you complete and submit a request for continuing status form. Multiple year studies must be reviewed and approved annually by the full IRB. To ensure that individuals and organizations involved in your study are aware that you have received IRB approval, please use the IRB tracking numbers above on all documents and communications associated with this project as identification of IRB authorization (i.e., IRB Approval #00798). Please notify Nancy L. Bartlett, the IRB Administrator, at (801) 863-8156, BA203d, of any changes made in the instruments, consent form, or research process, so the IRB can review and approve them before the change is implemented. When you have completed your research, please notify the IRB. In keeping with Federal regulations, you must retain your research data for a period of 3 years from the date of completion of the research. 63 If you have any questions, please let us know. We wish you well with your research! Dr. Glendon Parker, Chair Institutional Review Board Utah Valley University 800 West University Parkway MS 179, Room LA11b Orem, Utah 84058 (801) 863-6907 Glendon.Parker@uvu.edu Nancy L. Bartlett University Compliance Officer IRB and Post-Award Grant and Contract Administrator Division of Planning, Budget, and Policy Utah Valley University 800 West University Parkway, MS272 Orem, Utah 84058 Room: BA203d 801-863-8156 Nancy.Bartlett@uvu.edu64 Appendix G |
