Utah Valley University

Students Perceptions of Total Physical Response and Storytelling as a Stand-Alone

Foreign Language Learning Methodology

A project submitted in partial satisfaction

of the requirements for the degree of

Master of Education

by
Clifton Dukes
April 2012

Utah Valley University

Graduate Committee Approval

of a project submitted by
Clifton A. Dukes
This project has been read by each member of the following graduate committee and by
majority vote has been found to be satisfactory.

____________
Date

______________________________
Dr. Bryan Waite, Chair

____________
Date

______________________________
Dr. Mi Ok Kang

____________
Date

______________________________
Dr. Mike Patch

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Dedication
This body of work is first and foremost dedicated to my mother, Georgia Kaye Dukes,
and mother-in-law, Peggy Lynn Dorton, both of whose spirit of perseverance was felt
throughout the process. It is further dedicated to my spouse, Heather, and our children
Cameron, Chandler, Kayelynn and Preston who allowed me incessantly to request
moments of peace and quiet, and ultimately display various levels of emotion all while
sacrificing weekends, holidays and other special events. I dedicate it as well to Dr. Bryan
Waite, my chair, who guided me throughout the process of forming this body of work. I
would also like to dedicate it to Dr. Mi Ok Kang and Dr. Mike Patch who both provided
additional insight and direction, as well as listening to the discoveries made during my
final defense. Id further like to dedicate this to all the great educators in the Pike County
school system who helped mold me and had faith in me being able to pursue a higher
education. It is also dedicated to the teacher and foreign language class, which will
remain anonymous, that provided the way for me to obtain the data collected as a part of
this study. Without their help the final outcome would not have been possible. Id further
like to dedicate this to Mr. Blaine Ray and Mr. Dennis Doyle who both provided the
spark, not only for me but also for the teacher whose class was used for this study, to look
more closely at TPRS. Id also like to dedicate it to the many college professors who
provided further enlightenment to my education, and a reason for moving forward with
this pursuit. It seems appropriate to mention Brother Rick Davis at Brigham Young
University-Idaho, and Dr. Martin Kokol who was a former professor at Brigham Young
University in Provo. Both instilled in me the desire to advance my education and to pay
forward the knowledge I might obtain. Id also like to dedicate this to my older brother,

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Tim Jr., and sister, Robyn, and their families, as well as all the other many family
members and friends who provided a listening ear along the way, offered help and
support, and ultimately an example that through hard work we have the opportunity to
rise to greater levels of accomplishment.

iv

Abstract
This study researches the feelings and perceptions students have about being taught a
foreign language through the use of Total Physical Response and Storytelling (TPRS) as
a stand-alone methodology. Many teachers are choosing to only use TPRS when teaching
a foreign language. There is little information documented about how students feel being
taught a foreign language solely through this method. A survey was administered to high
school students learning a foreign language, and whose teacher solely uses TPRS. The
survey was used to surmise how students feel about learning a foreign language while
only being taught the language through this stand-alone methodology. A classroom openended discussion, involving additional clarification of survey answers, was completed.
This was combined with an open-ended teacher survey. The teacher and students were
also observed to further identify reactions and feelings about learning a foreign language
through this method. Data was analyzed and categorized to provide a deeper insight into
how students feel learning a foreign language through TPRS.

Contents
DEDICATION ................................................................................................................... iii
ABSTRACT........................................................................................................................ v
CONTENTS ....................................................................................................................... vi
LIST OF FIGURES ........................................................................................................... ix
CHAPTER 1 INTRODUCTION ........................................................................................ 1
Researchers Perspective on TPRS ......................................................................... 1
Statement of Purpose .............................................................................................. 3
Research Problem ................................................................................................... 3
Research question ................................................................................................... 5
CHAPTER 2 REVIEW OF LITERATURE ....................................................................... 6
TPRS: a History and Modern Day Methodology ................................................... 6
Positive Aspects of TPRS ..................................................................................... 10
Storytelling............................................................................................................ 11
Listening Comprehension ..................................................................................... 13
Student Motivation................................................................................................ 15
Literature Review Summary ................................................................................. 16
CHAPTER 3 METHODS ................................................................................................. 18
Participants & Research Site................................................................................. 18
Procedure .............................................................................................................. 19
Data Collection ..................................................................................................... 19
Survey ................................................................................................................... 20
Teacher Interview ................................................................................................. 22

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Researchers Observation ..................................................................................... 23

Data Collection Summary ..................................................................................... 24
Data Analysis ........................................................................................................ 24
Methods Summary ................................................................................................ 26
CHAPTER 4 RESULTS .................................................................................................. 27
Positive.................................................................................................................. 32
Neutral................................................................................................................... 32
Negative ................................................................................................................ 32
TPRS ..................................................................................................................... 33
Other Method ........................................................................................................ 34
Non-response ........................................................................................................ 34
Other ..................................................................................................................... 34
Survey Results Summary ...................................................................................... 35
Classroom Interview ............................................................................................. 35
Students feel more at ease ..................................................................................... 35
Students do not feel as much pressure .................................................................. 36
Stories make the classroom atmosphere comfortable ........................................... 37
Stories reinforce what has been learned................................................................ 37
Students acquire confidence ................................................................................. 38
Classroom Interview Summary............................................................................. 39
Teacher Interview ................................................................................................. 39
TPRS helps teacher and students known one another better ................................ 40
TPRS helps the teacher to feel more comfortable with students .......................... 40
TPRS can be an effective method for preparing students ..................................... 41
TPRS allows for a fun foreign language learning experience .............................. 41
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TPRS creates more freedom for the teacher ......................................................... 42

Teacher Interview Summary ................................................................................. 43
Researcher Observation ........................................................................................ 43
Researcher Observation Summary........................................................................ 45
Results Summary .................................................................................................. 45
CHAPTER 5 DISCUSSION ............................................................................................. 47
Student Insight ...................................................................................................... 47
Consistency and Reliability .................................................................................. 48
Additional Questions ............................................................................................ 49
Limitations ............................................................................................................ 49
Discussion Summary ............................................................................................ 50
REFERENCES ................................................................................................................. 52
APPENDIX A ................................................................................................................... 54
APPENDIX B ................................................................................................................... 57
APPENDIX C ................................................................................................................... 58
APPENDIX D ................................................................................................................... 59
APPENDIX E ................................................................................................................... 60
APPENDIX F.................................................................................................................... 62
APPENDIX G ................................................................................................................... 64

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List of Figures
Figure 1 Students Age ....................................................................................................... 28
Figure 2 Students Taught Another Language ................................................................... 29
Figure 3 Response Average .............................................................................................. 31
Figure 4 Language Objectives .......................................................................................... 32
Figure 5 Feelings About TPRS Method............................................................................ 33
Figure 6 How Teachers Should Teach a Foreign Language ............................................. 35

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Chapter 1
Introduction
Total Physical Response and Storytelling, and more recently referenced among
certain circles of educators as Teaching Proficiency through Reading and Storytelling, is
a methodology which has gained popularity in the last 20 years. The Total Physical
Response and Storytelling method was introduced in the 1990s by Blaine Ray
(Davidheiser, 2002, p. 25). Through this method students are told a simple story in the
foreign language, have it translated into their native language for the purpose of
comprehension, and are involved in a series of questions in the foreign language, related
to the story, in order to determine target language comprehension by the student. Foreign
language teachers who choose to solely use Total Physical Response and Storytelling
could be considered disciples of the methodology, in that they feel as if it is the only
method worth using, and should stand-alone without needing to combine or mix it with
other methods for teaching a foreign language. Despite this popular method being used
among certain circles of foreign language teachers, studies have not included students
perceptions of learning a foreign language through the use of Total Physical Response
and Storytelling as a stand-alone methodology.
Researchers Perspective on TPRS
While teaching Spanish as a foreign language to students in both junior high and
high school, I began to experience some of the same frustrations many foreign language
teachers face. A majority of students seemed to be focused on learning what was required
for an upcoming quiz or test, but they struggled to have a simple conversation in the
language, or to understand and recall grammar rules which had been taught on several

occasions. While I attended a language conference, it was mentioned that a few weeks
later Blaine Ray would be holding a seminar locally on a foreign language teaching
method known as total physical response and storytelling, often referred to more
generally as TPRS. He was considered to be the founder of the methodology, and a level
of excitement took place among foreign language teachers at the conference when they
heard he would be holding a seminar locally. In an effort to learn more about the
excitement, and the teaching methodology, I attended the seminar. The experience at the
seminar was eye-opening.
The seminar included meeting foreign language teachers who were fully
dedicated to using total physical response and storytelling as a stand-alone methodology.
Many of them had discarded the use of any commonly used textbooks, songs, games, or
other techniques often associated with the learning of a foreign language. Comments
were made by some of the teachers that although they use TPRS, they also try to
incorporate other activities such as songs or games to help students learn a foreign
language; they were politely told they were not true users of the TPRS method. There
were also comments from Blaine Ray which seemed to answer all the concerns presented
about using only TPRS to learn a foreign language. It seemed he had an answer for every
reason teachers might present regarding the need to mix methods with TPRS in an effort
to help students learn a particular concept or idea.
There was a definite all or nothing attitude concerning the use of TPRS at this
seminar, and having success with students learning a foreign language, or not using it and
continuing to have failed results. Information shared during the seminar showed teachers
how they could have their students speaking the foreign language almost immediately,

