TPR Storytelling - Knowledge

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traditional methods, like the Audio-Lingual Method (ALM). Todd McKay (2000) conducted the first empirical study of the effectiveness of Total Physical Response (TPR) combined with storytelling. Stories had been incorporated into TPR as early as 1972. In the comparative study with Asher, McKay found that children who were exposed to TPR Storytelling outperformed similar students trained using grammar-translation and ALM. The ability of those students to comprehend a never before heard story was statistically (p-value of 0.001) greater than that of the control group. This study can be found in Asher's Learning Another Language Through Actions and in McKay's TPR Storytelling Teacher's Guidebook. In another example, Garczynski (2003) followed two groups of students over a six-week period, one of which was taught with TPR Storytelling, and the other of which was taught with the audio-lingual method. Both groups of students learned the same vocabulary from the same textbook. The students who learned with TPR Storytelling scored slightly higher than the students who learned with the audio-lingual method, and the TPR Storytelling students showed a much greater rate of improvement than their ALM peers. However, ALM was a method that lost popularity in the late 1950s, when it was strongly criticized for its lack of "scientific credibility and it was only a matter of time before the effectiveness of the method itself was questioned." (Knowledge: Audio-lingual method.) It should be clarified that TPRS, which stands for "Teaching Proficiency through Reading and Storytelling, is not directly associated with "Total Physical Response (TPR) in spite of the similarity of their names. James Asher, the creator of TPR in the 1960s, did compare his TPR with ALM with results showing TPR superiority over ALM. Asher's study was performed in 1977, when it was still pertinent to compare new methods like TPR with old ones like ALM. Comparing TPRS, created in the 90s, with ALM, created in the 1960s, is not pertinent anymore. Not all research studies suggest a significant advantage for TPR Storytelling.

817:, suggests that language development is a function of the input received by the learner. Krashen asserts that there are two distinct ways of learning language: language "learning" and language "acquisition". Language "learning" is learning that takes conscious effort on the part of the learner. It is characterized by learning grammar rules, memorizing vocabulary lists, and performing speaking drills. Language "acquisition" is learning that is subconscious and takes little or no effort on the part of the learner. It is characterized by listening to and understanding messages, reading interesting books and articles, and other enjoyable activities that take place in the language being learned. According to Krashen's theory, the only thing that can lead to fluency in the language is language "acquisition". Language "learning" can only be used as a way to consciously edit speech or writing, and it is never the cause of spontaneous, unrehearsed speech or writing. 635:"Circling" is the practice of asking a series of simple questions about a statement, all in the target language. It is intended to provide repetition of the target vocabulary in context and enable students to learn the vocabulary, grammar and phonology of their new language in a holistic way. There are four basic types of circling questions: "yes" questions, "no" questions, either/or questions, and "wh" questions such as what, where, when, and how many. There are also more advanced circling techniques which teachers can optionally include, such as the "three for one" and false statements. The teacher expects a response from the students after each statement or question, to check whether they have understood. If the teacher says a statement, then the students show that they understand by responding with an expression of interest such as "Oooh!" or "Aaaaah". If the teacher asks a question, then the students answer the question. 780:

translated into multiple languages and include appropriate cultural references for each target language. These materials are generally written by TPRS teachers themselves; so far, the large publishing companies have been reluctant to publish materials that aren't based upon a fixed grammar syllabus. Small TPRS publishers like Command Performance Language Institute, TPRS Books, Fluency Fast, Fluency Matters, Chalkboard Productions and Albany Language Learning/Squid For Brains are appearing to fill the need for materials to fit the TPRS community. Newer, self-published novels can be found on Mike Peto's blog.

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into the eyes of individual students while they teach. Teachers are encouraged to choose one student and talk to them directly. After they have finished talking to that student, they can pick another student in a different part of the room to talk to. Focusing attention on individual students like this helps teachers to assess student comprehension levels, and also keeps the teacher's intonation conversational and interesting. It is also helpful in preventing problems with discipline. Students' eyes will reveal if they understand or if there needs to be more clarification.

