Comparison of second language teaching methods: The need to assess the motivation of pupils taught with Teaching Proficiency through Reading and Storytelling (TPRS) and the traditional method
DOI:
https://doi.org/10.1344/reire.42155Keywords:
teaching method, first foreign language, motivation for studies, teaching style, teaching aidAbstract
This article briefly reviews the history and framework of two of the most commonly-used language teaching methods in classrooms in the United States: the TPRS method and the “traditional” grammar-based method. The comparison centres on the pupils’ motivation to learn the second language/target language (L2). While previous studies have measured and analysed the connection between various factors related to the teacher, teaching style, classroom materials and student motivation and performance, more research is needed in order to determine whether the method of teaching a second language (specifically, the TPRS method and the “traditional” grammar-based method) correlates with student motivation to learn the L2.
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