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Please use this identifier to cite or link to this item: http://dspace.ucuenca.edu.ec/handle/123456789/16048
Title: An essay on the benefits and challenges of implementing total physical response storytelling (TPRS) and the conmunicative aproach for use in the english language classroom
Authors: Piedra, Karina
metadata.dc.contributor.advisor: Encalada Vásquez, Vicente
Keywords: Lenguaje
Enseñanza Del Ingles
Issue Date: 2009
metadata.dc.ucuenca.paginacion: 334 páginas
Series/Report no.: TLI;238
metadata.dc.type: bachelorThesis
Nowadays, studying a second or foreign language such as English is very important because of globalization and the fact that English is spoken by people all over the world. Learning English is highly recommended as a useful tool for both professional and personal purposes. Whether for work, study, or just plain pleasure, those who know English have many more opportunities available to them than people who only speak their native language. Therefore, people of all ages should be encouraged to be involved in the learning process throughout their lives. Because of the importance of learning English, my investigation is focused on two methods that are currently used for teaching English as a second language: the Total Physical Response Storytelling (TPRS or TPR-Storytelling) Method and the Communicative Approach Method. Both of these methods focus on helping students become actively involved in the learning process. That is, by manipulating and experimenting with the language by themselves in a personalized way according to their own interests through movements, games, songs, and short stories, students play a very active role in developing their capacities and learning the new language. Combined with the initiative and creativity used by teachers who facilitate the teaching learning process, the TPR-Storytelling Method and the Communicative Approach Method make learning English both fun and effective
Licenciada en Ciencias de la Educación en la Especialización de Lengua Inglesa
URI: http://dspace.ucuenca.edu.ec/handle/123456789/16048
Appears in Collections:Tesis de Pregrado

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