468:, where students are free to read any book they choose in the language being learned. The other activities are shared reading and homework reading. For shared reading, as in first-language literacy activities, the teacher brings in a children's picture book, and reads it to the students in class, making it comprehensible through circling and other means. Homework reading, as the name implies, means assigning specific reading for students to do at home. All readings in TPRS are comprehensible to the students, which means a very low ratio of unknown words (if any). 750:"Pop-up grammar" is the practice of making very short grammar explanations about the specific vocabulary students are learning at that moment. This technique is most often used in the class reading of step three, but it can be used at any time. The teacher draws the students' attention to a grammatical feature of one of the sentences they have been learning in the story, and explains it in five seconds or less. This brevity is intended to keep focus on the meaning of the language as much as possible. 451:

problem. This narrative device is used to maximize the repetitions of the target structures, to make the story easy to understand, and to make the target phrases easy to remember. "Keeping space", or having students or the teacher physically move to locations in the classroom that represent the various locations in the story, is an aid to students in understanding the action and language they are hearing.

77: 36: 505:(FVR) in their foreign language programmes. The research for FVR is very strong, and has consistently shown that FVR is as good or better than taught language lessons. Free voluntary reading can be done in the classroom or at home, but many teachers prefer to focus on spoken stories in class, as it is hard for students to get listening input outside school. 954:

students still aren't comfortable with the target words, the teacher can simply tell a new story using the same vocabulary phrases in the next lesson. Thirdly, teachers will try as far as possible to review all previously covered vocabulary in every lesson, finding ways to work the old vocabulary structures into class stories and class discussions.

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the teacher to focus on them and provide many repetitions for the students. This emphasis on thoroughly learning new material is designed to give the students a feeling of confidence and to provide sufficient repetitions to facilitate acquisition (unconscious control in recognition and output) of the new items.

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Mastery learning is a method of instruction in which students thoroughly learn all material they are studying. Students do not progress on to learning new material until they have mastered current material. This gives students a feeling of control, and indeed, of mastery. In language learning this is

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Personalizing the language class is a key way to make the target language interesting and meaningful for students, and personalization is used extensively in TPR Storytelling. A personalized message is much more likely to be comprehensible and interesting than one that is not personalized. Using this

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The students can answer the questions with just one or two words. The point of asking these questions is not to force the students to speak; rather, the questions are a method of checking comprehension while simultaneously repeating the target vocabulary in context. Therefore, students need not worry

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The story will often take place in distinct locations. The main character in the story may start off in one location with a problem that they need to solve. They may move to a second location, where they try to solve the problem, but fail. Then they may move to a third location where they resolve the

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to know. Secondly, these vocabulary phrases are repeated many, many times, in context, using the "circling" technique. This repetition helps the students to internalize the words thoroughly. In addition, the same words are used during the class reading, giving even more repetition. If after this the

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is a way of connecting with students while talking to them in the foreign language. More importantly, looking the students directly in the eyes while speaking gives the teacher a good indication of whether or not they understand what is being said. As the name suggests, to do this teachers will look

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technique, where grammar points contained in the reading are explained very briefly - in 5 seconds or less. A limited number of grammar points are focused on in any particular reading and they are "popped up" frequently to enhance student retention. The discussion can touch on a wide range of topics

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Step three is where the students learn to read the language structures that they have heard in steps one and two. A number of reading activities are used in TPRS. The first, and most common, is a class reading, where the students read and discuss a story that uses the same language structures as the

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After the story has finished the teacher may retell it in briefer form, retell it with errors having students correct them, or ask the students to retell the story, allowing them to use the structures they just learned. This can be in pairs, in groups, or one student retelling in front of the class.

