This study aimed at investigating the effect of using Total Physical response Storytelling (TPR-S) on vocabulary acquisition (recognition and production) among primary stage pupils. Twenty eight pupils at the fifth grade at Suzan Mubarak Primary School, Shebein Alkanater, Kalubia Governorate served as an experimental group while 30 pupils at the same school formed the control group. Both groups were pre-post- tested using the Test of Vocabulary Acquisition. Then, the control group was taught Hello 2 while the experimental group was taught using Hello 2 supplemented by TPR-S. The results of the study showed that the participants in the experimental group significantly outperformed those in the control group in vocabulary production. However, there was no significant difference between the performance of the two groups on vocabulary recognition.
The 18th Conference for the Egyptian Society for Curricula and Instruction: July25-26, 2006, 41-63. |
