Effects of TPRS on Very Young Learners’ Vocabulary Acquisition
Abstract
Keywords
Full Text:
PDFReferences
Abasi, M., & Soori, A. (2014). Is storytelling effective in improving the English vocabulary learning among Iranian children in kindergartens? International Journal of Education and Literacy Studies, 2(3), 7-11.
Armstrong, A. (2008). Fun and fluency in Spanish through TPRS: an action research project. UW-L Journal of Undergraduate Research, XI, 1-6. [Online] Available: https://www.uwlax.edu/.
Barraclough, C. (2001). Macmillan children’s dictionary. Oxford: Macmillan Publishers Limited.
Beal, K.D. (2011). The correlates of Storytelling from the Teaching Proficiency through Reading and Storytelling (TPRS) method of foreign language instruction on anxiety, continued enrollment and academic success in middle and high school students. PhD diss., University of Kansas, Lawrence, KS. [Online] Available: https://kuscholarworks.ku.edu/.
Benjamin, A. & Crow, J.T. (2012). Vocabulary at the core: teaching the common core standards. New York: Eye On Education.
Binder, K.S., Magnus, B., & Lee, C. (2015). To tell a morphologically complex tale: investigating the storytelling abilities of children and adults with low literacy skills. Reading and Writing: An Interdisciplinary Journal, 28(7), 1029-1049.
Blok, H. (1999). Reading to young children in educational settings: A meta-analysis of recent research. Language Learning, 49, 343-371.
Bourke, J. (2006). Designing a topic-based syllabus for young learners. ELT Journal, 60(3), 279-286.
Braunstein, L. (2006). Adult ESL learners’ attitudes towards movement (TPR) and drama (TPR Storytelling) in the classroom. CATESOL,18(1), 7-20.
Brewster, J., Ellis, G., & Girard, D. (2002). The primary English teacher’s guide. Harlow: Pearson Education Limited.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Castro, M. (2002). The magic world of storytelling: some points for reflection. PROFILE: Issues in Teachers’ Professional Development, 3, 52-54.
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. MA thesis, Dominican University of California, California. [Online] Available: http://scholar.dominican.edu/cgi/viewcontent.cgi?article=1123&context=masters-theses.
Cignoni, L., Lanzetta, E., Pecchia L., & Turrini, G. (1996). Children's aid to a children's dictionary. In Proceedings of the Seventh EURALEX International Congress on Lexicography, edited by M. Gellerstam et al., 659-666. Goteborg, Sweden: Novum Grafiska AB.
Cobb, T. VP-Kids v.9 [computer program]. Accessed 15 Sept 2017 at http://www.lextutor.ca/vp/kids.
Collins, M. F. (2004). ESL preschoolers' English vocabulary acquisition and story comprehension from storybook reading. PhD diss., Boston University, Massachusetts. Abstracts International, 65(03), 824.
Cooper, P. J., Collins, R., & Saxby, M. (1992). The power of story. Melbourne: MacMillan.
Dale, J. (2012). To the moon. Oxford: Raintree.
Davidheiser, J. C. (2001). The ABCs of TPR Storytelling. Dimension, 2001, 45-53.
Demir, Ş., & Çubukçu, F. (2014). To have or not to have TPRS for preschoolers. Asian Journal of Instruction, 2(1), 186-197.
Donaldson, M. (1978). Children’s minds. London: Routledge.
Dziedzic, J. (2012). A comparison of TPRS and traditional instruction, both with SSR. The International Journal of Foreign Language Teaching, 7(2), 4-6.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187.
Ellis, N.C. & Beaton, A. (1993). Factors affecting the learning of foreign language vocabulary: imagery keyword mediators and phonological short-term memory. Quarterly Journal of Experimental Psychology, 46A, 533-558.
Gaab, C. (2009). Managing meaningful interaction in the elementary language classroom. The International Journal of Foreign Language Teaching, 5(2), 18-20.
Gil, V.M. (2015). Is the Teaching Proficiency through Reading and Storytelling (TPRS) approach an efficient methodology for infant education students? MA thesis, University Jaume I, Castello de la Plana, Spain. [Online] Available: http://repositori.uji.es/xmlui/handle/10234/146092.
Giulieri, A. (2012). Cooking pancakes. Oxford: Raintree.
Huitt, W., and J. Hummel. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. [Online] Available: http://www.edpsycinteractive.org/index.html.