how it would be enjoyable to learn, and how creative and upbeat a foreign language class
could be instead of dry and sometimes boring. The seminar was quite compelling, and as
someone who, prior to the seminar, did not know much about TPRS, I left feeling that it
was the one and only method which should be used when teaching a foreign language.
Later, the concern which surfaced for me was, despite how adamant many foreign
language teachers, and Blaine Ray, were at the seminar in terms of using only TPRS to
teach a foreign language, it did not seem that anyone had considered what students
thought about learning a foreign language through the use of that one methodology.
Statement of Purpose
This study explored students perceptions and feelings about learning a foreign
language through the use of Total Physical Response and Storytelling as a stand-alone
method in a foreign language classroom. There has been little research to examine how
students feel about learning a foreign language through TPRS.
Research Problem
There have been studies regarding varying aspects of the use of Total Physical
Response and Storytelling, but none that focused on the learners perspective that TPRS
could function as a stand-alone method for learning a foreign language (Davidheiser,
2002). In practice, teachers of foreign languages may choose to use either one or multiple
foreign language teaching methods with their students. Because some teachers of foreign
languages use Total Physical Response and Storytelling as a stand-alone method, it
inherently becomes pertinent in regard to education, and the field of foreign language
teaching will benefit from discovering if learners of a foreign language agree that TPRS
should be a stand-alone method for teaching and learning a foreign language. This study

involved one group of students learning a foreign language solely through Total Physical
Response and Storytelling. A survey was administered to the students, along with a
follow-up group interview, and notes taken and analyzed while observing students as
they learned a foreign language through the use of TPRS. This was done in order to
determine how students feel about being taught a foreign language only with the TPRS
method. The teacher of the students was also observed and involved in an open-ended
interview to find out why TPRS is the only method used for teaching the foreign
language, and any feelings previously shared about how students feel learning the
language through TPRS.
There are various methodologies being used to teach foreign language. Each has a
proponent as to why it could be used as a stand-alone methodology. In recent years, the
use of Total Physical Response and Storytelling has taken on a strong following of
support with the belief that it is a stand-alone methodology (Davidheiser, 2002). This
belief, however, has not been well supported by studies seeking to determine if students
feel that Total Physical Response and Storytelling is a method for learning a foreign
language which can stand alone. Teachers may justify the use of TPRS as a stand-alone
methodology based on test scores, observations made on the students communication
abilities, and other elements, but how students perceive or feel regarding the learning of a
foreign language through the use of TPRS is yet to be discovered. Teachers using Total
Physical Response and Storytelling as a stand-alone teaching methodology may not
realize that students perceive or feel differently than they do about the use of the
methodology for learning a foreign language. If unresolved, teachers may never know
students perceptions regarding the use of TPRS, and despite increased test scores or

enhanced communication abilities in the foreign language, students themselves may

perceive the use of the methodology as inadequate for learning a foreign language.
Research question
The purpose of this study was to examine the implementation and application in a
high school classroom involving students of mixed class rank learning first level German,
and being taught the foreign language through Total Physical Response and Storytelling
as a stand-alone methodology. Observations and surveys helped identify what were
student perceptions of TPRS. A primary goal of this research project was to seek the
answer to the fundamental question: What are students perceptions and feelings about
learning a foreign language through the stand-alone method of Total Physical Response
and Storytelling?

Chapter 2
Review of Literature
People have been studying languages for as long as there have been multiple
languages in the world. The Natural Approach, the Direct teaching method, Total
Physical Response, and Total Physical Response and Storytelling are often referred to as
some of the modern day methods used for teaching language(s) (Richard-Amato, 2010).
Perceptions of students learning a foreign language through the use of these
methodologies is not always clear. One perception could be that through the use of a
particular language teaching methodology, the ability of the language learner to
proficiently speak, read, and write the language being learned takes place. Another
perception could be that as long as the language learner has fun and enjoys the foreign
language learning process, the use of a particular methodology is warranted (Davidheiser,
2002, p. 32). In light of the above problem statement, what follows is a literature review
which will address that a lack of sufficient study has taken place to determine how
students feel about learning a foreign language when only being taught that language
through Total Physical Response and Storytelling.
TPRS: a History and Modern Day Methodology
The teaching methodology of Total Physical Response and Storytelling finds its
roots in earlier foreign language learning methodologies. Although direct connections
with TPRS to earlier foreign language teaching methodologies may not be expressly
apparent, it is through the development of these methodologies that TPRS came into
existence. An example of what is generally referred to as the direct method includes
instructor lectures, demonstration and discussion, focus on grammar rules, and

memorization and understanding of a foreign language (Felder, 1995). This method is not
strictly defined, and because of its broadness it has aspects which relate to the earliest
existence of foreign language instruction.
Stemming from the direct method, another methodology, known as total physical
response, or TPR, came into existence. This methodology according to Richard-Amato
(2010), began in the 1960s by James Asher. The methodology includes giving commands
to students and having them respond through actions. An example might be a command
such as sit down and stand up being given in the target language, and expecting
students to respond with the appropriate action (Roof & Kreutter, 2010, p. 2). These
commands would become more complex over time as additional comprehension is
developed. An example of this includes a command such as, Stand up, turn around three
times, walk to the whiteboard, and write your name with a marker (Roof & Kreutter,
2010, p.2). The idea behind this is, as students engage in acting upon what they hear in
the foreign language they will start to internalize the language which will eventually lead
to reading, writing and conversing fluently in the foreign language.
In the 1970s Tracy Terrell (1982) advanced the use of yet another foreign
language learning methodology known as the natural approach. Through this method it is
expected that the foreign language classroom should be devoted to activities which
promote learning the foreign language, correction of student errors in the foreign
language should not be done in a direct manner, and students should be allowed to
respond in the foreign language, their native language or a mix of the two (p. 121). An
example of this might include a teacher playing a game with students to help them learn
how to say different colors in the foreign language. A student may say the name of a

color incorrectly and instead of the teacher correcting the student they may ask a question
such as whether or not it is the favorite color of someone in the class. As part of the
question, the teacher will have stated the name of the color correctly with the hope that
the student heard the correction. Should a student not remember how to say the name of a
color in the foreign language, they would be allowed to say it in their native language.
The idea that students understand the game is about learning how to say the names of
colors would be sufficient for the methodology. Elements from each of these methods
have been incorporated into TPRS. Similar to the direct method using instructor lectures,
the teacher also primarily lectures students through TPRS, but strictly uses stories which
act as a type of lecture. The same is true for teaching grammar rules. Through TPRS, and
while instructing students through a story, as grammar rules present themselves a teacher
will pause long enough to explain the grammar rule to students. Similar to the natural
approach, which includes activities devoted to learning the foreign language, TPRS
includes the activity of telling stories in the foreign language. Other elements previously
mentioned in regard to the natural approach can be practiced within TPRS, but are not
necessarily held to the same strict standard.
The methodology with perhaps the highest level of correlation with TPRS is total
physical response. The TPRS method is more of an extension of the TPR method,
providing ways to teach more obscure concepts. Despite the advantages which might
have been associated with the TPR method, there were some limitations. These
limitations became apparent upon trying to teach students abstract concepts. An example
would include trying to teach conceptual words such as honor or justice through the
TPR method (Richard-Amato, 2010, p.220). The TPR method did not lend itself to

teaching such concepts as, it is difficult to see how their meanings would become clear
unless they are used repeatedly in some sort of meaningful context (Richard-Amato,
2010, p.220).
Stemming from TPR, the TPRS method was later designed in the 1990s by Blaine
Ray, a language teacher from Bakersfield, California (Davidheiser, 2002, p. 25). As a
high school teacher, Blaine Ray found the use of TPR to be successful. He later started to
realize that students became disinterested in learning a foreign language only through the
TPR method, and decided to add stories which resulted in TPRS. This idea was further
solidified from former studies which indicated that with enough comprehensible input
students are able to acquire a foreign language naturally. The TPRS method came to
fruition and was designed to, include simple stories created in the target language that
used TPR commands as the foundation and added details to further students language
experience (Roof & Kreutter, 2010, p. 2). The typical form in which to demonstrate
TPRS would involve, telling a short story . . . and asking several repetitive questions for
the students to answer after each line of the story, ensuring that they orally hear and then
verbally repeat (Decker, 2008, p. 3). The circling technique which involves a high level
of repetition is the way in which, students hear the target word many times and later
there are, answers that the students give to the various questions, as well as the key
phrases (Roof & Kreutter, 2010, p.3). Various individuals have written stories, and
created additional curriculum materials for teachers of TPRS to use. Blaine Ray has
materials available for purchase, as does Michael Miller. Often at language conferences
vendors can be found displaying materials teachers of TPRS might want to consider. An

example of a typical TPRS story, given in Spanish, can be viewed in Appendix B

(Decker, 2008, p. 11).
Positive Aspects of TPRS
Although TPRS as a stand-alone teaching methodology has not been researched
extensively, some of the results of using TPRS can be considered positive. According to
Decker (2008), students enjoy TPRS lessons more than explicit grammar lessons (p. 1).
Deckers study was an action research project including 26 students. Quiz scores based
on a conventional grammar lesson were evaluated and compared with written assessment
scores obtained after a TPRS lesson touching on the same grammar points. An
anonymous survey was then administered to determine which method was more
enjoyable to students and which one they felt best helped them learn the material.
Comments provided in Deckers (2008) study reveal the following:
the TPRS lesson clearly resulted in a higher level of engagement with the lesson
and with the material . . . An overwhelming majority of the class responded to
nearly every question throughout the lesson . . . Participation did not decline as
the class went on (p. 6).
Some inconsistencies with Deckers study include the two lessons not being taught by the
same teacher, as well as students being told beforehand that the TPRS lesson would not
be graded, whereas the grammar quiz would. A limitation was an issue of time
constraints.
Davidheisers (2002) analysis of TPRS is also insightful. Based on his study and
experience of teaching German using the TPRS method, Davidheiser reveals varied
information regarding the process of using TPRS, specifically in regard to the teaching of

