IntegratingTotal Physical Response Strategy

in a Level I Spanish Class

David E. Wolfe, Ph.D.Temple University • dwolfe70@aol.com

Gwendolyn JonesBishop McDevitt High School • Wyncote, PA

Reprinted from Foreign Language Annals, 14, N. 4, 1982

David E. Wolfe (Ph.D., The Ohio State University) is Professorof Foreign Language Education, Temple University, Philadelphia, PA; Gwendolyn Jones (M.Ed., Temple University,) is a teacher of Spanish at Bishop McDevitt High School, Wyncote, PA.

(measures the impact of the independent variable upon the dependent variable)

Effect Size

.08 Medium

.13 Medium

.26 Large

df

For further explanation of Effect Size, please see the Editor’s Note on the last page.

A+

A

A-

B+

B

B-

C+

C

C-

Table 2Ratings for

My Spanish CourseBefore and After Training

EVALUATION

EVALUATION

EVALUATION

EVALUATION

INTEREST

BefoRe AfTeR

ConTRoL gRouP eXPeRIMenTAL gRouP

INTEREST

INTEREST

INTEREST

A+

A

A-

B+

B

B-

C+

C

C-

Table 3Ratings for

My Spanish TeacherBefore and After Training

BefoRe AfTeR

ConTRoL gRouP eXPeRIMenTAL gRouP

EVALUATION

INSPIRATIONAL

EVALUATION

INSPIRATIONAL

EVALUATION

EVALUATION I

NSPIRATIONAL

INSPIRATIONAL

FOOTNOTES

1. Asher, James J. Learning Another Language Through Actions (6th Edition) Sky Oaks Productions, Inc., P.O. Box 1102, Los Gatos, CA 95031

2. Ibid., pp. 3-43. Ibid., p. 44. Asher, James J. “The Learning Strategy of

the Total Physical Response,” The Modern Language Journal, 50 (1966). 79-84.

5. Asher, James J. “Childrens first Language as a Model for Second Language Learning,” The Modern Language Journal, 56 (1972), 133-39

6. Asher, James J., Kusudo, J. and de la Torre, R., “Learning a Second Language Through Commands: The Second field Test,” The Modern Language Journal, 58 (1974), 24-32

7. Ibid.

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8. Swaffar, Janet K. and Woodruff, Margaret S., “Language for Comprehension: focus on Reading, a Report on the university of Texas german Program,” The Modern Language Journal, 62 (1978), 27-32

9. Krashen, Stephen, “The Input Hypothesis,” in James E. Alatis, ed., Current Issues in Bilingual Education, GURT 1980 (Washington, D.C.: Georgetown University Press, 1980) pp. 168-80.

10. Asher, et al., “Learning a Second Language Through Commands,”

FOOTNOTES

11. Gardner, Robert, Smythe, P.C. and Clement, R., Attitudes and Motivation Test Battery (London, Ontario: University of Western Ontario, 1978)

12. Muchnick, Arlene G. and Wolfe, David E., “Attitudes and Motivation of American Students of Spanish,” Canadian Modern language Review.

13. Swaffar and Woodruff, op.cit.14. Asher, op.cit., p. 48.

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Editor’s note for Table 1 on page 276About Table 1

The publisher’s test was used to evaluate progress after 13 weeks, 26 weeks and 39 weeks of instruc-tion in Spanish when the experimental group experienced implicit instruction with TPR for half of every class period or about 20 minutes and traditional explicit instruction for the rest of the meeting. The con-trol or comparison group experienced the traditional explicit instruction exclusively.

After 13 weeksThe experimental students excelled the comparison group with a two-tailed t of 2.64 which was sig-

nificant beyond the .01 level of 77 degrees of freedom. The effect size was .08showing a moderate impact on instruction with TPR.

After 26 weeksThe experimental students excelled the comparison group with a two-tailed t of 3.75 which was sig-

nificant beyond the .001 level for 77 degrees of freedom. The effect size increased from .08 to .13 which is a moderate impact on instruction with TPR.

After 39 weeksThe experimental students excelled the comparison group with a two-tailed t of 6.51 which was sig-

nificant beyond the .001 level for 77 degrees of freedom. The effect size increased from .13 to .26 which is a large impact on instruction with TPR.

Further, a two-tailed t is a conservative statistical test given the prediction that the experimental students would outperform the comparison students. If direction is predicted, as it was in this study, then a one-tailed t is appropriate and will yield an smaller error beyond the .001 level. In other words, there is less that 1 chance in a thousand that we made a mistake is calling each t significant.

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