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Any words not in the list above are considered "out-of-bounds". Teachers must be on constant alert to keep their language in bounds. If a teacher does say something out-of-bounds, then the solution is to make it comprehensible, by writing it on the board and translating it immediately. If a teacher

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The teacher will often begin the class reading by reading aloud the story, or a portion of the story, then having the students translate it into their first language. This translation could be done with individual students, or by the whole class. Translation is utilized selectively in this way as a

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The class reading is the most common type of reading activity in TPR Storytelling. TPRS teachers will typically include a class reading as part of every TPRS lesson sequence. This reading is based on the story that the students learned in step two - sometimes it can be the same story, and sometimes

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In step two, students hear the three structures many times in the context of a spoken class story. This story is usually short, simple, and interesting, and will contain multiple instances of the target structures used in context. The number of times the structures are heard is further increased by

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In this step the students are introduced to the new vocabulary phrases for the lesson. There is no set number of new items to be introduced in a given session; however, three is generally considered the maximum number that can be effectively taught in a lesson. Limiting the phrases like this allows

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The teacher will usually use a skeleton script with very few details, and then flesh the story out using details provided by the students in the target language, making a personalized story for each class. Using the circling technique, teachers can ask for these new details while still keeping the

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In addition to the research backing up the general theoretical foundations of TPR Storytelling, that is, Krashen's Input Hypothesis, there exist some studies dealing with TPRS specifically. The results of these studies indicate that TPR Storytelling may be more efficient, in some cases, than more

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In light of this theory, TPRS teachers spend the vast majority of their class time on input-based activities. The table below shows the activities used in TPR Storytelling, and whether they encourage language learning, language acquisition, or both. The activities that include a language learning

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The three phrases (structures) are written on the blackboard, or another place where the students can easily see them, and are translated into the students' native language if a shared native language is available. If students forget what a phrase means, they can glance at the board and check the

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This new method continued to evolve with the input of teachers, and by 2000 there was a greater emphasis on reading and the spoken class story, with the time spent doing traditional TPR being reduced. To reflect these changes, the TPRS acronym was changed to stand for Teaching Proficiency through

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The mastery approach to learning manifests itself in TPR Storytelling in many ways. Firstly, the number of new vocabulary phrases to be learned in each lesson is usually no more than three. More words than this may be introduced during the lesson, but the three phrases are the only ones that the

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students. The class story in question might see the pitcher winning a game against an all-star team of professional batters, ideally in a humorous way. This use of humor and making the students look good is built on the idea that students learn language better when they are enjoying themselves.

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For this reason TPRS teachers always try to make students look good in the stories and discussions. For example, an otherwise average student could be given the role of a star baseball pitcher in a class story. It is usually considered good form to make celebrities look bad in comparison to the

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There are three main U.S. conferences for TPRS teachers: NTPRS, which focuses on TPRS, and IFLT, which focuses on general comprehensible-input based instruction, and Comprehended World Languages, which focuses on TPRS/TCI and provides a lab teaching option. NTPRS stands for National TPRS. These

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A number of teaching materials have been developed for use with TPR Storytelling. There are books of suggested lesson plans, manuals explaining TPRS methodology, listening material, substitute DVDs, and many target language readers by a variety of authors and publishers. These readers have been

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TPR Storytelling is unusual in that it is a grassroots movement among language teachers. After being developed by Blaine Ray in the 1990s, the method has gained popular appeal with language teachers who claim that they can reach more students and get better results than they could with previous

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Although TPR Storytelling is a growing movement among foreign language teachers, particularly in the United States, it has received little coverage in academia. In the United States the method has gained support from some language teachers, and some school districts use it exclusively in their

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The teacher asks the students "What did I just say?" in the students' first language. This way the students can be sure of the full meaning of the sentence or question they just heard. This should not be used as an attempt to catch students out; rather it is just a check to remind students of

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The teacher may elect to practice the new phrases using gestures, in a style modeled after traditional TPR. This gives the students the chance to get used to how the phrases sound before hearing them in context. It is also intended to keep the atmosphere of the class relaxed and conducive to

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is focused on three vocabulary phrases or fewer, enabling teachers to concentrate on teaching each phrase thoroughly. Teachers also make sure that the students internalize each phrase before moving on to new material, giving additional story lessons with the same vocabulary when necessary.

