Onderzoek

Hieronder worden onderzoeken naar taalonderwijs met TPRS vermeld.

Overzicht en interpretatie van onderzoek naar TPRS, door Karen Lichtman: http://forlangs.niu.edu/~klichtman/LichtmanKrashenNTPRS2013p1.pdf


gqz7xAJt6qxwZVgld2kBCHQbO6eG6KJbDp8rjk0F9GgOnderzoeken

Alley, D. & Overfield, D. (2008).  An Analysis of the Teaching Proficiency Through Reading and Storytelling (TPRS) Method. Dimension, 2008, 13-25. http://www.eric.ed.gov/PDFS/ED503097.pdf

Armstrong, A. (2008): Fun and fluency in Spanish trough TPRS. UW-L Journal of Undergraduate Research XI. http://www.uwlax.edu/urc/jur-online/PDF/2008/armstrong.pdf

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.  (Doctoral dissertation.) Tegen betaling verkrijgbaar bij ProQuest Dissertations and Theses.http://dissexpress.umi.com/dxweb/search.html zoek op nummer: 3449943)

Bernal Numpaque, N.R. en García Rojas, M.A.(2010): TPR Storytelling, a key to speak fluently in English. Cuadernos de Lingüística Hispánica N.° 15, Enero-Junio 2010; p. 151-162
http://dialnet.unirioja.es/descarga/articulo/3673486.pdf

Beyer, F. (2008). Impact of TPR on the preterit tense in Spanish. (Master’s thesis). Tegen betaling verkrijgbaar bij ProQuest Dissertations and Theses http://dissexpress.umi.com/dxweb/search.html zoek op nummer: 1453782)

Blanton,M.(2015). The effect of two foreign languages approaches, Liberty University.

Braunstein, L. (2006)Adult ESL Learners’ Attitudes Toward Movement (TPR) and Drama (TPR Storytelling) in the Classroom. Gepubliceerd in Catesol Journal. Voor abstract zie: http://www.catesol.org/CJ18_TOC.pdf. Volledig artikel is tegen betaling verkrijgbaar in: http://www.catesol.org/merchant/

Brune, K.M. (2004): Total Physical Response Storytelling: An analysis and application.  University of Oregon. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/310/TPRSthesisFINISHED.pdf;jsessionid=3D62BD37059BEAAA5DF60C642055605F?sequence=1

Bustamante, M.C. (2009). Measuring the effectiveness of a TPRS pilot course in Spanish at the 100 college level. (Master’s thesis). Tegen betaling verkrijgbaar bij ProQuest Dissertations and Theses http://dissexpress.umi.com/dxweb/search.html. zoek op nummer: 1470219)

Cantoni, G. et al. (1999): Revitalising Indigenous Languages. Northern Arizona University. http://www.nvit.ca/docs/revitalizing%20indigenous%20languages.pdf#page=73

Castro, R. (2010): TPRS for Adults in the ESL Classroom: 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. Dominican University of California.
http://www.dominican.edu/academics/education/department-of-education/graduate/seed/2010%20filestorage/castrosp10esladults.pdf

Cox,S.B.(2015) The Effect of Dialog in the Comprehensible Input Spanish Classroom, University of Colorado, Denver.

Davidheiser, J. (2002): Teaching German with TPRS. Die Unterrichtspraxis / Teaching German, Vol. 35, No. 1 (Spring, 2002), pp. 25-35. Verkrijgbaar op: http://www.jstor.org/discover/10.2307/3531952?uid=3738736&uid=2&uid=4&sid=21102149385891

Davidheiser, J. C. (2001). Davidheiser, J. C. (2001). The ABCs of TPR Storytelling. Dimension, 2001, 45-53.

Decker, B. (2008): Body Language: The Effectiveness of Total Physical Response Storytelling in Secondary Foreign Language Instruction.
http://www.macalester.edu/educationreform/actionresearch/action%20research%20-%20beth.pdf

Dziedzic, J.  (2012).  A Comparison of TPRS and Traditional Instruction, both with SSR.  International Journal of Foreign Language Teaching, 7:2 (March 2012), pp. 4-7.
http://www.tprstories.com/ijflt/articles-winter-2011/Smith_SSRSpelling_IJFLT_11-11.pdf

Espinoza. P.L.(2015):Three teacher’s experiences developing and implementing Teaching Proficiency trough Reading and Storytelling (TPRS) curriculum in their World Language classes. Thesis.Chapman University.

Foster, S.J. (2011). Processing instruction and teaching proficiency through reading and storytelling: A study of input in the second language classroom. (Master’s thesis). Tegen betaling verkrijgbaar bij ProQuest Dissertations and Theses
http://dissexpress.umi.com/dxweb/search.html zoek op nummer: 1504823). Volledige tekst is ook online te lezen op: http://digital.library.unt.edu/ark:/67531/metadc67982/m1/1/

Garczinsky, M. (2010): Teaching proficiency through reading and storytelling: Are TPRS students more fluent in second language acquisition than audio lingual students? http://proquest.umi.com/pqdlink?Ver=1&Exp=11-04-2015&FMT=7&DID=1990715591&RQT=309&cfc=1

Ge,Y.(2012): Effectivenes of Tprs Approach in Improving Oral Communicative Competence. Shanghai International Studies University.

