The purpose of this study was to measure the effectiveness of introducing a Teaching Proficiency through Reading and Storytelling (TPRS) approach in a French immersion classroom in comparison with a method which does not incorporate a story context within the lesson. This research was conducted in an introductory college level classroom setting. It is hypothesized that the language skills of the students in the experimental group using the TPRS method would show greater improvements on measures of listening, vocabulary, culture, grammar and writing abilities than those taught using methods which do not incorporate the story context. The research utilized a quasi-experimental pre- and post-test design to measure French language listening, vocabulary, culture, grammar and writing improvements resulting from lessons taught using both methods. In order to analyze the data collected from the listening, vocabulary, culture, grammar and writing measures, 2-Tailed t-Tests were conducted. The results shown by the t-Tests indicate that traditional approaches for listening, grammar, and writing measures significantly increase for the control group (traditional approaches).
Date of Degree
Master of Science (MS)
World Languages and Cultures
Arts and Humanities
Merinnage De Costa, R. S. (2015). Traditional Methods Versus TPRS: Effects on Introductory French Students at a Medium-Sized Public University in the Midwestern United States [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/513/
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