10

the German language. According to Davidheiser there are five reasons why TPRS is
considered to be so successful. These reasons include:
First, it is active learning, Second, TPRS helps students take ownership of their
learning: they listen to and physically recreate a story or even rewrite it, Third,
students get more comprehensible input in a TPRS class, Fourth, students feel
included and validated, Fifth, TPRS is fun. (p. 32)
These studies, including the varied points provided by Decker and Davidheiser, would
suggest there is a correlation between the use of TPRS and student enjoyment in the
acquisition of a foreign language.
Storytelling
Teachers may choose to include storytelling as part of their curriculum in an
effort to add definition to a particular content area. Although an entire story may not be
remembered, aspects of a story can have a lasting effect, allowing an individual to retain
information because of connections made with everyday life events, or due to the
connections presented within a story itself. According to Castro (2010), because of the
way in which a story is structured, including a plot design, people will remember parts of
the same story (p. 13). He further states, given the importance of social interaction
between humans, it is inevitable to forget stories that relate the actions of the self and
others (p. 24).
Castros quasi-experimental design study included 25 participants (sample of
convenience) evaluating the effectiveness of TPRS compared to the GrammarTranslation approach. The participants were Hispanic and included 14 men and 11
women, each learning English as a second language. All participants received two written

11

pre-tests to examine their knowledge of common words. After each pre-test, some
participants were taught using the Grammar-Translation approach, while others were
taught using TPRS. Afterwards, all participants took a written vocabulary test. Pre and
post test results were analyzed to determine similarities and differences with vocabulary
retention. The students who participated in the Grammar-Translation approach had a
positive difference of 49% in the pre and post test scores. Students who participated in
the TPRS approach had a positive difference of 45% in the pre and post test scores (p. 31
34). Limitations included a smaller than originally projected sample size (due to some
students dropping the class; the final sample size included 13 participants). Another
limitation involved the TPRS lesson not being administered in a typical TPRS fashion.
Stories were in dialogue form rather than narrative form.
As an intricate part of learning a foreign language, the need to learn new
vocabulary, and recall that vocabulary for future reference, is important. The storytelling
component of TPRS is able to help with this process. Castro (2010) states, one particular
advantage of stories is to facilitate the acquisition and retention of vocabulary (p. 7).
This is further evidenced by Richard-Amatos (2010) following statement surrounding
the effects of storytelling, Visuals can be used to teach new vocabulary, performances
can be practiced and presented, new concepts can be repeated many times in context, and
the same vocabulary can be recycled in different contexts (p. 221). Through this
repetitiveness, words, phrases, and entire ideas can be revisited continually until an
individual has mastered the information, allowing them to progress forward in the
learning process.

12

Stories can further be presented in such a way that a connection is made with
previous information one might have received. In essence, remembering part of a story
often helps in remembering other parts of the same story because of their
interconnectedness (Castro, 2010, p. 24). Stories can also support memory recall
because they contain an inherent connection with feelings one has about what is
happening in the story, and events which may have been experienced on a personal level,
or those which might have been expressed by others (Castro, 2010). Furthermore, stories
provide an excellent medium for memorization because of their innate characteristics:
story structure, causality, social and emotional content, and interesting potential (Castro,
2010, p. 24). Stories ultimately shape and provide structure for the process of acquiring a
foreign language, and allow the language to be presented in such a manner that
individuals will build those connections without any additional coaching or probing.
Listening Comprehension
Students learning a foreign language receive exposure to the language through
various mediums. Some of these mediums might include music in the foreign language,
movies shown in the foreign language, and teachers speaking the language throughout a
class period. Each of these mediums requires students to listen to the foreign language in
order to attain a level of acquisition with the language.
Feyten (1991) conducted a study involving 90 students (36 studying French, 54
studying Spanish) who were enrolled in a 1987 summer-intensive language program at
the University of Tennessee. The participants were required to respond to a video version
of the Watson-Barker Listening Test (WBLT), complete the language program, and take
a foreign language test at the end of the program. The language course lasted nine and

13

one-half weeks, six hours a day, five days a week (for a total of 285 hours of instruction).
Feytens study suggests a positive relationship between listening ability and foreign
language acquisition. According to Feyten (1991), An examination of literature on
listening reveals it to be central to all learning. More than forty-five percent of our total
communication time is spent in listening (p. 174). The fundamental need for listening in
order to acquire a language can begin as early as birth. Again Feyten (1991) states,
As much as listening is the foundation of formal education, it is also the
foundation of language acquisition. At birth we know nothing about language,
and yet we will complete much of the first language acquisition process within
our first five years, depending almost exclusively on listening (p. 174).
The use of TPRS as a teaching methodology for learning a foreign language also
requires an immense amount of listening. As the story is being told in the foreign
language, students must be able to listen and follow along throughout the storytelling
process. Questions related to the story could be asked by the teacher to ensure student
comprehension. This is further evidenced by Kariuki (2008) where he states, In order for
the student to remain engaged the student must pay attention and participate in class
discussions and the main story for the day (p. 7). The study conducted by Kariuki
included 30 randomly selected high school students learning Spanish as a foreign
language where each was assigned to experimental and control groups. The experimental
group (15 students) was taught using TPRS, while the control group (15 students) was
taught using a traditional method. Students were given a unit test at the end of the study.
Results showed that students taught using TPRS scored higher on the unit test than
students using traditional methods. The study seems to suggest that students taught a

14

foreign language using TPRS were able to listen, remain engaged in the learning process,
and understand information which later allowed them to perform better on a test than
students taught through a more traditional teaching method.
Incorporating listening with foreign language acquisition can lead to
communicative competence (Feyten, 1991, p. 175). Communicative competence may
be reached through varied methods used in foreign language acquisition, TPRS being one
of them. As stated by Dunkel, this goal [the development of communicative competence
and oral fluency] is achieved by putting the horse (listening comprehension) before the
cart (oral production). In other words, the key to achieving proficiency in speaking is
developing proficiency in listening comprehension (cited in Feyten, 1991, p. 175). By
requiring students to listen to a story presented by the teacher, coupled with the
possibility that questions related to the story will be presented to students for evidence of
clarification and understanding regarding the story, the ability to listen effectively in an
effort to gain comprehension is vital for the acquisition of a foreign language.
Student Motivation
Despite the lack of information in regard to research specific to TPRS, some
research results indicate there could be a slight correlation with students being motivated
to learn a foreign language through the TPRS methodology. Some students commented it
was fun to learn a foreign language through TPRS. This was previously recorded as part
of the positive aspects of TPRS and in reference to Davidheiser (2002). There is
additional research to indicate that as students are motivated in the learning process they
can attain academic success. According to Akey (2006), Extensive evidence exists that
engagement and motivation are critical elements in student success and learning.

15

Researchers agree that engaged students learn more, retain more, and enjoy learning
activities more than students who are not engaged (p. 3). As students are motivated to
learn a foreign language through TPRS as a stand-alone methodology, they may not only
experience success and enjoyment in learning the foreign language, but they may retain
more of the information they learn.
The quantitative study conducted by Akey involved a sample of 449 tenth and
eleventh grade students who completed surveys during the academic school years of 2001
through 2004, and included an analysis of the collected surveys. The sample further
included half male and half female participants, with a majority receiving free or
reduced-price lunch, indicating a low socioeconomic status. The surveys examined four
sets of variables: academic achievement, student attitudes and behavior, and school
context. Findings from the results of the study included varying aspects regarding the
variables mentioned in connection with math, reading, perceived academic competence,
and more. In areas where students shared a positive learning relationship with their
teachers, or teachers noticed students desires to enhance their academic learning, results
showed positive trends for students to perform at higher academic levels. The research
seems to indicate that when students are motivated they progress academically. There
were also limitations with the study, including the student sample and results from the
survey being primarily focused on math and English classes.
Literature Review Summary
The existence of TPRS stems from an accumulation of previously established
teaching methodologies for a foreign language. Through its use, barriers discovered
through TPR were able to be overcome. The research indicates TPRS can be useful when

16

learning a foreign language according to pre and post test results, as well as the evidence
that it meets criteria which is designed to foster learning, especially when learning a
foreign language. There has been a brief amount of research to show that the use of TPRS
can be motivating and fun to students. Two of the studies mentioned indicate there were
student comments related to the use of TPRS. The comments were incidental as they
were not the reason for conducting either study. This study will have a main focus on
better understanding what the feelings and perceptions are for students learning a foreign
language solely through TPRS. There is a need to discover how students feel about being
taught a foreign language through the use of TPRS.