416:(PQA). To ensure these questions are comprehensible to the students, the teacher uses a variety of techniques and comprehension checks. Depending on the responses from the students and the atmosphere of the class, these questions might lead into a scene or skit often referred to as 701:

the language and therefore they have more chance of understanding. When students first hear vocabulary or grammar, the necessary gap between each word can be as long as two full seconds. As students get used to the language structures, the teacher can slowly increase the speed.

928:. The affective filter hypothesis states that language is more easily acquired when people are relaxed and open to learning. On the other hand, if people are experiencing negative emotions such as anxiety, self-doubt, and boredom, language is much less likely to be acquired. 443:

target language comprehensible. Advanced TPRS teachers are able to improvise, creating stories solely based on student answers to questions about the day's vocabulary structures. The focus is always on the target structures, allowing the details to support those structures.

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methods. It is enjoying increasing attention from publishers and academic institutions. A number of practitioners publish their own materials and teaching manuals, and training in TPR Storytelling is generally offered at workshops by existing TPRS teachers rather than at

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component all take up a relatively short amount of class time. On the other hand, the pure acquisition activities take up large amounts of time. For typical TPRS classes, the ratio works out at about 5% of time spent on learning and 95% of time spent on acquisition.

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Shared reading, often called "Kindergarten Day", refers to the practice of the teacher reading a children's picture storybook to the students. The name is intended to conjure up the image of being read to as a child, but the activity can be done with any age group.

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about speaking in full sentences, and indeed this would detract from the process of concentrating on the input provided by the teacher. By answering using single words or very short phrases the students can keep their attention focused on the words to be learned.

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The actions in the story may be acted out by volunteers from the class. When the teacher makes a statement that advances the story plot, the actors will act out that statement and then wait while the teacher continues with the circling questions.

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in classes can be as easy as asking students simple questions about their lives in the target language. Other good personalization techniques are the use of celebrities or of other characters the students know (such as the school principal).

360:(TPR), but was disappointed when his students stopped finding this technique to be interesting. Ray was familiar with Stephen Krashen's theories, and he was confident that his students would acquire Spanish naturally if he gave them enough 689:

can stay in bounds all the time, and can speak slowly enough for the students to understand, then their class will be 100% comprehensible. This helps the students become confident in their language abilities and motivates them to succeed.

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question. Consider the example on the right, "Dave wants a Ferrari." The following questions all ask for details not already established in the statement "Dave wants a Ferrari", and so are not examples of circling questions:

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direct method of ensuring an accurate understanding of the language meaning. This process aims to ensure that all of the students understand all of the words in the reading, as well as the meaning of the reading as a whole.

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The goal of the teacher during step one is to provide as many spoken repetitions of the new structures in context as possible. This lays the foundation for student recognition of the structures during the storytelling time.

2176: 320:. The steps and techniques in TPR Storytelling help teachers to provide this input by making the language spoken in class both comprehensible and engaging. In addition, TPR Storytelling uses many concepts from 1144:- Teaching Proficiency through Reading and Storytelling. The subject of this article. It is a language teaching method originally based on Total Physical Response, but that has evolved a separate methodology. 718:

The teacher agrees on a sign for the students to use if they don't understand something. This is intended to save them from being embarrassed about not knowing something they think everybody else understands.

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The most direct way of finding out if students understand the language is to ask them what it means. In TPR Storytelling, teachers check comprehension early and often. There are a few ways of doing this:

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Many smaller teaching techniques are key to the success of TPR Storytelling. They range from the simple, such as speaking slowly or paying close attention to the students' eyes, to the complex, like the

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it uses the same language structures but with different content. Ideally, the story should be structured so that students will be able to understand most of the story on first view.

