The impact of “Teaching proficiency through reading and storytelling” (TPRS) method on the anxiety levels of adolescent Turkish EFL learners
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Date
2019-07-25
Authors
Eryılmaz, Emine
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
“Okuma ve Hikâye Anlatma Yoluyla Yeterlik Kazandırma” (TPRS), 1980'lerin sonunda Blaine Ray tarafından oluşturulan canlı ve sürekli gelişmekte olan bir yabancı dil öğrenme metodudur. Metodun temelinde, anlaşılır girdi sağlamak için ilginç, tuhaf ve hatta saçma detaylarla şekillendirilmiş yüksek etkileşimli ve kişiselleştirilmiş hikâyeler yer alır. Metodun iddialarından biri, kaygı ve stresi en az düzeye indirerek daha rahatlatıcı bir öğrenme ortamı yaratılmasına yardımcı olmasıdır. TPRS ile ilgili çalışmalar son zamanlarda artış gösterse bile, yabancı dil öğrenen kişilerin yaşadıkları kaygıya metodun etkisi üzerine bugüne kadar yeterince araştırma yapılmamıştır. Bu araştırmanın temel amacı, TPRS metodunun İngilizceyi yabacı dil olarak öğrenen ergen Türk öğrencilerinin kaygı düzeyleri üzerindeki etkisini araştırmaktır. TPRS'in yabancı dil kaygısı üzerindeki etkisinin belirlenmesi amacıyla bu araştırmada karma yöntem araştırma tasarımı kullanılmıştır. Nicel veriler, TPRS yönteminin dil derslerinde uygulanmasından önce ve sonra E. Horwitz, M. Horwitz ve Cope (1986) tarafından oluşturulan Yabancı Dil Sınıflarında Anksiyete Ölçeği (FLCAS) ile toplanmıştır. Sekiz hafta boyunca tüm dil derslerinde TPRS yöntemi kullanılmıştır. SPSS 23.00 programı ile FLCAS ortalama değerlerinin sekiz haftalık bir uygulama sürecinden sonra farklılık gösterip göstermediği araştırılmış ve analiz edilmiştir. Ek olarak, nitel veriler 71 öğrenci arasından seçilen 10 vi gönüllü ile gerçekleştirilen yarı yapılandırılmış röportajlardan elde edilmiştir. Bu nitel verilerin analizinde içerik analizi ve renk kodlama teknikleri kullanılmıştır. Tüm bulgular incelendiğinde, 71 ergen Türk öğrencisinin yaşadığı yabancı dil kaygısının azalmasında TPRS'in oldukça etkili bir yöntem olduğu görülmüştür. Metodun yabancı dil kaygısına neden olan tüm kaynaklar üzerinde de istatistiksel olarak anlamlı olumlu etkisi olduğu görülmüştür. Bu nedenle, TPRS metodu yabancı dil öğreniminde isteksiz, endişeli ve stresli öğrencilerle karşılaşmış olan yabancı dil öğretmenleri tarafından alternatif olarak kullanılabilir.
“Teaching Proficiency through Reading and Storytelling” (TPRS) is a living and evolving method of foreign language learning created and developed by Blaine Ray in the late 1980s. The method utilizes highly interactive and personalized stories shaped by interesting, bizarre and even absurd details to provide comprehensible input. One of the claims of the method is that it helps the creation of a more relaxing learning environment by minimizing anxiety and stress. Even if there is a growing amount of research on TPRS, its effects on anxiety experienced by language learners have not been adequately researched so far. The primary purpose of this research is to investigate the efficacy of TPRS method on the anxiety levels of adolescent Turkish EFL learners. With the purpose of identifying the effect of TPRS on foreign language anxiety (FLA), the mixed methods research design was used in this research. The quantitative data were collected through Foreign Language Classroom Anxiety Scale (FLCAS) created by E. Horwitz, M. Horwitz and Cope (1986) before and after the implementation of TPRS method into the language classes. TPRS method viii was used in all language lessons during eight weeks. Whether FLCAS mean values differed after an eight-week treatment process was investigated and analyzed through SPSS 23.00 program. Additionally, the qualitative data were obtained from the semi-structured interviews carried out with 10 volunteers chosen among 71 students. The content analysis and color coding techniques were utilized in the analysis of these qualitative data. When all of the findings were analyzed, it was seen that TPRS was a highly effective method in terms of reducing FLA experienced by 71 adolescent Turkish EFL learners. Its significantly positive effect was found out on all sources of FLA too. Therefore, the method can be alternatively used by foreign language teachers having encountered with students who are unenthusiastic, anxious and stressful in foreign language learning.
“Teaching Proficiency through Reading and Storytelling” (TPRS) is a living and evolving method of foreign language learning created and developed by Blaine Ray in the late 1980s. The method utilizes highly interactive and personalized stories shaped by interesting, bizarre and even absurd details to provide comprehensible input. One of the claims of the method is that it helps the creation of a more relaxing learning environment by minimizing anxiety and stress. Even if there is a growing amount of research on TPRS, its effects on anxiety experienced by language learners have not been adequately researched so far. The primary purpose of this research is to investigate the efficacy of TPRS method on the anxiety levels of adolescent Turkish EFL learners. With the purpose of identifying the effect of TPRS on foreign language anxiety (FLA), the mixed methods research design was used in this research. The quantitative data were collected through Foreign Language Classroom Anxiety Scale (FLCAS) created by E. Horwitz, M. Horwitz and Cope (1986) before and after the implementation of TPRS method into the language classes. TPRS method viii was used in all language lessons during eight weeks. Whether FLCAS mean values differed after an eight-week treatment process was investigated and analyzed through SPSS 23.00 program. Additionally, the qualitative data were obtained from the semi-structured interviews carried out with 10 volunteers chosen among 71 students. The content analysis and color coding techniques were utilized in the analysis of these qualitative data. When all of the findings were analyzed, it was seen that TPRS was a highly effective method in terms of reducing FLA experienced by 71 adolescent Turkish EFL learners. Its significantly positive effect was found out on all sources of FLA too. Therefore, the method can be alternatively used by foreign language teachers having encountered with students who are unenthusiastic, anxious and stressful in foreign language learning.
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Keywords
Ergenler, Adolescent learners, TPRS dil öğretim metodu, Yabancı dil kaygısı, Foreign language anxiety, TPRS method
Citation
Eryılmaz, E. (2019). The impact of “Teaching proficiency through reading and storytelling” (TPRS) method on the anxiety levels of adolescent Turkish EFL learners. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.