An investigation into the use of the tpr total physical response method in teaching and learning english at some primary schools in hue city

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES -    - PHAM THI XUAN DUYEN AN INVESTIGATION INTO THE USE OF THE TPR (TOTAL PHYSICAL RESPONSE) METHOD IN TEACHING AND LEARNING ENGLISH AT SOME PRIMARY SCHOOLS IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2013 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES -    - PHAM THI XUAN DUYEN AN INVESTIGATION INTO THE USE OF THE TPR (TOTAL PHYSICAL RESPONSE) METHOD IN TEACHING AND LEARNING ENGLISH AT SOME PRIMARY SCHOOLS IN HUE CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: Assoc.Prof Dr LE PHAM HOAI HUONG HUE, 2013 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -    - PHẠM THỊ XUÂN DUYÊN NGHIÊN CỨU VỀ VIỆC ỨNG DỤNG PHƯƠNG PHÁP TƯƠNG TÁC HÌNH THỂ (THE TOTAL PHYSICAL RESPONSE METHOD) TRONG VIỆC DẠY VÀ HỌC TIẾNG ANH TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở THÀNH PHỐ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS LÊ PHẠM HOÀI HƯƠNG HUẾ, 2013 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not been published elsewhere Author Pham Thi Xuan Duyen i ABSTRACT The current study investigates into the use of the TPR (Total Physical Response) method in teaching and learning English at some primary schools in Hue city The first aim of this study is to investigate primary teachers‟ perceptions of using the TPR method in teaching English to children The second aim is to find out whether and how the TPR method has been used in English teaching for Vietnamese children at some primary schools and finally is to explore some obstacles that teachers face when using the TPR method in their classroom and suggest solutions to them The sample of the study consists of 50 students and 30 teachers from ten primary schools in Hue city The data were collected by means of questionnaires and interviews There are two sets of questionnaires; one for teachers and the other for students In addition, interviews were conducted with two groups: one group with 10 teachers and the other group with 20 students of grade The findings revealed that both teachers and students had relatively positive perceptions of using the TPR in teaching and learning English For teachers, the TPR method played an important role in helping them to transfer the lesson to their young students easily and effectively For students, the TPR method helped them to achieve the lesson quickly and have a long retention about the knowledge of the lesson under happy mood However, in spite of their strong perceptions of the importance and the benefits of teaching and learning English with the TPR method, both teachers and students still showed some shortages of the TPR method Therefore, the TPR method is successful when used as the core strategy of a course or as a strong supplement On the basis of the findings, some suggestions were made for teachers, students and policy makers ii I am fully aware of that my thesis can never finished without the help of others during the process of writing Therefore, on this occasion, I would like to express my greatest appreciation to all those who gave me the possibility for the fulfillment of this thesis paper First and foremost, I would like to express my most heartfelt gratitude to my supervisor, Assoc Prof Le Pham Hoai Huong, Ph.D., who helped me with all the means at hand to go ahead with motivation and interest along this work of research Without her guidance and persistent help, this thesis would not have materialized One simply could not wish for a better or friendlier supervisor Second, I am deeply indebted to teachers and students from Hue Star primary school, Tran Quoc Toan primary school, Phu Cat primary school, Thuan Thanh primary school, Tay Loc primary school, Le Loi primary school, Nguyen Trai Primary school, Ly Thuong Kiet Prinmary school and Phu My Primary school for providing me the most favorable conditions to collect the needed information Third, my sincere thanks go to all the lecturers of the postgraduate courses at Hue College of Foreign Languages for imparting their knowledge and enthisiasm of their respective areas of specification Besides, my special thank is also extended to Assoc iii Prof Dr Truong Vien for helpful guidance in dealing with the SPSS sofware Last but not the least, I am deeply grateful, as always, to my beloved parents, my sisters, my brothers and my close friends who constantly stand beside me, give me emotional support and encouragement throughout