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technique of asking questions. These techniques all have the same basic aim of keeping the class comprehensible, interesting, and as efficient as possible for language acquisition.

364:. He set about finding a way to combine TPR with stories, with input from Krashen and from other foreign language teachers, and the result was Total Physical Response Storytelling. 724:

The students hold up their fingers to show how much they understand. Ten fingers means they understood 100%, seven fingers means they understood 70%, five fingers means 50%, etc.

285:; in step two those structures are used in a spoken class story; and finally, in step three, these same structures are used in a class reading. Throughout these three steps, the 522:

As the name implies, this is a specific reading that is assigned to all students for homework. The teacher can give a quiz on the reading when the students get back to class.

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Even if students know the words that the teacher says, they will not understand if the teacher speaks too quickly. By speaking slowly, teachers give students more time to

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questioning technique. TPRS teachers aim to say each new structure at least 50 times in the course of a story, and it is not unusual to hear those structures 100 times.

2171: 1094:- Personalized questions and answers. This is the practice of asking questions to the students about their lives using the day's vocabulary structures. It is part of 971:

There are a number of terms that teachers use when talking about TPR Storytelling. Some of these are standard terms in teaching and others are specific to TPRS.

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Circling questions are always about content that has already been established. If a question is about something not yet established, then it is not considered a

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Next, the class will discuss the reading in the target language. With the goal of making the discussion 100% comprehensible, the teacher will use the same

1056:. This is when the teacher stays focused on one sentence and gets many repetitions of the target vocabulary, rather than moving quickly through the story. 1739: 1187:, p. 32) TPR Storytelling receives only a passing mention, despite there being an entire chapter devoted to language teaching styles and methods ( 1526: 986:, which Krashen uses to refer to the conscious process of learning a language. He argues that conscious language learning does not result in fluency. 1297:"אחת, שתיים, שלוש : ספר תרגול בעברית מדוברת / כריסטוב ריקו | ריקו, כריסטוף, 1962- מחבר (One, two, three : practice book in spoken Hebrew)" 1020:. The estimated four percent of learners who choose to sign up for advanced courses, beyond the basic requirements to get into accredited colleges. 941:

particularly important, as this feeling of control is directly related to the ability to learn. This is demonstrated by Krashen's research on the "

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Teaching Proficiency through Reading and Storytelling: Are TPRS students more fluent in second language acquisition than Audio Lingual students?

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foreign language programs. It has also been used in language revitalization programs. In Jerusalem, Israel TPR Storytelling has been adapted by

2202: 1747:. Language Development, Language Revitalization and Multilingual Education in Minority Communities in Asia. SIL International. Archived from 1683: 1628: 246: 297:, including careful limiting of vocabulary, constant asking of easy comprehension questions, frequent comprehension checks, and very short 1855: 1702: 1609: 1586: 1541: 221: 160: 94: 63: 49: 734:

question but didn't get a strong response. This question is usually asked in the students' first language, to ensure understanding.

2053: 1798: 1038:. This is a class story that goes particularly well. It is often a cause for celebration among teachers new to TPR Storytelling. 316:, hold that the best way to help students develop both fluency and accuracy in a language is to expose them to large amounts of 1840: 983: 189: 141: 1885: 1122:. This is the practice of looking in students' eyes when talking to them, considered essential for building rapport. See the 113: 98: 1639: 2099: 1822: 1138:. A language teaching method invented by Dr. James Asher where students respond to commands given in the target language. 2181: 1920: 120: 2017: 1850: 1791: 1164: 392:

TPR Storytelling is broadly divided into three steps, with each being regarded as essential for a successful program.

