Many philosophies and methods of teaching a second or foreign language exist, from rote memorization of vocabulary to the study of specific grammar points and verb conjugations to pure communication with little emphasis on accuracy. The author argues that teaching a foreign language can be equated to acquiring one's first language and therefore should be communicative, relevant, and tolerate errors. This Master thesis investigates the communicative TPR-Storytelling (TPRS) approach to teaching a foreign language, in which grammar is embedded in contexts of stories, and compares it to the traditional grammar-based method of learning a foreign language through memorization and recall. The study details the history and components of TPRS, explores the theory upon which the methodology is based, and reviews the research that exists regarding this teaching practice. The author synthesizes existing research and offers suggestions for further research.
Many philosophies and methods of teaching a second or foreign language exist, from rote memorization of vocabulary to the study of specific grammar points and verb conjugations to pure communication with little emphasis on accuracy. The author argues that teaching a foreign language can be equated to acquiring one's first language and therefore should be communicative, relevant, and tolerate errors. This Master thesis investigates the communicative TPR-Storytelling (TPRS) approach to teaching a foreign language, in which grammar is embedded in contexts of stories, and compares it to the traditional grammar-based method of learning a foreign language through memorization and recall. The study details the history and components of TPRS, explores the theory upon which the methodology is based, and reviews the research that exists regarding this teaching practice. The author synthesizes existing research and offers suggestions for further research.
At one level, the teaching and learning foreign languages has its own set of skills and challenges for teacher and student. In Steiner-Waldorf schools, however, the guiding principle of language...
Foreign language learning is a progressive endeavor. Whatever the method, the learner should advance from one point to another, constantly improving. Growing proficiency entails growing language...
Teaching and Learning Foreign Languages provides a comprehensive history of language teaching and learning in the UK from its earliest beginnings to the year 2000. McLelland offers the first history...
Teaching Korean as a Foreign Language: Theories and Practices is designed for prospective or in-service Korean as a Foreign Language (KFL) teachers.With contributions from leading experts in the...
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