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dc.contributor.advisorEncalada Vásquez, Vicentees_ES
dc.contributor.authorPiedra, Karinaes_ES
dc.date.accessioned2014-06-27T22:25:13Z-
dc.date.available2014-06-27T22:25:13Z-
dc.date.issued2009es_ES
dc.identifier.urihttp://dspace.ucuenca.edu.ec/handle/123456789/16048-
dc.descriptionNowadays, 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 effectivees_ES
dc.formatapplication/pdfes_ES
dc.language.isospaes_ES
dc.relation.ispartofseriesTLI;238es_ES
dc.rightsopenAccess-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/ec/-
dc.subjectLenguajees_ES
dc.subjectEnseñanza Del Ingleses_ES
dc.subjectLiteraturaes_ES
dc.titleAn essay on the benefits and challenges of implementing total physical response storytelling (TPRS) and the conmunicative aproach for use in the english language classroomes_ES
dc.typebachelorThesises_ES
dc.ucuenca.paginacion334 páginases_ES
dc.description.degreeLicenciada en Ciencias de la Educación en la Especialización de Lengua Inglesaes_ES
dc.description.cityCuencaes_ES
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