Our thesis discusses the use of the Total Physical Response Storytelling method by Blaine Ray when teaching English in the first grade of primary school. This method includes Total Physical Response by Dr. James J. Asher and elements of storytelling. We used the method in our research at teaching children in the first grade. The story was told with children’s physical response, which made comprehension easier. In the thesis we focus on the importance of movement for memorisation of foreign language and comprehension of the story. Additionally, we examine the effect of this method on positive attitude towards learning English in the first grade.
In the empirical part of our thesis, we explored the effect of Total Physical Response Storytelling on memorisation and use of vocabulary taught in an English lesson and the comprehension of the story we used at teaching. We also explored the effect of the method on students’ attitude towards the English lesson. We collected the data with the help of the research. We first checked prior knowledge in the experimental and the control group, then we performed the lesson and checked their knowledge after this lesson and one week later. We also discussed the attitude towards English lessons with the students. We compared the progress of the students, taught with the Total Physical Response Storytelling method and the progress of the students, taught with a more traditional method using flashcards. We found out that use of the Total Physical Response Storytelling method has a positive effect on memorisation and use of vocabulary and on comprehension of the story used. Students were motivated, which they showed with their active participation and spontaneous use of English language. Based on the data we collected with our research and on the response of the students, we suggest that the Total Physical Response Storytelling method is appropriate for foreign language learning in the first grade of primary school.
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