東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Three teachers' experiences developi...

Espinoza, Pedro Luis.

FindBook

Google Book

Amazon

博客來

Three teachers' experiences developing and implementing Teaching Proficiency through Reading and Storytelling (TPRS) curriculum in their World Language classes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Three teachers' experiences developing and implementing Teaching Proficiency through Reading and Storytelling (TPRS) curriculum in their World Language classes./
作者:	Espinoza, Pedro Luis.
面頁冊數:	83 p.
附註:	Source: Masters Abstracts International, Volume: 55-03.
Contained By:	Masters Abstracts International55-03(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1605751
ISBN:	9781339339801

Three teachers' experiences developing and implementing Teaching Proficiency through Reading and Storytelling (TPRS) curriculum in their World Language classes.
Espinoza, Pedro Luis.

Three teachers' experiences developing and implementing Teaching Proficiency through Reading and Storytelling (TPRS) curriculum in their World Language classes. - 83 p.

Source: Masters Abstracts International, Volume: 55-03.

Thesis (M.A.)--Chapman University, 2015.

Teaching Proficiency through Reading and Storytelling (TPRS) is one of many World Language teaching practices. TPRS strives to make language learning, fun, engaging and comprehensible (Davidheiser, 2002; Marsh, 1998). The purpose of this qualitative case study was to examine the experience of three high school World Language teachers who teach using this particular teaching methodology (TPRS) with their World Language classes. The following research questions were explored: 1) What is the experience of learning to teach world languages using the TPRS method? 2) What is the process of creating curriculum using TPRS? and 3) What is the impact of TPRS on students from the teacher's point of view?

ISBN: 9781339339801Subjects--Topical Terms:

3172512
Foreign language education.

Three teachers' experiences developing and implementing Teaching Proficiency through Reading and Storytelling (TPRS) curriculum in their World Language classes.
LDR:02291nmm a2200289 4500 001 2067826
005 20160418082937.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339339801
035 $a (MiAaPQ)AAI1605751
035 $a AAI1605751
040 $a MiAaPQ $c MiAaPQ
100 1 $a Espinoza, Pedro Luis. $3 3182693
245 1 0 $a Three teachers' experiences developing and implementing Teaching Proficiency through Reading and Storytelling (TPRS) curriculum in their World Language classes.
300 $a 83 p.
500 $a Source: Masters Abstracts International, Volume: 55-03.
500 $a Adviser: Amy Ardell.
502 $a Thesis (M.A.)--Chapman University, 2015.
520 $a Teaching Proficiency through Reading and Storytelling (TPRS) is one of many World Language teaching practices. TPRS strives to make language learning, fun, engaging and comprehensible (Davidheiser, 2002; Marsh, 1998). The purpose of this qualitative case study was to examine the experience of three high school World Language teachers who teach using this particular teaching methodology (TPRS) with their World Language classes. The following research questions were explored: 1) What is the experience of learning to teach world languages using the TPRS method? 2) What is the process of creating curriculum using TPRS? and 3) What is the impact of TPRS on students from the teacher's point of view?
520 $a Stephen Krashen's (1981) Second Language Acquisition theoretical framework was used to code the data. Grounded theory coding was also used to answer the research questions from this study. The findings indicated various teaching strategies that the participants use in their classroom such as Total Physical Response (TPR), Comprehensible Input (CI) and Personalized Questions and Answers (PQA) to support TPRS implementation. The findings also revealed success in language acquisition of students from the teachers' point of view. The challenges teachers faced as pre-service teachers as well as in-service World Language educators were also identified.
590 $a School code: 1538.
650 4 $a Foreign language education. $3 3172512
650 4 $a Education. $3 516579
690 $a 0444
690 $a 0515
710 2 $a Chapman University. $b Education Studies. $3 3182694
773 0 $t Masters Abstracts International $g 55-03(E).
790 $a 1538
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1605751