Hoevenaars, B., H. Hol en H. Verhees (2014): Een verkenningstocht langs TPRS-docenten in Nederland. De lespraktijk in beeld gebracht. Universiteit Utrecht, Centrum voor Onderwijs en Leren.

Holleny,L.(2012): The Effectiveness of Total Physical Response Storytelling for language learning with special education students. Rowan University.

Jakubowski,A.(2013): Using visual aids in the secondary language classroom: an action research study on the use of illustrations during tprs instruction. The University of Toledo.

Jennings, J. (2009): Results of Master’s Thesis comparing two TPRS groups and one control group of Spanish ll high school students. De complete Thesis is op te vragen bij Millersville University.

Koetz, K.M (2009).: The effects of the TPRS Method in a Spanish l classroom. Morningside College.

Ning Li (2013): Is TPRS an effective Method for Teaching Chinese as a Foreign Language among Young Learners of Beginning Levels? The European Conference on Education.

Liu,J. (刘贾祎) TPRS jiaoxuefa chutan (TPRS 教学法初探) Changchun, Changchun ligong daxue xuebao (长春理工大学学报), Vol. 4, N. 2, 2009, p. 181. 

Liu,Y.:(刘莺 TPRS jiaoxuefa Changsha, Changsha Tiedao xueyuan xuebao (长沙铁道学院学报), Vol. 12, No. 3, 2011, p. 180.

Marsh,V.(1998): Total Physical Response Storytelling: A Communicative Approach to Langage Learning . Language Learning v4n1 p24-28 Fall 1998.

Merinnage Da Costa,R.(2015): Traditional methods versus TPRS: Effects on introductory French students at a medium-sized public university in the Midwestern United States. Minnesota State University, Mankato.

Murray,C.(2014): TPR and TPRS and Language Acquisition, Caldwell College.

Nijhuis, R. en Vermaning, L. (2010): Onderzoek lesmethode TPRS. Bachelor of Education, Fontys Hogeschool te Tilburg.

Marti Donald Sievek: Una evolución de TPRS.Universidad de Salamanca.

Oliver, J.S. (2012). http://tprsteacher.com/wp-content/uploads/2012/02/investigating-storytelling-methods-in-a-beginning-level-college-class-jean-oliver1.pdf. The Language Educator, February 2012.

Pelissero, S.: Master thesis in het Italiaans over toepassing TPRS bij lessen Chinees (Mandarijn).

Perna, M. (2007). Effects of Total Physical Response 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. (Doctoral dissertation). Tegen betaling verkrijgbaar bij ProQuest Dissertations and Theses (http://disexpress.umi.com/dxweb, zoek op nummer:  AAT 3279261)

Rapstine, A.H. (2003). Total Physical Response Storytelling (TPRS): A practical and theoretical overview and evaluation within the framework of the national standards. (Master’s thesis). Verkrijgbaar bij ProQuest Dissertations and Theses (http://disexpress.umi.com/dxweb, zoek op nummer: 1416100)

Schuster,K.(2010): Diseño de una programación Basada en el método TPRS y la enseñanza basada en temas. Universidad de Léon/Jaén. Aan te vragen per e-mail.

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. (Doctoral dissertation). http://udini.proquest.com/view/effects-of-two-foreign-language-pqid:1980590881/

Susan,l.(2013): The Usage of Teaching Proficiency trough Reading and Storytelling (TPRS) to improve students listening comprehension. (Pre-experimental research at a second grade of a junior highschool in Bandung).

Taulbee, A.M. (2008). Twenty Teaching Proficiency through Reading and Storytelling (TPRS) lessons for the Spanish I classroom. (Master’s thesis Tegen betaling verkrijgbaar bij ProQuest Dissertations and Theses http://disexpress.umi.com/dxweb, zoek op nummer: 1460842)

Varguez, K.C. (2009). Traditional and TPR Storytelling Instruction in the Beginning High School Classroom. International Journal of Foreign Language Teaching, 5:1 (Summer), pp. 2-11. http://www.tprstories.com/ijflt/IJFLTSummer-09.pdf

De Vlaming, E.M.: TPRS in de Duitse les. Onderzoek naar de effecten van TPRS op het toepassen van grammatica. Hogeschool Arnhem Nijmegen, 2013.

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 (Summer), pp. 21-24. http://www.tprstories.com/ijflt/IJFLTSummer-09.pdf

Welch,B.(2014): Mas alla del TPRS Lecciones para la clase d literatura. University of Wyoming, 2014.

Theresa M. Wenck: Using language acquisition strategies in the secondary German classroom. Master of Education, Moravian College, Bethlehem, Pennsylvania.

Briana Livingston, Learnteam, May 2014.

Wilt u zelf onderzoek doen naar TPRS of begrijpelijke-inputmethodes neem dan contact op met Kirstin voor eventuele samenwerking, advies en ondersteuning. kirstin@tprsacademy.com.

 

 

 

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