Table of contentsSummaryGeneral informationThesisStory TPR (teaching proficiency through reading and storytelling) is a method of teaching foreign languages ​​through reading and telling stories in class. The method was invented by a Spanish teacher named Blaine Ray, in Bakersfield, California, in 1990. The method of teaching foreign languages ​​is intended for students who are disinterested in the exciting process of learning a language from a textbook. TPRS is a method that is more or less the same as the first language learning procedure. Students learn their second language the same way babies learn their first language. By listening to a storyteller's second language, students acquire vocabulary useful for learning the second language. (Mason, 2005)Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essayTPRS has been the most effective way to acquire a second language since its invention in the 1960s. According to the method, changing commands to the third person singular allows teachers to tell stories, which makes of the procedure a long-term memory technique. One of the effective physical elements that has been so powerful in classic TPRS is asking students to participate in enacting the roles of the characters in the stories. TPRS combines multiple physical response methods and language acquisition strategies, enabling effective teaching of grammar, reading and writing, and vocabulary. (Enciso, 2011) TPR storytelling is not complete without a focus on reading. The whole procedure begins with an introduction to vocabulary and complex structures, followed by reading. The method of acquiring foreign languages ​​relies heavily on certain hypotheses recommended in the reading program. The Input Hypothesis, the Acquisition Hypothesis, the Natural Order Hypothesis, and the Monitor Hypothesis form the basis of the TPR narrative. In the method, a free voluntary reading program is recommended. Learners are encouraged not to depend entirely on storytellers. Students should have access to books and a quiet, comfortable place to read. Additionally, the second language acquisition method involves reading to students, much like reading to young children when they are first learning their first language. The most important element of the TPRS program is the awareness that the focus is on the students, not the books. or even history. Maintaining good relationships with students is considered the foundation of a TPRS program. The pace of instruction given to students should be based entirely on the teacher's assessment of how strongly the students have internalized the foreign language. Other important elements of the TPRS program are the quality and quantity of unconditional love, positive feedback and appreciation of students towards their teacher. (Mhathún 2008)SummaryThis literature review evaluates the effectiveness of Total Physical Response Storytelling (TPRS) compared to other approaches for acquiring and retaining new vocabulary in a foreign language. The subjects of the analysis are low-literacy adult learners and teachers who use storytelling to teach foreign languages ​​in the classroom. Different scientific articles are evaluated and reviewed to show the effect of TPRS and grammar translation approaches on students' vocabulary. The articles in this literature review also constituteresearch on assessing students' ability to acquire and retain foreign languages ​​compared to young children learning their native language. In this review, further research is needed on how to work effectively with adult students who need to learn foreign languages ​​in difficult circumstances. Students have complicated lives and struggle to survive on top of studying how to improve their language skills. Background Information By applying the powerful concept of TPRS in the classroom, here's what we know: Studies in Spanish, French, German, Japanese and Russian demonstrate that TPR is compatible with the brain. This means that the method can imply short- and long-term retention that is striking and statistically significant across all studies. Retention with TPR is comparable to riding a bicycle. Over the years, skills return after a few warm-up attempts. There is no age barrier to using the TPRS method to acquire and maintain a foreign language. The method appears to work effectively for both children and adults. The only problem is that when language training begins after puberty, it is almost certain that one will have at least some accent in the second language, no matter how long one stays in a foreign country. It is true that TPR works for most languages, including deaf sign language and the language of mathematics. In the United States, teaching mathematics is even more difficult than teaching foreign languages. It is evident that teaching mathematics is a challenge since more time is spent on remedial mathematics than on all other forms of mathematics teaching combined. Both traditional programs and foreign languages ​​share a common flaw: they play with half the brain and usually it's the wrong half. Studies show that even adults play the game of learning another language on an equal footing. There is a widely held belief that children have a linguistic advantage over adults, but studies contradict this view. Studies of Spanish, Russian, and Japanese show that adults consistently outperform children in acquiring the skills needed to speak and write a new language. The only exception is to note in terms of pronunciation. In a TPR class, it is the students who produce the show while the teacher is the director of the play. It’s the same way that children pick up another language so quickly when they live in a foreign country. They are quiet but respond to instructions from caregivers and other children and therefore learn quickly. Studies at the University of Texas and other institutions indicate that the dropout rate for second language students in a traditional program can be as high as 95 percent. Studies also indicate that staggering attrition can be reversed when TPRS is a central part of the language program. TPRS builds students’ confidence, enabling them to quickly understand a foreign language. More importantly, TPRS is aptitudeless. When TPR is applied by a qualified and talented teacher, academic aptitude becomes a negligible factor. Most people are surprised when disadvantaged children who struggle in class in a traditional school succeed in a TPR class. Students can then feel the exhilaration of competing with all the “A” students. TPRS is therefore an important method to help students acquire a foreign language since itfacilitates instant understanding of the target language, regardless of academic