309: 17: 1640:"Body Language: The Effectiveness of Total Physical Response Storytelling in Secondary Foreign Language Instruction" 2002: 1997: 127: 1865: 1860: 1835: 334: 109: 2135: 1956: 1925: 1870: 1748: 1154: 1135: 357: 87: 1547: 1026:- Free voluntary reading. This means reading books for pleasure, without deadlines or assessments. See the 1935: 1845: 502: 465: 412:

Then the teacher asks questions about the students using the target phrases. These questions are known as

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explanations known as "pop-up grammar". Many teachers also assign additional reading activities such as

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The teacher asks the students what specific words mean. Teachers generally use this after they asked a

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Staying in bounds means only using words that the students understand. Words that are in bounds are:

361: 317: 2048: 2038: 373: 1296: 420:. The details discovered by the teacher from PQA are often used as the basis for the class story. 1961: 1890: 1814: 698: 250: 1082:. This refers to giving very short grammar explanations, usually five seconds or less. See the 2012: 1875: 1717: 1698: 1679: 1624: 1605: 1582: 1537: 254: 134: 2125: 1905: 1895: 942: 925: 810: 798: 381: 349: 321: 262: 2150: 2145: 2043: 2022: 979: 814: 313: 290: 1598:"5: Using TPR-Storytelling to Develop Fluency and Literacy in Native American Languages" 384:

excludes translations and explanations in any language other than the one being taught.

1940: 2196: 2007: 1966: 1915: 1900: 305:, and there have been several easy novels written by TPRS teachers for this purpose. 1044:. This is the practice of teachers reading picture books to their students. See the 1880: 1062:. This is an outdated way of referring to PQA (Personalized questions and answers). 377: 258: 1002:- Comprehensible input. This refers to language which the students can understand. 376:, a school for ancient languages and the humanities. In adapting the strategy of 1666: 681: 346: 274: 76: 1695:

Fluency Through TPR Storytelling: Achieving Real Language Acquisition in School

2130: 2120: 1971: 1910: 1697:(4th ed.). Command Performance Language Institute, Blaine Ray Workshops. 368:

Reading and Storytelling. TPR Storytelling is now trademarked by Blaine Ray.

353: 1721: 2140: 266: 1600:. In Reyhner, Jon; Cantoni, Gina; St. Clair, Robert; et al. (eds.). 1597: 282: 1008:. The practice of asking many easy questions about a statement. See the 2058: 676: 298: 294: 286: 278: 1783: 1604:. Northern Arizona University, College of Education. pp. 53–58. 325: 270: 2078: 2073: 2068: 2063: 1295:

Rico, Christophe (2019). Duchin, Rachel; Rubio, Mercedes (eds.).

1787: 356:, during the 1990s. Ray had had initial success teaching using 1110:. This means only using words that the students know. See the 797:

TPR Storytelling is based on two key theoretical pillars: the

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setting. The method works in three steps: in step one the new

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Proponents of TPR Storytelling, basing their argument on the

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Language "learning" and "acquisition" in TPRS activities

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Language development and language revitalization in Asia

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conferences take place every year in the United States.

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List of countries where English is an official language

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The International Journal of Foreign Language Teaching

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as in step two. Also, the teacher may make use of the

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Teaching Proficiency through Reading and Storytelling

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Teaching Proficiency through Reading and Storytelling

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story in step two. The next most common activity is

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Most commonly learned foreign languages in the U.S.