17

Chapter 3
Methods
Through this study an investigation was completed to conclude how students feel
about being taught a foreign language through the use of Total Physical Response and
Storytelling. According to the current literature, there is minimal information which
defines how students feel about being taught a foreign language solely through the use of
Total Physical Response and Storytelling. The results of this qualitative and instrumental
case study identify student feelings and perceptions about being taught a foreign language
through TPRS. An instrumental case study is designed to, serve the purpose of
illuminating a particular issue (Creswell, 2008, p.476). The results provide additional
insight which currently does not exist at any level of significance. The research includes
high school students who were administered a survey. They were also observed as they
received foreign language instruction through TPRS, and they were given a classroom
interview, as a follow-up, for more in-depth clarification and understanding.
Due to the literature in which TPRS is mentioned as a methodology for learning a
foreign language, it has gained strides in popularity (Richard-Amato, 2010, p. 220). The
literature has allowed for a growing level of enthusiasts using the method, particularly
among educators. There have, however, not been any studies completed to represent how
students learning a foreign language feel about being taught the language through TPRS.
Participants & Research Site
The participants included students in a high school foreign language classroom, in
the state of Utah and located in a suburban area, which were being taught a foreign
language solely through the use of TPRS. The students consisted of both males and

18

females. They were comprised of varying socioeconomic backgrounds, with the majority
coming from middle income families.
The teacher who solely uses TPRS to teach foreign language was also included,
along with her class, as part of the study, and was selected through a purposeful sample
(Creswell, 2008, p. 214). Communication was made with a former professor at Brigham
Young University in Provo, Utah about the need to find a public school teacher solely
using TPRS in the classroom. The professor provided information to make contact with a
foreign language high school teacher who chose to use TPRS. The professor knew about
the teacher due to a graduate studies program they had completed at the university.
Contact was made with the teacher who professed to only using TPRS as a teaching
method, and they agreed to allow one of the classes taught to be used as part of the study.
The teacher and students were unique because of the way in which foreign language is
taught and learned through TPRS, and for allowing a study to be conducted with
classroom participants.
Procedure
As part of the study, a survey was distributed, as well as observations taken, with
notes, and a classroom interview conducted among students enrolled in a foreign
language class in the state of Utah. This was done in order to determine and obtain
information regarding how students feel about being taught a foreign language through
the use of TPRS.
Data Collection
There were 22 students surveyed as part of this instrumental case study, and who
were learning German as a foreign language through the use of Total Physical Response

19

and Storytelling as a stand-alone methodology. An instrumental case study is designed to,

serve the purpose of illuminating a particular issue (Creswell, 2008, p.476). The sample
included all foreign language learners who chose to participate in the survey. The choice
to use a survey was recommended by professors within the graduate studies program at
Utah Valley University. It seemed most practical in order to reach the largest number of
students who chose to participate, and based upon the factor of only being allowed the
same amount of time students spent in the classroom to conduct the study and collect
responses.
Survey
The survey used with students was adapted from a study initiated at Humber
College of Applied Arts and Technology in Ontario, Canada (Money, 1992, p. 21). The
original survey was designed to determine a level of teacher effectiveness. Because the
survey was designed to determine teacher effectiveness, it provided questions which
enabled students to give answers indicating their thoughts and feelings about learning a
foreign language through the use of TPRS. This study was not seeking to identify a level
of teacher effectiveness, and some of the questions related to the original survey were
adjusted so a collection of students perceptions and feelings regarding the use of TPRS
as a methodology for learning a foreign language could be obtained. For example,
questions found in the teacher effectiveness survey included those such as, ability to
motivate, with a student marking the response with a factor of 1 to 7 (p. 21). This was
adjusted for the survey used in this study, as shown in appendix A, and adapted in an
effort to allow students learning a foreign language to respond about their perceptions
and feelings in learning the language through TPRS. Instead of asking students to rank

20

ability to motivate, they were asked to respond to, I am motivated to learn the foreign
language because the teaching engages me. This was later explored in more detail in
regard to whether or not the TPRS method, or the method used by the teacher, is what
motivated students to learn the foreign language. Some additional questions were added
to the survey to better determine how students felt about being taught a foreign language
solely through TPRS. The added questions were meant to allow students the opportunity
to reflect on the learning process they experienced with the German language, and
learning the language through TPRS. An example of this is found in appendix A, and the
question about whether or not students have an opportunity to participate regularly in
class. This was not one of the questions in the teacher effectiveness survey, but seemed
appropriate for discovering how students feel about the use of TPRS in learning a foreign
language.
The more information students shared about their feelings in learning a foreign
language through TPRS, the more robust the study became. The fundamental question
answered as part of the study was how students felt about learning a foreign language
solely through the use of TPRS. The information from the survey was necessary so
students could provide honest answers about how they felt being taught a foreign
language through TPRS. Since they were not required to put their name on the survey
they could choose to be open and honest with their responses. The data provided allowed
for a deeper understanding of how students felt about learning a foreign language through
TPRS.
As part of the adapted survey, participants were asked to rate their agreement with
various statements on a seven-point Likert scale with theoretically equal intervals

21

among responses including strongly disagree, somewhat disagree, disagree, somewhat

agree, agree, strongly agree and very strongly agree (Creswell, 2008, p. 176). Additional
follow-up questions or clarification to answers participants provided on the survey was
also completed. A scheduled time for an open classroom discussion with the participants,
but without the teacher in the room, took place. Based on some of the written responses
provided by students, additional questions were asked for clarification on what was
meant by the comments provided. In order to obtain this clarification, an open classroom
interview and discussion ensued, without the presence of the teacher, where the same
questions from the survey were reviewed. This was done only after reading through the
survey responses several times and categorizing student responses into various emerging
themes. Similarities in student responses would be placed under the same theme. For
example, a student who indicated they enjoy learning the foreign language the way the
teacher in their class teaches it, and another student indicating they like learning the
foreign language through stories would both be categorized as students who felt that
TPRS was positive versus negative. The open classroom interview and discussion further
allowed students the opportunity to expound on responses which they may have not
wanted to write out completely on paper. All information was typed and saved for a more
in-depth analysis to occur during the coding process. The results of the responses, and
additional clarification, provided insightful information related to the question about how
students felt learning a foreign language through TPRS.
Teacher Interview
The teacher of the students, who exclusively used the Total Physical Response
and Storytelling method, was also observed and completed an open-ended interview

22

regarding their perspectives and feelings on the use of TPRS as a stand-alone

methodology for learning a foreign language. The open-ended interview conducted with
the teacher included guided questions such as those found in appendix D. The questions
were asked in an effort to allow the teacher to expound in greater detail about why they
use TPRS and feel so strongly about it as a stand-alone method. The responses received
were typed and saved for a later analysis as part of the coding process. The choice to use
an open-ended interview was an effort to allow the teacher to provide full expression of
why they were using TPRS instead of other foreign language methodologies. There was
the time constraint in that the interview needed to be conducted during the teachers
lunch break. An open-ended interview allowed for questions to be asked and answered
quickly, although thoughtfully. They were easily recorded and later able to be analyzed
for emerging themes. After reading through the survey answers several times, highlights
were made of the responses which emerged, and they were categorized into varying as
well as similar themes. The results of the responses provided insight as to why the teacher
chose to use TPRS. Some of the responses, such as the ability to relate and get to know
students better through the storytelling process, were similar to responses students had
given as to the enjoyment of being taught a foreign language through TPRS.
Researchers Observation
An additional personal analysis is also provided of the researchers observations
and perspectives about TPRS as a stand-alone methodology for learning a foreign
language. This was done in order to provide an additional perspective to the study. Not
only would students provide responses to the survey about their feelings toward learning
a foreign language through TPRS, as well as comments made in the open-classroom

23

interview, but observations were made of student and teacher conduct in the classroom
and throughout the learning process. Notes were recorded during each instance, and later
they were analyzed for content of what might have taken place during the teaching and
learning process. Some of the observations matched with answers students had provided
on the survey as well as responses provided by the teacher in the open-ended interview.
For example, as part of the observation, and without any prior formal study of the
German language, the learning process was found to be engaging and some of the
information being taught was understood. The enjoyment experienced in the classroom
learning process coincided with statements students made about how they felt being
taught a foreign language through TPRS, as well as reasons given by the teacher for why
they used TPRS in teaching a foreign language.
Data Collection Summary
Through these varying surveys, observations, and interviews, triangulation was
achieved, with the main sources of data including the personal perceptions of the
researcher, the teachers perceptions, and student perceptions of TPRS as a stand-alone
foreign language teaching methodology. The various data collected provided information
to help answer the question about students feelings and perceptions of learning a foreign
language through TPRS. The appendix B is provided merely as an example of what a
story used through the methodology of Total Physical Response and Storytelling would
look like. It is not meant to indicate that all students receiving instruction through the
methodology of TPRS are taught Spanish as a foreign language.
Data Analysis