Jebeli, M. (2012). Effects of Teaching Proficiency through Reading and Storytelling on Iranian students’ vocabulary acquisition. MA thesis, University of Technology, Malaysia. [Online] Available: http://eprints.utm.my.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Li, N. (2013). Is TPRS an effective method for teaching Chinese as a foreign language among young learners of beginning levels? Paper presented at The European Conference on Education, Brighton, UK, July.
Morrison, S. (1997). Fundamentals of early childhood education. (Third edition). Ohio: Merrill Prentice Hall.
Nation, I.S.P. (2000). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Ormond, J. E. (2010). Educational psychology: developing learners. Basil Prentice Hall: Pearson Publishing.
Penno, J. F., Wilkinson, I. A. G., & Moore, D.W. (2002). Vocabulary acquisition from teacher explanations and repeated listening to stories: do they overcome the Matthew effect?” Journal of Educational Psychology, 94, 22- 33.
Perna, M. (2007). Effects of Teaching Proficiency through Reading and Storytelling versus traditional, versus initial instruction with primary-, reinforced by secondary- perceptual strengths, on the vocabulary- and grammar-Italian- language achievement test scores, and the attitudes of ninth and tenth graders. PhD diss., St. John’s University, New York, NY. [Online] Available: ProQuest Dissertations and Theses database.
Ray, B., & Seely, C. (2004). Fluency through TPR Storytelling (4th ed.). Bakerfield, CA: Command Performance Language Institute.
Reilly, V., & Ward, S.M. (2003). Very young learners. (Eighth edition). New York: Oxford University Press.
Roberts, B., & Thomas, S. (2014). Center for Accelerated Language Acquisition (CALA) test scores: another look at the value of implicit language instruction through comprehensible input. International Journal of Foreign Language Teaching, 10(1), 2-12.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Shintani, N., & Ellis, R. (2014). Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English. Language Teaching Research, 18(4), 521-542. http://dx.doi.org/10.1177/1362168813519885.
Soleimani, H., & Akbari, M. (2013). The effect of storytelling on children's learning English vocabulary: A case in Iran”. International Research Journal of Applied and Basic Sciences, 4(11), 4005-4014.
Spangler, D.E. (2009). Effects of two foreign language methodologies, communicative language teaching and Teaching Proficiency through Reading and Storytelling, on beginning-level students’ achievement, fluency, and anxiety. PhD diss., Walden University, Minneapolis, MN. [Online] Available: ProQuest Dissertations and Theses database.
Stahl, S. A. (1999). Vocabulary development. Brookline, MA: Brookline Books.
Sutijono, A. A. (2014). The effect of Teaching Proficiency through Reading and Storytelling (TPRS) on the vocabulary achievement of elementary school students. MA thesis, Widya Mandala Catholic University, Surabaya, Indonesia. [Online] Available: http://repository.wima.ac.id/5227/.
Tabors, P.O., & Snow, C.E. (2013). English as a second language in preschool programs. In Educating Second Language Children, edited by F. Genesee, 103-125. New York: Cambridge University Press.
Tunçarslan, H. K. (2013). The effect of short stories on teaching vocabulary to very young learners (aged 3-4 years): a suggested common syllabus. MA thesis, Gazi University, Ankara, Turkey. [Online] Available: https://tez.yok.gov.tr.
Varguez, K.Z. (2009). Traditional and TPR Storytelling instruction in the beginning high school Spanish classroom. The International Journal of Foreign Language Teaching, 5(1), 2-11.
Wasik, B. A., & Bond, M.A. (2001). Beyond the pages of a book: interactive book reading in preschool classrooms. Journal of Educational Psychology, 93(2), 243-250.
Watson, B. (2009). A comparison of TPRS and traditional foreign language instruction at the high school level. International Journal of Foreign Language Teaching, 5(1), 21-24.
Widodo, H. P. (2005). Teaching children using a Total Physical Response (TPR) method: rethinking. Bahasa Dan Seni, 33(2), 235-248.
Wright, C., Bacigalupa, C., Black, T., & Burton, M. (2007). Windows into children’s thinking: a guide to storytelling and dramatization. Early Childhood Education Journal, 35(4), 363–369. http://dx.doi.org/10.1007/s10643-007-0189-0.
Yule, G. (2010). The study of language. Cambridge: Cambridge University Press.
DOI: https://doi.org/10.7575/aiac.alls.v.10n.1p.135
Refbacks
- There are currently no refbacks.
![Creative Commons License](http://licensebuttons.net/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.