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ERIC Number: ED515379
Record Type: Non-Journal
Publication Date: 2009
Pages: 203
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-3968-1
ISSN: N/A
Effects of Two Foreign Language Methodologies, Communicative Language Teaching and Teaching Proficiency through Reading and Storytelling, on Beginning-Level Students' Achievement, Fluency, and Anxiety
Spangler, Donna E.
ProQuest LLC, Ed.D. Dissertation, Walden University
No empirical studies exist comparing the effectiveness of the two prevalent foreign language methodologies, Communicative Language Teaching (CLT) and Teaching Proficiency through Reading and Storytelling (TPRS), at helping students achieve second language acquisition. In turn, the purpose of this quantitative, quasi-experimental study was to examine differences in second language acquisition that were observed for students taught under the CLT methodology versus that observed for students taught under the TPRS methodology. Based on second language acquisition theory, the research questions addressed differences in achievement, fluency, and anxiety in beginning-level foreign language students learning Spanish. Specifically, 14 middle-school students and 51 high-school students received instruction using the CLT methodology while 19 middle school students and 78 high school students received instruction under the TPRS methodology. Measurements were obtained on the reading, writing, and speaking subsets of the Standards-based Measurement of Proficiency, a web-based language test. In addition, measurements were obtained from Horwitz, Horwitz, and Cope's Foreign Language Classroom Anxiety Scale. Independent samples t tests were used to analyze scores from a non-equivalent group design. A statistically higher level of speaking fluency was observed in the group using the TPRS methodology. This study contributes to positive social change by providing evidence on the effectiveness of the TPRS instruction for (1) promoting speaking skills among students, (2) guiding teachers' efforts at promoting speaking skills, and (3) it contributes to the American Council on the Teaching of Foreign Language's goal of improving foreign language instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Foreign Language Classroom Anxiety Scale