24

Answers to the surveys, notes taken during observation, as well as additional

clarification obtained through interviews, lead to an emerging design and in vivo
coding (Creswell, 2008, p. 440). Participant responses were analyzed and categorized
into emerging themes. Some emerging themes included students feeling more at ease
when learning a foreign language through TPRS, how stories make the classroom
atmosphere feel more comfortable, and how stories reinforce what has been learned in
class. The emerging themes were determined based on student responses, making several
reviews of the responses, and determining, based on each response, the common theme
which emerged. Responses with shared similarities were placed into the same category or
theme. A mixed response was placed in the category or theme for which it was most
representative. For example, a student might have provided a low response for feeling
confident about having a conversation in the foreign language with a native speaker.
During the classroom interview process it was determined that most students did not
know native speakers of the language, and therefore marked a low response without
knowing exactly how to respond. Although this type of response could be considered
mixed, the low category for which the response was recorded remained as it was
originally entered on the survey. It might have been required to consider responses more
than once if they contained an equal balance for varying categories.
An analysis was made to reveal insights into the perceptions and feelings of
students (learners) of a foreign language about the use of Total Physical Response and
Storytelling as a stand-alone method to be used for the teaching and learning of a foreign
language. Responses were kept confidential other than for the use of the final project. The
names of participants were not used. Survey documents were stored in a secure location,

25

and access was limited to only the individual disseminating the survey. Parents of the
students involved with the survey process, the individual students, and the teacher were
provided with a consent and assent form granting their approval for participation before
being provided a survey. Consent and assent forms were kept in a secure location
throughout the duration of the survey process.
Methods Summary
As students provided information about how they felt being taught a foreign
language solely through the use of TPRS, teachers are able to become better educated
about the student perspective. The gap is narrowed regarding students perceptions about
the methodology and the relationship to learning a foreign language. The attitude of
teachers, and the exclusivity of using TPRS, may change or become enlightened as they
learn about the feelings students have regarding the methodology.

26

Chapter 4
Results
This study explored students perceptions and feelings about learning a foreign
language through the use of Total Physical Response and Storytelling as a stand-alone
method in a foreign language classroom. There has been little research to examine how
students feel about learning a foreign language through TPRS. A primary goal of this
research project was to seek to answer the fundamental question: What are students
perceptions and feelings about learning a foreign language through the stand-alone
method of Total Physical Response and Storytelling? Throughout this study 10 themes
emerged. They were the following.

Students feel more at ease

Students do not feel the pressure

Stories make the classroom atmosphere comfortable

Stories reinforce what has been learned

Students acquire confidence

TPRS helps teacher and students know one another better

TPRS helps the teacher to feel more comfortable with students

TPRS can be an effective method for preparing students

TPRS allows for a fun foreign language learning experience

TPRS creates more freedom for the teacher

I will be discussing these themes as I discuss the findings of each data collection
strategy.

27

The following results were derived from information collected from the students
of a foreign language classroom. The students involved with the study were provided a
survey, and they further engaged in an open-classroom interview. The teacher of the class
also participated in an interview, and there were classroom observations made on
separate visits to provide an outside perspective of how students appeared to receive the
language instruction when being taught only through TPRS. The observations also
provided further insight into how the teacher presented the material to the class. Portions
of the requested data related to various demographics such as age, gender, primary
language, and whether or not students had been taught another language. The responses
were sorted and categorized according to the answers provided. Students ranged from
ages 15 to 18 with the majority of them being age 16 as indicated in figure one.

Figure 1 Students Age

The study consisted of both male and female students with the majority of
students who completed the survey being male. The primary language of all students was
English. Most of the students surveyed had studied another language. Students were
28

informed that learning another language could have included a home study program, or a
more formal school or tutoring program. Only three of the students surveyed had not
been taught another language as shown in figure two.

Figure 2 Students Taught Another Language

A series of 14 survey questions were answered following those related to
demographics. The survey questions are found in appendix A. Each answer was ranked
from one to seven with one being strongly disagree and seven very strongly agree. The
questions varied in what a student thought about the way they were being taught a foreign
language to whether or not they felt learning a foreign language via the teachers method
was motivating. The answers to all questions were entered into a spreadsheet and a mean
average calculated to determine the values expressed in figure three. There was one nonresponse provided by a student for question 14. The mean was calculated by adding all
responses and dividing by the total, including the non-response. All answers averaged in
the range of five, agree, or higher except for one. The results of which are viewable in

29

figure three shown below. Because the average was contained primarily within the agree
category it provides a correlation between the use of TPRS for teaching a foreign
language and how students feel about learning a foreign language through that
methodology. The question 11 received a mean of four, somewhat agree. This question
asked whether or not students feel comfortable conversing with a native speaker of the
foreign language on themes discussed in class. As part of the open-ended interview it was
discovered that not many students had the opportunity to converse with native speakers
of the foreign language. Some had spoken with friends or family members who had
studied the foreign language and most felt they could complete a basic conversation.
There was one student who commented that while speaking with a family member who
had studied the foreign language they were unable to understand the majority of the
conversation. As these were beginning level students studying a foreign language it is
understandable why they might have provided a lower score for question 11, especially
when taking into consideration that most had not been provided the opportunity to
practice speaking the foreign language with a native speaker.
The responses provided by students demonstrate a strong correlation with being
taught a foreign language through TPRS, and a feeling of enjoyment in learning the
language through that methodology. It also indicates that students feel prepared, at least
at the beginning level, to advance to more difficult foreign language classes upon
learning a language through TPRS. The students further indicate they feel comfortable
participating in class discussions, speaking with other students and the teacher in the
foreign language, and being involved with other classroom activities which require the
use of the foreign language.

30

Figure 3 Response Average

In response to question 15 students were to provide a reason for learning a foreign
language. The majority of participants chose to answer that speaking the language was
most important while three commented that reading and writing was most important, and
one student commented that to understand the language was the most important. These
responses are shown in figure four.

31

Figure 4 Language Objectives

As part of question 16 students responded about how they felt the teaching
method used in class has, or has not, been helpful to them in learning the foreign
language. The responses provided were coded and categorized into the emerging themes
of positive, negative and neutral.
Positive
Some of the student responses included statements such as, teachers method is great
and technique used by teacher is very successful. A total of seven students responded
with the word, helpful. There were 21 responses which emerged as being positive.
Neutral
Only one response emerged as neutral. In this response the student specifically wrote
neutral for how they felt about the teaching method being used in class.
Negative
32

Zero responses emerged as negative. The results of the responses are indicated in figure
five.

Figure 5 Feelings About TPRS Method

The final question as part of the survey, number 17, allowed students to respond
with how they felt teachers should be teaching foreign languages to students. These
responses were also coded and categorized into emerging themes. The themes included
teachers using a method other than the one used in their classroom, varying other
responses, one non-response and 13 responses indicating that teachers should use the
same method their teacher was using, or that of TPRS.
TPRS
Some of the responses from students which indicated that teachers should use TPRS
included the way the teacher is teaching, they should be teaching students like this
class does, and I think this method is great.

33

Other Method
Student responses which were coded as part of the category of other method included
such comments as the way that others [teachers] do, music helps, movies as well, hand
motions as well much more than what others think, as well as story telling and works
better if study written and oral.
Non-response
There was one non-response where the student indicated I dont know regarding how
educators should teach a foreign language.
Other
The other responses included such comments as teachers should not put too much
pressure on students, the method used should depend on the student and what type of
learner they are, and teaching so students understand and teachers should have students
constantly moving or making sound effects to the words.
All of these comments indicate that students are aware of various and relevant
needs in order to experience a well-rounded language learning experience. Each of the
responses in the other method and other categories could have easily been grouped
with using TPRS, but remained separated as they did not specifically identify using the
method taught in class or one similar to it. These responses are illustrated in figure six.

34

Figure 6 How Teachers Should Teach a Foreign Language

Survey Results Summary
The results of the survey data completed by students provides a refelection of how
they feel about learning a foreign language through TPRS. The reults indicate the
majority of students enjoy learning a forieng language through the methodology. The
students felt that TPRS is the way in which teachers should be teaching a foreign
language, and that it is helpful in learning a foreign language.
Classroom Interview
The classroom interview consisted of seeking more in-depth responses to four
main questions related to the survey. Students were allowed to provide open responses
without the teacher being in the classroom. Not all students provided a response.
Responses were coded into emerging themes and in accordance with the question asked.
Students feel more at ease

35

The first question asked of students was how they felt about the method being
used in class and whether or not it creates a comfortable atmosphere for learning the
foreign language. The responses provided for the primary emerging theme that TPRS
allows students to feel more at ease when learning a foreign language. Specific comments
included the following:

It puts you out of your comfort zone so you can see what you like and helps you
get better. If you happen to mess up and everyone is learning so they can learn
from your mistake.

