IndexAbstractBasic informationThesis TPR Storytelling (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 foreign language teaching method is for students who show disinterest in the exciting process of learning a language from a textbook. The TPRS is a method more or less identical to the procedure used for learning a first language. Students learn their second language in the same way that children learn their first language. By hearing the second language from a narrator, students acquire vocabularies useful for learning the second language. (Mason, 2005) Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't 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, switching commands to the third person singular allows teachers to tell stories and this makes 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 acting out character parts in stories. TPRS combines different physical response methods and language acquisition strategies, thus enabling effective teaching of grammar, reading and writing along with vocabulary. (Enciso, 2011) TPR storytelling is not complete without an emphasis on reading. The whole process begins with the introduction of vocabulary and complex structures followed by reading. The method of acquiring foreign languages ​​is strongly based on some hypotheses recommended in the reading program. The input hypothesis, the acquisition hypothesis, the natural order hypothesis, and the monitor hypothesis form the basis of TPR storytelling. The method recommends a free voluntary reading program. Students are encouraged not to depend entirely on narrators. Students should have access to books and a quiet, comfortable place to read. Additionally, the second language acquisition method involves reading to students, just as one reads to young children when they first learn their first language. The most significant element of the TPRS program is the understanding that the focus is on the students and not on the books or even the story. Maintaining a good relationship with students is considered the foundation of a TPRS program. The pace at which you impart instruction to students should be entirely based on the teacher's assessment of how well the students have internalized the foreign language. Other important elements in the TPRS program are the quality and quantity of unconditional love, positive feedback, and appreciation provided by students to their teacher. (Mhathún 2008) Abstract This 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 review are adult students with limited literacy and teachers who use storytelling in foreign language teaching in the classroom. Several academic articles are evaluated and reviewed to show the effect of TPRS and grammar translation approaches on students' vocabulary. The articles in this literature review are also research on assessing students' ability toacquire and memorize foreign languages ​​compared to young children learning their first language. In the review, further research is needed on how to work effectively with adult learners who need to learn foreign languages ​​in difficult circumstances. Students have complicated lives and also struggle to survive while studying how to improve their language skills. Background Information When applying the powerful concept of TPRS in the classroom, here's what we know: Studies with Spanish, French, German, Japanese, and Russian show that TPR is compatible with the brain. This means that the method can imply short- and long-term retention that is surprising and statistically significant in all studies. Retention with TPR is comparable to riding a bicycle. As the years pass, proficiency returns after a few warm-up tests. There is no age barrier in using the TPRS method to acquire and retain 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 you will have at least some accent when speaking the second language, no matter how long you live in a foreign country. It is a fact that TPR works for most languages, including Deaf Sign Language and the language of mathematics. In the United States, teaching mathematics is even more challenging than teaching foreign languages. It is clear that mathematics teaching presents a challenge as more time is spent on remedial mathematics than all other forms of mathematics teaching combined. Traditional programs and foreign languages ​​both share a common flaw; they play with half their brains and it's usually the wrong half. Studies show that even adults play learning another language on an equal footing. It is widely believed that children have a linguistic advantage over adults, but studies contradict this view. Studies of Spaniards, Russians, and Japanese show that adults consistently outperform children in acquiring the skills to speak and write a new language. The only exception is noted regarding pronunciation. In a TPR classroom, the students put on the show while the teacher is the director of the show. It's the same reason why children so quickly acquire another language while living in a foreign country. They are quiet but respond to directions from guardians and other children, so they learn quickly. Studies at the University of Texas and other institutions indicate that the attrition rate of second language students in a traditional program can be as high as 95%. Studies also argue that incredible attrition can be reversed when TPRS is a central feature of the language program. TPRS builds confidence in students thereby enabling them to experience rapid understanding of a foreign language. Above all, TPRS is devoid of attitude. When TPR is applied by an experienced and talented teacher, academic aptitude becomes a negligible factor. Most people are surprised when disadvantaged children who experience classroom difficulties in mainstream school do well in a TPR classroom. Students can then experience the exhilaration of being competitive with all the “A” students. TPRS is therefore an important method to help students acquire a foreign language as it facilitates immediate understanding of the target language, regardless of academic aptitude. Furthermore, it improves stress-free and high-velocity long-term retention among students. Thesis Many students havedifficulty remembering vocabulary and grammatical rules well for future retrieval. Despite