2159: 2113: 2087: 2031: 1985: 1949: 1821: 101:. Unsourced material may be challenged and removed. 1068:- Personalized mini-situation. This refers to the 1738:Suwila, Premsrirat; Malone, Dennis (2003-11-06). 1069: 924:Another key component of Krashen's theory is the 289:will use a number of techniques to help make the 2172:List of countries by English-speaking population 1676:The power of reading: insights from the research 1095: 673:Words that all the students have already learned 345:TPR Storytelling was developed by Blaine Ray, a 273:to be learned are taught using a combination of 1661:(dissertation). Chapman University. AAT EP30485 1621:Second Language Learning and Language Teaching 741:something they cannot remember at that moment. 1799: 8: 1282: 1028: 64:Learn how and when to remove these messages 1806: 1792: 1784: 1527:"Appendix C: Research on TPR storytelling" 1512: 1303:. Jerusalem, Israel: Polis Institute Press 727:"What does <INSERT WORD HERE> mean?" 660:Where does Dave want to drive his Ferrari? 591:Does Dave want a Ferrari or a Mini Cooper? 1579:Learning Another Language Through Actions 222:Learn how and when to remove this message 161:Learn how and when to remove this message 1488: 1476: 1440: 1428: 1416: 1368: 1344: 1320: 1258: 1246: 1222: 1210: 982:, and is often contrasted with language 823: 2095:English as a second or foreign language 1500: 1464: 1452: 1404: 1392: 1380: 1356: 1332: 1270: 1203: 1176: 1234: 1124: 1112: 542: 1046: 7: 1188: 1184: 846:Learning vocabulary through gestures 606:Class, does Dave want a Mini Cooper? 99:adding citations to reliable sources 27:Method of teaching foreign languages 1856:Computer-assisted language learning 1693:Ray, Blaine; Seely, Contee (2004). 1084: 489: 1536:(7th ed.). pp. 364–379. 854:Personalized Questions and Answers 414:Personalized Questions and Answers 25: 1602:Revitalizing Indigenous Languages 199:and remove advice or instruction. 45:This article has multiple issues. 1534:Fluency Through TPR Storytelling 253:. TPRS lessons use a mixture of 177: 75: 34: 1841:Communicative language teaching 485: 86:needs additional citations for 53:or discuss these issues on the 1: 2203:Language-teaching methodology 2100:English for specific purposes 1010: 838:Translation of new vocabulary 731: 654:Why does Dave want a Ferrari? 435: 2182:EF English Proficiency Index 1921:Task-based language learning 1657:Garczynski, Marissa (2003). 833:"Learning" or "acquisition" 561:Class, Dave wants a Ferrari! 428:Step two: spoken class story 2018:Second-language acquisition 1851:Community language learning 1678:(2nd ed.). Heinemann. 1638:Decker, Beth (2008-12-03). 1165:Second language acquisition 878:Class discussion of reading 621:Class, what does Dave want? 501:Many TPRS teachers include 396:Step one: establish meaning 310:second language acquisition 2219: 2088:Programs and organizations 2003:English as a lingua franca 1998:Critical period hypothesis 1886:Grammar–translation method 1581:(6th ed.). Sky Oaks. 251:teaching foreign languages 1861:Content-based instruction 1836:Automatic Language Growth 1674:Krashen, Stephen (2004). 870:Translating class reading 832: 829: 576:Does Dave want a Ferrari? 261:to help students learn a 1525:Lichtman, Karen (2015). 1283:Suwila & Malone 2003 801:, and mastery learning. 493:related to the reading. 335:teacher training college 1957:Mother tongue mirroring 1926:Total physical response 1871:Dogme language teaching 1155:Total Physical Response 1136:Total Physical Response 358:total physical response 1936:Vocabulary development 1846:Comprehension approach 1596:Cantoni, Gina (1999). 