[Learning from mistakes] helps it to be more connected.

Its very proactive.

It makes your mind work hard to remember and make connections to remember
the meaning of words.

These comments were made to indicate that TPRS takes a student out of their comfort
zone while at the same time helping them recognize what they know and what they need
to learn better.
Students do not feel as much pressure
Based on how the teacher presents the stories in class, and in connection with
learning the foreign language, students do not feel the pressure which might be
experienced in other foreign language learning situations. Additional comments included:

You get to know the people around you and it makes you more at ease.

You feel the teacher is not threatening so if you say something wrong its okay.

Its nice because [the teacher] involves us which makes it more enjoyable and
easier and faster to learn.

36

Although all students are included in the language learning process there are no
techniques used to add pressure that if a student does not know the answer to a question
being asked, or they are unable to respond fully concerning information related to the
story, they are then caught in a situation where their affective filter heightens and
learning the language becomes impaired (Richard-Amato, 2010).
Stories make the classroom atmosphere comfortable
The second question asked was whether or not students feel comfortable
participating in class discussions. The emerging theme was that stories make the
classroom atmosphere feel more comfortable. Some student comments included:

Its not just us talking. The teacher shares things about their personal life as part
of the story which makes it comfortable. You get to know the teacher more
personally.

Just like the teacher talking about their personal life, we also bring up life
events.

We all get to know each other really well because of the personal information
shared in class.

The story allows the teacher to bring up personal life events, and the students also
provide similar life events, which provide a learning environment in which everyone
knows each other a little more intimately instead of simply a stale teacher and student
experience. Because the classroom is a comfortable setting the affective filter of students
is decreased and they continue to remain engaged in the foreign language learning
process (Richard-Amato, 2010).
Stories reinforce what has been learned

37

The third question asked was how storytelling helps in learning the foreign
language. The emerging theme was that a story reinforces what has been learned in class.
Some student comments included the following:

The teacher tries to say a line in German and you have to act out as much as you
can without any helps, but it makes you think and reinforces the words more. As
an audience you have to think about what the actor has to do next. There have
been different ways the story is done such as one student being the arms of
another student and that gets more involvement and helps with learning the story
better.

A student is called on to answer questions to the main story and it forces you to
be put into a position where you can tell what you remember and what you dont.

You cant sleep through this class.

In order to follow the story a student must listen closely and think about what is being
said, especially if actions are required. Previous actions and vocabulary already taught are
incorporated into the story, and students realize how much they know and have learned as
they listen and perform various actions related to the story. Students also learn from their
mistakes in a comfortable and uninhibited atmosphere.
Students acquire confidence
The fourth question asked was whether or not the teaching method used in class
helps prepare the students for higher level foreign language classes. The emerging theme
was that through TPRS students acquire confidence. A student comment included the
following:

38

I think well be confident with what we know, ABCs. Well know the basic
things. I talked with my friend in German IV and theres obviously a different
level, but there is a difference in what/how we learn in German I.

Most commented that they realize being in a level I class they are not going to know as
much as someone who has been studying the language for an extended period of time.
Additional student comments include:

We may not be able to say things in the format they need to be in, but we know
how to say it.

In elementary school students dont learn grammar [rules] at first and the same
with German I. We dont need to learn the conjugation at first, just how to say
the words.

They discovered that they know the basics and are prepared to advance to the next level
without trepidation.
Classroom Interview Summary
Through the interview process additional clarification was obtained in
relationship to the student survey. Students were allowed to be open and honest with their
thoughts and feelings as the teacher was not in the room, and a level of comfort had been
established while previous classroom learning and activities had been observed. Students
expounded on their survey responses which led to a more meaningful understanding of
how they felt about learning a foreign language through TPRS.
Teacher Interview
The teacher interview consisted of a one-on-one interview in which the teacher,
without any students being present, was questioned about various aspects related to TPRS

39

such as how they were introduced to the methodology, and what made them decide to use
it. It was discovered that the teacher has 13 years of experience, with 10 of those years
involved with the use of TPRS. They primarily use TPRS in I, II and III level classes, and
have used the method while teaching both German as well as Spanish. The chosen
curriculum was that of Michael Miller, as referenced in chapter two under TPRS a history
and modern day language methodology, but the teacher is familiar with and has met
Blaine Ray. The use of curriculum by Michael Miller was due to the connection the
teacher had with the material and stories provided by Mr. Miller versus other popular
authors of TPRS curriculum. The teacher was first introduced to TPRS through a school
district event where Mr. Dennis Doyle, a former high school foreign language teacher,
provided a presentation. The teacher returned to class and immediately started following
the prescribed curriculum and disregarded all other material they previously had been
using to teach a foreign language.
TPRS helps teacher and students known one another better
Similar to responses provided by students the teacher also commented on a
primary emerging theme that TPRS provides a way for both the teacher and the students
to get to know one another better through the stories that are shared. A comment made
included, It brings up real life situations . . . and whether or not kids can talk about
things. The stories provide a way for both groups to share personal events as they relate
to the story. This further allows each to understand one another better as well as getting
to know each other on a more personal level.
TPRS helps the teacher to feel more comfortable with students

40

An additional emerging theme included feeling comfortable with the students

while teaching. The TPRS method provides a comfortable atmosphere for the teacher,
and this was also one of the emerging themes for students as well. The story presented
can be fun, and it creates an enjoyable environment for both the teacher as well as the
students.
TPRS can be an effective method for preparing students
The teacher was asked if TPRS allows for the preparation of students to advance
to higher levels of language learning, and specifically if it helps prepare them for
placement tests such as the AP exam. The emerging theme was that if done correctly
TPRS can be an effective method for preparing students. The teacher commented, Yes,
if its done right. If you do enough repetitions, and there is pop-up grammar. The
repetitions they will learn. Additional elaboration was made and indicated that when a
teacher incorporates pop-up grammar with the story, and points out other aspects of
language rules along the way, students will be prepared for higher level language classes.
Because of the listening and writing involved with TPRS, as well as in upper division
language classes, students are further prepared to participate in placement tests. The
teacher commented that there isnt a specific grammar section for the AP exam and
therefore students learn about grammar rules, but are not required to know them
specifically for the exam.
TPRS allows for a fun foreign language learning experience
Another theme which emerged was that learning a foreign language should be
fun, and that this can be accomplished with TPRS. This was also an observation
recognized in previous studies (Davidheiser, 2002). A comment was provided which

41

indicated there had been students who attended more traditional foreign language
classrooms and were labeled as being problem students. Upon entering a TPRS
classroom and experiencing the learning process of a foreign language through stories
their attitude changed and they became better students. A comment from the teacher
included, Ive encountered students who previously were a headache to teachers in a
traditional foreign language class, but once they started learning the language through
TPRS their attitude changed and they were a better student.
TPRS creates more freedom for the teacher
In terms of a purely administrative perspective an additional emerging theme was
that TPRS creates more freedom for the teacher. One comment included, Most
enjoyable, not having to grade papers, see they are understanding, pull a book off a shelf
after a month and they can read, hearing theyve learned so much in a few months vs. an
entire year from another class. Some of the worksheets, quizzes, exams, and other
assignments given to students in a more traditional foreign language classroom are
largely eliminated in a TPRS classroom. Although there are end of unit exams, there are
very few or no homework assignments. After hearing a story students are generally
required to translate a portion of the story which is provided to them in the target
language and which they are able to complete during regular class time. As part of
another assignment, which can generally be completed during class time, there are books
made available at the level students can understand based on their language skills, they
are read during class time, and students later provide either a translation or a synopsis of
what the book was about. A large part of the grading is comprised of in-class activities
and assignments which allows the teacher to be free of taking home papers for grading, or

42

spending long hours after school correcting. The teacher commented that this process
further allows teachers to focus more on the comprehensible input aspect of a foreign
language which then allows a learner to make the required connections in order to
actually learn the language. Previous studies have also pointed to the value of
comprehensible input in connection with learning a foreign language (Davidheiser,
2002).
Teacher Interview Summary
In examining the results of the teacher interview we can conclude that the teacher
was not a novice at using the TPRS method. They had experience in using it, found a
curriculum which they felt comfortable using, and noticed great results with their
beginning level students. They recognized TPRS as a viable method for teaching and
learning a foreign language. Through the attendance at various district trainings, and
other workshops, they learned about TPRS. This level of learning provide the reason to
try the method with students, and due to the success they experienced as an educator they
continued to use the method.
Researcher Observation
During a series of classroom visits, observations were made in regard to how the
teacher and students responded to teaching and learning a foreign language through
TPRS. The teacher would begin the class with a review of certain vocabulary words or
phrases, and which students were expected to provide the correct and appropriate gesture
associated with the word or phrase. This would lead into a further set of questions asked
of students to which they would respond in the target language. Eventually the teacher
would arrive at the point where a story, or the process of telling a story, would begin.