teachers' efforts to make students remember vocabulary and grammar, students were often not very successful in this. Because of the problem of students not being able to remember vocabulary and grammar, a few strategies have been used over time to help solve the problem. For example, in English lessons, teachers sometimes used world maps to increase students' vocabulary. These efforts have not been successful in fostering better vocabulary understanding among students. Over time, learning institutions have gravitated toward the role of stories in foreign language teaching and learning. There are many benefits that stories accompany when imparting instruction and learning. For example, stories facilitate the acquisition and retention of vocabulary. (Mason, 2005) The use of stories is important to enable teachers to explain relevant vocabulary in a short period of time. This essay examines the importance of communication skills among immigrants who are typically employed in low-skilled jobs that do not require high levels of communication. The most effective method for acquiring a foreign language is also discussed. This article elaborates on the use of TPRS as a method for acquiring and retaining the vocabulary and grammar of a foreign language. It is essential to teach a foreign language to adults who depend entirely on the language for their economic earnings. Total Physical Response Storytelling (TPRS) works well with students who apparently do not have a strong academic background. This article shows how it is possible for students who do not have a good academic background to compete competently in a TPR class with students who have experienced an adequate academic background. (Enciso, 2011) The study contained in this article shows the effectiveness of the TPRS in the acquisition and maintenance of new vocabulary. Mason, B. (2005). Vocabulary acquisition through storytelling. TexTESOL III Newsletter, 3-5. In this article, Mason claims that vocabulary acquisition is possible by listening to stories but, at the same time, listening to stories in an insufficient and inefficient source of vocabulary. Mason also informs us that listening to stories also requires direct instruction. In the article, a study conducted by Beniko Mason attempts to confirm that listening to stories leads to vocabulary acquisition and also determines the efficiency of vocabulary acquisition. Two experiments are conducted in the study; the first experiment was story telling versus list learning. In the first experiment which had sixty participants, all students took part in both treatments. The narrative 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 words they thought were used in the story. In the first treatment, participants repeated the vocabulary test but presented it in a different order. The second treatment involved students being encouraged to work together. Experiment two involved storytelling plus skill development compared to storytelling alone. In the experiment, the subjects were first-year Japanese female students at a junior college in Osaka. The students have not had 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 and thenthey took a post-test on the same list of words. The other group involved the use of oral questions that used 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 were given 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 statistic on the vocabulary test where the final gain for the two groups is noted as a result of the vocabulary test. Another table showing the efficiency of both two groups was drawn by Mason. There was no difference in the story method and list learning method used in the first study. Even in the second story, no difference was found in the efficiency of vocabulary learning between the two activities carried out. Mason indicates that the findings are consistent with findings from previous studies, an indication that listening to stories leads to vocabulary development. Mason also compares the results to the comprehension hypothesis which states that language development is the result of understanding messages. The focus of the study was vocabulary development. Mason notes that the very idea of ​​telling stories as an effective way to acquire a foreign language is an encouragement. The author of this article thus demonstrates that stories are much more pleasant and effective than traditional teaching. He also explains that students can gain other aspects of language from stories, in addition to knowledge. Furthermore, Mason argues that storytelling and listening to foreign language results lead to the acquisition of vocabularies and strives to demonstrate the importance of acquisition for students. Almost the same research has been done before, and Mason's work is just a confirmation of previous findings. In short, there is coherence in his research. In particular, the finding appears to be consistent with the comprehension hypothesis that a student's learning of a new language results from comprehension messages. The article is a good reader for beginners in second language learning.Máire 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 considers how children learning a second language were supported as active participants during storytelling sessions in an immersion nursery school. Irish language in Dublin. Mhathún notes that early educators see children as active participants in their own learning. The author of this article also considers how children learning a second language were supported as active participants during storytelling sessions in Dublin. We are informed that stories were chosen as the focus of the investigation because they are considered productive activities that enrich language. In the article, a case study method of inquiry was adopted for the research project, focusing on three- and four-year-olds in Dublin. This article therefore demonstrates that active participation improves second language learning among children. The author of the article kept detailed observation notes of the story sessions and this allowed an additional thirty minutes of interaction between practitioners and children to be recorded. Occasional talk and less formal interactions during the lunch break also occurred in the study. The..