The efficacy of reading using the physical response technique in second language learning

Maria Helena Lott Lage, Victor Hackett, William Leslie

Abstract


Resumo: O objetivo desta experiência foi testar a eficácia da leitura no estágio inicial do aprendizado de uma segunda língua. A lição usada foi baseada na técnica Total Physical Response, de James J. Asher, e consistiu de 10 emissões diferentes de 1 palavra cada.

Chegou-se à conclusão de que aqueles que possuíam um roteiro e puderam lê-lo durante a aula, obtiveram um resultado 33.58 melhor do que os que não leram.

Uma segunda hipótese testada lidou com a ação versus a não-ação. A diferença nos resultados obtidos pelos grupos de ação versus os grupos de não-ação não chegou a ser significativa.

 

Abstract: The purpose of this experiment was to test the efficiency of readng in the beginning stage of second language learning. The lesson we used was based on the Total Physical Response technique, and consisted of ten different one-word utterances.

It was found that those who possessed a script and were able to read it during the lesson outperformed those who did not read by 33.58.

A second hypothesis we tested dealt with acting versus non-acting. The difference in the results obtained by the acting groups versus those who did not act was found to be insignificant.


References


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FINK, Stefan. A Comparison of three strategies for dialog memorization in german involving graphic stimuli, auditory stiraull, and a combination of the two. 1971. Thesis (Master) - Georgetown University, 1971.

HAWKINS, Lee. Immediate versus delayed presentation of foreign language script. Modern Language Journal, v. 55, p. 280-90, 1971.

LADO, Robert. Why not start reading earlicr? In: BURT, Marina; DULAY, Heidi; FINOCCHIARO, Mary (Ed.). Viewpoints on English as a second language. New York: Regents, 1977.

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DOI: http://dx.doi.org/10.17851/0101-3548.6.11.134-141

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Cadernos de Linguística e Teoria da Literatura
ISSN 0101-3548 (impressa)

Licença Creative Commons
Esta obra está licenciada com uma Licença Creative Commons Atribuição 4.0 Internacional.