43

This was sometimes prefaced with an open classroom discussion about life events to
which the teacher would respond and students were allowed to also bring up various
aspects related to their personal lives. The open discussion must have involved using
primarily only those parts of the language which students had previously learned.
As the story would ensue the teacher would ask several questions to make sure
students understood what was being said, and following along with the main ideas
surrounding the story. If a student appeared to need additional help the teacher would
take time to clarify or ask additional questions. In some cases another student was asked
the same question in a modeling technique, so the student who was struggling could be
given an example of the type of response they should consider providing based on the
question being asked. At the end of the story, a few students were invited to the front of
the room to act out portions of the story. As the teacher read, the students would play
their role. There were moments of confusion as to what they should be acting out, and the
teacher would take time to review that particular section by either asking additional
questions of the class in general, the individual student, or saying the same thing in a
different way so the student would understand. The acting out of the story, or a portion of
the story, seemed to internalize it more with the students, and most appeared to enjoy it as
they became actors in front of the class.
Following the stage performance the teacher used a transparency which had a
story, or portion of a story, written on it similar to the one reviewed in class. Different
students were asked to translate, out loud, the written story. When they came to a word or
sentence they didnt know exactly how to translate the teacher would again ask questions
of either the entire class, or the one student, until the meaning was understood. Once this

44

activity ended all students were expected to write down the same information as what
was written on the transparency, and provide a written translation. The class seemed to be
in a constant state of engagement, but not at all chaotic. The teacher and the students
appeared to work together in the learning process. It appeared the students knew if they
needed extra help in understanding something the teacher would take the time to work
with them until they did understand. By the end of class it felt as if there was a great
accomplishment made, and the language would continue to be practiced and spoken
despite walking out into a world of English. Never having taken any German classes, nor
studying the language previously, I found myself engaged in the learning process and
understanding parts of what was being said although I felt unable to formulate a response
in the foreign language.
Researcher Observation Summary
The observations as a researcher provided deeper understanding not only from
seeing how the teacher presented and interacted with students through the foreign
language learning process, but also by experiencing a level of personal learning of the
language through TPRS. It appeared consistent that students enjoyed not only what they
were learning, but how they learned it. The teacher, and their efforts, did not go
unnoticed, but it was apparent that the TPRS methodology which was being used is what
created the learning environment which students enjoyed.
Results Summary
Upon gathering the data from survey responses, as well as the interviews and
classroom observations, the information was analyzed and coded. The end results
demonstrate that based on this case study students in the foreign language classroom

45

overwhelmingly feel that TPRS is a valuable method to use when learning a foreign
language. In addition, students not only provided insight as to how TPRS is valuable for
learning a foreign language, but why they feel TPRS is a valuable method for learning a
foreign language. They were given the opportunity to be open and honest with their
thoughts and feelings. The research observations also portrayed that students felt
comfortable learning a foreign language while having fun and enjoying themselves
during the process.

46

Chapter 5
Discussion
The study started in an attempt to find out students perceptions and feelings
about learning a foreign language through the stand-alone method of TPRS. The student
survey, along with the classroom observations, and coded results from the student and
teacher interviews, provided an overwhelming result that students feel TPRS is a viable
method to be used when learning a foreign language. Students expressed feelings about
how a foreign language experience might be enhanced through constant interaction and
excitement generated in a classroom, but there were no negative comments made about
the use of TPRS as the method for learning a foreign language. Students further
understood there are varying ways in which an individual best learns something, despite
their conclusion that when it comes to learning a foreign language they feel TPRS is the
best method which can be used. This allows teachers, whether proponents of TPRS or
not, to better understand how students feel learning a foreign language through this
method. Not only may teachers find it to be the only method they choose to use when
teaching a foreign language, but according to the results of the study students also feel it
is a method which helps them learn a foreign language, and which they enjoy as part of
that learning experience.
Student Insight
Because so many of the students in this study happened to have learned another
foreign language, other than the one currently being studied, they offered additional
insights related to their feelings about learning a foreign language through other varying
methodologies. The result was that TPRS is the highly favored method which foreign

47

language teachers should be using. There were some comments made where feelings
were expressed as to why other methods are not as helpful, but primarily comments were
made, and feelings expressed, resulting in why TPRS should be used.
Consistency and Reliability
The consistency of this study resulted in the same group of students receiving a
classroom survey as well as a classroom interview. The teacher for the class, which was
the same teacher who had been teaching the class since the beginning of the school year,
was the one interviewed about why they only use TPRS as the method for teaching a
foreign language. The observations were made by the same individual, and were recorded
at the same time and with the same class of students, although on varying days of the
week. The survey was given to students and the only question which required additional
clarification was number five which asked if a student had learned another foreign
language. Some students wondered if learning another foreign language required that to
take place in a regular school setting, or could it have been part of a tutoring program.
There were no other guides or prompts given to students other than if they had additional
comments to make for the last two questions they could write their answers on the back
of the paper. When conducting the classroom interview the teacher was not in the room.
The answers to the survey were averaged, and the interviews were coded according to
their emerging design. All of these elements offer a strong level of reliability in
connection with the results of the study. There was no reason to be biased as the entire
premise of the study was to determine that although many teachers are advocates for
TPRS, what feelings do students have about learning a foreign language through the
methodology.

48

Additional Questions
The study lends itself to opening up other questions for research and review such
as if students enjoy learning a foreign language through TPRS why isnt the method
taught more vigorously on university campuses? Furthermore, why are there not more
foreign language teachers solely using the method when teaching a foreign language? For
those teachers who have been exposed to TPRS, why do they possibly continue using a
more traditional method when teaching a foreign language? The next step would be to
expand this study to various foreign language classrooms, with teachers who solely use
TPRS, to determine if the outcome is either similar or the same. Will students in other
classrooms also feel comfortable learning a foreign language through TPRS? Will they
enjoy it better than a more traditional method of learning a foreign language? Will the
stories presented be fun and provide an exciting and energetic classroom atmosphere?
Limitations
A limitation could include student unwillingness to be open, or fully expound on
their feelings in regard to Total Physical Response and Storytelling as a methodology for
learning a foreign language. Other limitations include surveying only one class and one
teacher, thus a small sample size. Also, some students were taught languages differently
than through the TPRS method. However, they may not have an in-depth understanding
of the true differences between methods. They may not know enough about other
methods to make a solid comparison. Another limitation could result in applying these
findings to other populations. Students who have learned various languages from birth
may not feel that learning a new language through TPRS as a pre-teenager, teenager, or

49

adult is enjoyable. It may be considered too elementary when they already have a grasp
of studying and understanding grammar rules to learn a language.
Discussion Summary
It is well known that teachers are beginning to use TPRS as a stand-alone method
in foreign language classrooms. There are special conferences and workshops for those
who use the method, and for those wanting to know more about it. The question which
remained unanswered was how students learning a foreign language feel about being
taught a language only through TPRS. There can often be great ideas presented for
consideration, but the application of those ideas will not always reveal the best results.
Despite teachers being enthused about using TPRS, if students found it to be a mediocre
method, or only somewhat appealing, then it might be suggested that TPRS might be fun
to use when mixing up methods, but probably not viable as a stand-alone methodology.
Instead, the study revealed that students enjoy learning a foreign language through TPRS.
Although various limitations can be considered, the classroom observations, interviews
and survey indicate that students do not dislike learning a foreign language through
TPRS, and instead seem to experience a greater foreign language learning experience
because of it.
There is plenty of room for additional study to be considered regarding TPRS.
Because this study includes only one class there could be additional studies which
include several foreign language classes, each with a teacher only using TPRS, and
verifying if the results would be similar across several classrooms. This could be
expanded to reach beyond one school district, or one state. Further studies could also
include looking at the curriculum available to TPRS teachers, and perhaps the material or

50

stories used plays a key role in whether or not students enjoy learning a foreign
language through the methodology. Other questions for consideration might be at what
level of language learning should TPRS no longer be considered useful, or is it applicable
to all levels of foreign language study? Do students who learn a foreign language through
TPRS perform better on tests? Are they able to write, speak or understand the language
better? If so, should TPRS be taught more rigorously as a viable method in universities to
those seeking to enter a career as a foreign language teacher? Should more school
districts be adopting this method more fully, even if only for beginning language
learners? Because there are various curriculum materials available to teachers of TPRS
does the use of that material play a part in whether or not students find enjoyment
learning a foreign language through the methodology? The door is now open for more indepth and robust studies to be performed, and for TPRS to be taken into consideration
from multiple angles.