aptitude. It also improves high-speed, stress-free, long-term retention among students. Thesis Many students have difficulty memorizing vocabulary and grammatical rules for future retrieval. Despite teachers' efforts to get students to remember vocabulary and grammar, they often fail to do so. Due to the challenge of students failing to memorize vocabulary and grammar, certain strategies have been used over time to help resolve the problem. For example, in English classes, teachers sometimes used world maps to enrich students' vocabulary. These efforts failed to improve vocabulary understanding among students. Over time, educational institutions have turned to the role of stories in the teaching and learning of foreign languages. There are many benefits that stories accompany when imparting instruction and learning. For example, stories facilitate vocabulary acquisition and retention. (Mason, 2005) The use of stories is important because it allows teachers to explain relevant vocabulary in a short period of time. This essay reviews the importance of communication skills among immigrants who normally work in low-skilled jobs that do not require high levels of communication. The most effective method for acquiring a foreign language is also discussed. The use of TPRS as a method of acquiring and retaining the vocabulary and grammar of a foreign language is developed in this article. It is crucial to teach a foreign language to adults who are completely dependent on that language for their economic gains. Total Physical Response Storytelling (TPRS) works well with students who apparently do not have a strong academic background. This article shows how possible it is for students who do not have a good academic background to compete competently in a TPR class with students who have acquired an appropriate academic background. (Enciso, 2011) The study presented in this article shows the effectiveness of TPRS for acquiring and retaining new vocabulary. Mason, B. (2005). Acquisition of vocabulary through narration. TexTESOL III Newsletter, 3-5. In this article, Mason states that vocabulary acquisition is possible by listening to stories but at the same time listening to stories with an insufficient and ineffective source of vocabulary. Mason further informs us that listening to stories also requires direct instruction. In the article, a study done by Beniko Mason attempts to confirm that listening to stories leads to vocabulary acquisition and also determines the effectiveness of vocabulary acquisition. In the study, two experiments are carried out; the first experiment being story telling versus list learning. In the first experiment which had sixty participants, all students participated in both treatments. The narration treatment involved a thirty-word pretest. The participant then listened to a thirty-word story. As the teacher told the story, the students pointed to the word they thought was used in the story. During the first treatment, participants repeated the vocabulary test but presented in a different order. The second treatment involved students being asked to work together. The second experience was storytelling plus skill development rather than storytelling alone. In the experiment, the subjects wereJapanese first-year students at a college in Osaka. Students did not have much exposure to auditory input in English. For the first group, the 20 target words were written on the board, participants took a translation test, and students listened to the story then did a post-test on the same list of words. The other group involved the use of spoken questions using the target words. Participants also took a translation test and read the written version of the story. The story-only group took the translation test twice, but the story-plus group did the entire procedure three times. A few weeks later, the groups underwent an unexpected follow-up test. Mason notes his results for the study and presents the average scores of the two groups as similar. It uses a descriptive statistics test on vocabulary where the final gain of the two groups following the vocabulary test is noted. Another table showing the effectiveness of the two groups is also drawn by Mason. There was no difference between the story method and the list learning method used in the first study. In the second story, there was also no difference in effectiveness in vocabulary learning between the two activities carried out. Mason says the results are consistent with previous studies, indicating that listening to stories leads to vocabulary development. Mason also compares the results with the comprehension hypothesis according to which language development is the result of understanding messages. The goal of the study was vocabulary development. Mason notes that the very idea of ​​storytelling as an effective way to acquire a foreign language is encouraging. The author of this article thus proves that stories are much more pleasant and effective than traditional teaching. He further explains that students can learn other aspects of language from stories, as well as knowledge. Furthermore, Mason argues that storytelling and listening results in foreign languages ​​lead to the acquisition of vocabularies and strives to demonstrate the importance of acquisition for learners. Almost the same research has been done before and Mason's work is only a confirmation of previous findings. In a word, there is consistency in his research. In particular, the results seem consistent with the comprehension hypothesis according to which students' learning of a new language comes from comprehension messages. The article is a good reader for beginners in learning a second language. Mayor Mhic Mhathún. (2008). Supporting children's participation in second language stories in an Irish language preschool. Early Years: An International Research Journal, 28(3), 299-309 This article examines how children learning a second language were supported as active participants during storytelling sessions in an Irish language immersion preschool in Dublin. Mhathún emphasizes that early educators viewed children as active participants in their own learning. The author of this article also examines how children learning a second language were supported as active participants during the storytelling sessions in Dublin. We are informed that stories were chosen as a topic of investigation because they are considered productive, language-enriching activities. In the article, a case study method of investigation was adopted for the research project, focusing on three and four year old children in Dublin. This article therefore proves that active participation improves language learning..