1029:free voluntary reading 894:Free voluntary reading 737:"What did I just say?" 684:that the students know 503:Free voluntary reading 497:Free voluntary reading 466:free voluntary reading 303:free voluntary reading 293:comprehensible to the 2054:Competency evaluation 1729:Slavic, Ben (2007b). 1712:Slavic, Ben (2007a). 1619:Cook, Vivian (2008). 1577:Asher, James (2000). 546:Dave wants a Ferrari. 544:Example of circling " 405:meaning at any time. 271:vocabulary structures 1993:Bilingual dictionary 1901:Michel Thomas Method 1831:Audio-lingual method 1774:Ben Slavic's website 1645:. Macalester College 1489:Ray & Seely 2004 1477:Ray & Seely 2004 1441:Ray & Seely 2004 1429:Ray & Seely 2004 1417:Ray & Seely 2004 1369:Ray & Seely 2004 1345:Ray & Seely 2004 1321:Ray & Seely 2004 1259:Ray & Seely 2004 1247:Ray & Seely 2004 1223:Ray & Seely 2004 1211:Ray & Seely 2004 1160:Comprehensible input 920:The affective filter 768:Teaching to the eyes 706:Comprehension checks 362:comprehensible input 318:comprehensible input 197:rewrite this article 95:improve this article 2049:Corrective feedback 2039:Language assessment 1950:Teaching techniques 1225:, pp. 242–247. 1213:, pp. 137–138. 1191:, pp. 235–72). 826: 549: 459:Step three: reading 374:The Polis Institute 281:, and personalized 1962:Sandwich technique 1891:Language immersion 1815:Language education 1623:. London: Arnold. 1070:spoken class story 862:Spoken class story 824: 813:, proposed by Dr. 775:Teaching materials 585:Either/Or question 543: 110:"TPR Storytelling" 2190: 2189: 2013:Language transfer 1876:Extensive reading 1685:978-1-59158-169-7 1630:978-0-340-95876-6 1553:on 18 April 2016. 1503:, pp. 26–27. 1455:, pp. 38–39. 1419:, pp. 84–85. 1395:, pp. 30–31. 1383:, pp. 21–24. 1371:, pp. 75–76. 1335:, pp. 12–13. 1125:teach to the eyes 1120:Teach to the eyes 1113:Staying in bounds 1108:Staying in bounds 994:barometer student 949:students will be 917: 916: 763:Teach to the eyes 665:Staying in bounds 633: 632: 232: 231: 224: 214: 213: 190:a manual or guide 171: 170: 163: 145: 68: 16:(Redirected from 2210: 2126:H. Douglas Brown 1931:TPR Storytelling 1906:Natural approach 1896:Lexical approach 1808: 1801: 1794: 1785: 1762: 1760: 1759: 1753: 1746: 1734: 1725: 1716:(3rd ed.). 1708: 1689: 1670: 1653: 1651: 1650: 1644: 1634: 1615: 1592: 1564: 1561: 1555: 1554: 1552: 1546:. 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Each 299:grammar 287:teacher 255:reading 245:) is a 135:scholar 1720: 1701: 1682: 1665: 1627: 1608: 1585: 1540: 793:Theory 567:Ooooh! 388:Method 380:, the 326:lesson 247:method 137: 130: 123: 116: 108: 2105:TESOL 2079:UCLES 2074:TOEIC 2069:TOEFL 2064:IELTS 1752:(PDF) 1745:(PDF) 1643:(PDF) 1551:(PDF) 1530:(PDF) 1171:Notes 873:Both 849:Both 265:in a 142:JSTOR 128:books 1718:OCLC 1699:ISBN 1680:ISBN 1625:ISBN 1606:ISBN 1583:ISBN 1538:ISBN 1142:TPRS 1102:Reps 809:The 693:Slow 582:Yes. 433:the 257:and 243:TPRS 114:news 1183:In 1132:TPR 1092:PQA 1078:or 1066:PMS 1024:FVR 992:or 945:". 612:No. 249:of 241:or 97:by 2199:: 1532:. 1299:. 1134:- 1000:CI 548:" 337:. 277:, 59:. 1807:e 1800:t 1793:v 1761:. 1724:. 1707:. 1688:. 1669:. 1652:. 1633:. 1614:. 1591:. 1515:. 1359:. 1310:. 1273:. 1098:. 237:( 225:) 219:( 207:) 203:( 192:. 164:) 158:( 153:) 149:( 139:· 132:· 125:· 118:· 91:. 66:) 62:( 20:)

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