51

References
Akey, T. (2006). School context, student attitudes and behavior, and academic
achievement: an exploratory analysis. MDRC, 1-40. doi: 10.1.1.152.834
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.
Retrieved from
http://www.dominican.edu/academics/education/seed/filestorage/castrosp10esladu
lts.pdf
Davidheiser, J. (2002). Teaching German with TPRS (total physical response
storytelling). Teaching German, 35(1), 25-35. Retrieved from
http://www.jstor.org/stable/3531952
Decker, B. (2008). Body language: the effectiveness of total physical response
storytelling in secondary foreign language instruction. Retrieved from
http://www.macalester.edu/educationreform/actionsresearch/action%20research%
20-%20beth.pdf
Felder, R. & Henriques, E. (1995). Learning and teaching styles in foreign and second
language education. Foreign Language Annals, 28(1), 21-31.
Feyten, C. (1991). The power of listening ability: an overlooked dimension in language
acquisition. The Modern Language Journal, 75(2), 173-180. Retrieved from
http://www.jstor.org/stable/328825
Kariuki, P., & Bush, E. (2008). The effects of total physical response by storytelling and
the traditional teaching styles of a foreign language in a selected high school.

52

ERIC Document ED503364. Retrieved from

http://eric.ed.gov/PDFS/ED503364.pdf
Money, S. (1992). What is teaching effectiveness? A survey of student and teacher
perceptions of teacher effectiveness. ERIC Document ED 351056. Retrieved from
http://eric.ed.gov/PDFS/ED351056.pdf
Richard-Amato, P. (2010). Making It Happen From Interactive to Participatory
Language Teaching: Evolving Theory and Practice. White Plains, NY: Pearson
Education.
Roof, L., & Kreutter, C. (2010). An interactive storytelling puzzle: building a positive
environment in a second language classroom. Networks, 12(1), 1-10. Retrieved
from http://journals.library.wisc.edu/index.php/networks/article/view/206/332
Terrell, T. D. (1982). The natural approach to language teaching: an update. The Modern
Language Journal, 66(2), 121-132. Retrieved from
http://www.jstor.org/stable/236380

53

Appendix A
Student Survey
Perceptions of Total Physical Response and Storytelling as an Effective Language
Learning Methodology
Date _______________________

Demographic Information:
1) Age: ____________________

2) Gender:

Male

Female

(circle one)

3) What is your primary or first language: ____________________

4) What language are you studying: ____________________

5) Have you ever been taught another language: ____________________

(yes) or (no)
6) If you answered yes, what are the languages you have been taught:
____________________ ____________________ ____________________
*Please complete the entire survey with what you feel is the best response. Please be
as detailed as possible.
Rank the following questions/statements accordingly. 1 2 3 4 5 6 7
1=strongly disagree 2=somewhat disagree 3=disagree 4=somewhat agree 5=agree
6=strongly agree 7=very strongly agree
1) I feel the teaching method used in class creates a comfortable atmosphere for
learning the foreign language.
Response:__________

54

2) I am motivated to learn the foreign language because the teaching engages me.
Response:__________
3) I feel students have an opportunity to participate regularly in class.
Response:__________
4) I regularly participate in the classroom activities.
Response:__________
5) I answer, or feel I am able to answer, most of the questions asked by the teacher in
class.
Response:__________
6) I feel comfortable participating in class discussions.
Response:__________
7) I feel storytelling helps me learn the foreign language.
Response:__________
8) I feel that listening and trying to understand what is said in the foreign language
helps me learn the language.
Response:__________
9) I feel that I understand most of the foreign language words or phrases used in
class.
Response:__________
10) I feel comfortable having a conversation in the foreign language with other
students and the teacher.
Response:__________
11) I feel comfortable conversing with native speakers of the foreign language on
themes discussed in class.
Response:__________

55

12) I feel the teaching method used in this class prepares me for higher level foreign
language classes.
Response:__________
13) I feel the teaching method used in class helps me learn and understand grammar
rules in the foreign language.
Response:__________
14) I feel the teaching method used for learning the foreign language prepares me to
perform well on tests in the foreign language.
Response:__________
15) What is your main objective for learning a foreign language?
a. speak the language

b. read and write the language

c. other __________

16) Please describe how you feel the teaching method used in class has, or has not,
been helpful to you in learning the foreign language. (Examples might include
watching a movie or listening to music in the foreign language and understanding
what is said.)
17) Please describe how you feel teachers should be teaching foreign languages to
students.

56

Appendix B
TPRS Story and Example Questions
*Story is presented in the Spanish language; however, the process followed would
be the same for any foreign language.
Story/Cuento:
Haba una chica que se llamaba Marta. Marta se sent en un banco. Mientras
estaba sentada, se pein el pelo. De repente, un ratn le rob el peine y
desapareci. Marta se senta muy triste. Iba a buscar el ratn. No estaba en
Minnesota as que fue a Nicaragua. El ratn no estaba en Nicaragua y Marta se
senta enojada. No quera comprar otro peine; quera su peine. Entoneces, fue a
China para buscar el ratn. Lo encontr despus de cuarenta y dos segundos. Le
pidi al ratn el peine. l le dio el peine a Marta. Marta se senta feliz porque
poda peinarse el pelo otra vez.

Questions/Preguntas:
Marta se sent en una silla?
Marta se sent en un banco?
Marta se sent en una silla o un banco?
Se cepill el pelo?
Se pein el pelo?
Se cepill o se pein el pelo?
Se pein la cabeza?
Se pein la cabeza o el pelo?
Un gato le rob el peine?
Un ratn le rob el peine?
Un gato o un ratn le rob el peine?
Un ratn le rob el dinero?
Un ratn le rob el peine?
Un ratn le rob el dinero o el peine?
Un ratn comi el peine?
Qu le hizo el ratn?

57

Appendix C
Observation Form
Date:

Time began:

Time ended:

Description of
students learning
foreign language
through TPRS:

How TPRS
methodology is
used in class:

Additional Notes:

58

Number of
students present:

Appendix D
Teacher open-ended interview
(Guiding questions)
Date: __________
1. What is your perspective about students being taught German through the use
of Total Physical Response and Storytelling as a stand-alone methodology?
2. What are student perspectives about being taught German through TPRS?
3. How did you learn about the student perspectives?

59

Appendix E
Open-Classroom Interview
1) How do you feel about the teaching method used in class, and does it create a
comfortable atmosphere for learning the foreign language?
2) How are you motivated to learn the foreign language, and does the teaching
engage you to learn it?
3) In what ways do you feel that you have an opportunity to participate regularly in
class using the foreign language?
4) In what ways do you regularly participate in classroom activities?
5) Are you able to answer most of the questions asked by the teacher in class, and if
so how?
6) Do you feel comfortable participating in class discussions, and if so why?
7) How do you feel storytelling helps you learn the foreign language?
8) How do listening and trying to understand what is said in the foreign language
help you learn the language?
9) Are you able to understand most of the foreign language words or phrases used in
class, and if so how?
10) Do you feel comfortable having a conversation in the foreign language with other
students and the teacher, and if so why?
11) Do you feel comfortable conversing with native speakers of the foreign language
on themes discussed in class, and if so why?
12) Do you feel the teaching method used in this class helps prepare you for higher
level foreign language classes, and if so how?
60

13) Do you feel the teaching method used in class helps you learn and understand
grammar rules in the foreign language, and if so how?
14) Do you feel the teaching method used for learning the foreign language prepares
you to perform well on tests in the foreign language, and if so how?
15) What is your main objective for learning a foreign language, and why?
16) How do you feel the teaching method used in class has, or has not, been helpful
to you in learning the foreign language?
17) How do you feel teachers should be teaching foreign languages to students?

61

Appendix F
IRB Approval
Mr. Dukes:

You recently submitted for Institutional Review Board review a student research proposal
entitled Students Perceptions of Total Physical Response and Storytelling as a StandAlone Foreign Language Learning Methodology. Your study has been assigned the
following IRB tracking number: #00798.

Based on the information provided on the application, and the reviewers' recommended
changes you made to your protocols, your research proposal appears to pose minimal
risks to human subjects and, therefore, meets the Federal criteria for an expedited
review.

You herein have approval to begin your research from the UVU Institutional Review
Board. This approval is good until November 23, 2012 (365 days from the date of
approval). After this date, you will no longer be authorized to collect and analyze data
unless you complete and submit a request for continuing status form. Multiple year
studies must be reviewed and approved annually by the full IRB.

To ensure that individuals and organizations involved in your study are aware that you
have received IRB approval, please use the IRB tracking numbers above on all
documents and communications associated with this project as identification of IRB
authorization (i.e., IRB Approval #00798).

Please notify Nancy L. Bartlett, the IRB Administrator, at (801) 863-8156, BA203d, of
any changes made in the instruments, consent form, or research process, so the IRB can
review and approve them before the change is implemented.

When you have completed your research, please notify the IRB. In keeping with Federal
regulations, you must retain your research data for a period of 3 years from the date of
completion of the research.
62

If you have any questions, please let us know. We wish you well with your research!

Dr. Glendon Parker, Chair

Institutional Review Board
Utah Valley University
800 West University Parkway
MS 179, Room LA11b
Orem, Utah 84058
(801) 863-6907
Glendon.Parker@uvu.edu

Nancy L. Bartlett
University Compliance Officer
IRB and Post-Award Grant and Contract Administrator
Division of Planning, Budget, and Policy
Utah Valley University
800 West University Parkway, MS272
Orem, Utah 84058
Room: BA203d
801-863-8156
Nancy.Bartlett@uvu.edu

63

Appendix G

64