my ups and downs TABLE OF CONTENTS Contents Pages STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF FIGURES AND CHARTS ix LIST OF ABREVIATIONS x CHAPTER - INTRODUCTION 1 Rationale 1 Aims of the study Research questions 4 Significance of the study Scope of the study Structure of the study CHAPTER - LITERATURE REVIEW Introduction 2 The history of the TPR method 2 Definition of the TPR method 2 The origin of the TPR method The goals of the TPR method The principles of the TPR method iv The roles of teachers and learners in the TPR method Teachers‟ roles Learners‟ roles Characteristics of young learners 10 Benefits of the TPR 11 Drawbacks of the TPR method 13 The use of the TPR in classroom 15 What to be taught with the TPR method 15 iv Types of TPR activities: 18 10 Previous studies 23 10 Previous studies in other countries 23 10 Previous studies in Vietnam 24 11 Gaps in the literature 25 12 Summary 26 CHAPTER - METHODOLOGY 27 Introduction 27 Research approach 27 3 Participants 28 Data collecting instruments 28 Questionnaire 28 Interviews 29 Class observation 30 Data analysis 31 Procedure 31 Summary 31 CHAPTER - FINDINGS AND DISCUSSION 32 4.1 Introduction 32 The reliability statistics of data collected from questionnaires 32 Results of teachers 33 v The perceptions of the teachers of teaching English in using the TPR method (Cluster 1) 33 The use of the TPR method in teaching English to primary students (Cluster 2) 40 3 The obstacles and difficulties in using the TPR method that teachers usually face (cluster 3) 51 4 Results of students 59 4 The perceptions of the students of teaching English by using the TPR method (Cluster 1) 59 4 Students‟ views to the use ofvthe TPR method in teaching English (Cluster 2) 64 4 Students‟ perceptions of the shortcomings of the TPR method (Cluster 3)68 Summary 69 CHAPTER - CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS FOR FURTHER STUDY 70 Summary of the key findings 70 1 Teachers‟ and students‟ perceptions of teaching and learning with the TPR method in Hue City 70 Teachers‟ appliance of the TPR method in teaching and learning English 71 Difficulties of the TPR method in teaching and learning English 71 Implications 73 For teachers 74 2 For students 77 For policy makers 77 Limitations of the study 78 Recommendations for further study 79 REFERENCES 80 APPENDICES vi LIST OF TABLES Table The reliability of the two sets of piloted questionnaires 32 Table The reliability of the two sets of the questionnaires 33 Table Whole mean score of teachers‟ perceptions of using the TPR 33 Table 4 The mean score of teachers‟ perceptions of using the TPR 34 Table Whole mean score of teachers‟ use of using the TPR method 40 Table Mean score of the techniques used with the TPR method 41 Table 10 Mean score of language areas/ skills used to teach with the TPR method 44 Table 13 Mean score of the suitable stages of a lesson taught with the TPR 46 Table 16 Mean score of purposes of using the TPR method 48 Table 18 Mean score of using the TPR method in combination with others 50 Table 20 Whole mean score of teachers‟ difficulties in teaching the TPR method 51 Table 21 Frequency of item 7: I find it difficult to control the class when using this method because students are noisy and mischievous in freedom 52 Table 22 Frequency of item 17: I must spend much time preparing materials as well as ideas for the activity using the TPR method 53 Table 23 The mean score of difficulty of promoting students‟ creativity 55 Table 25 The mean scores of difficulties about instructions of the TPR 56 Table 26 The mean score of difficulties about the level and class size 57 Table 27 Whole mean score of students‟ perceptions of learning with the TPR 59 Table 28 Students‟ perceptions of the appropriateness of using the TPR 60 Table 30 The mean scores of benefits of using the TPR method 62 Table 33 Whole mean score of students‟ views to the use of the TPR method 64 vii CHAPTER CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS FOR FURTHER STUDY This chapter begins with the summary of the main findings of the study The implications are then given The chapter also presents the limitations of the study and some suggestions for future research Summary of the key findings 1 Teachers’ and students’ perceptions of teaching and learning with the TPR method in Hue City The results of the study show that both teachers and students shared the same view that they all had a fairly positive perception of teaching and learning by using the TPR method at primary schools No teacher and student in the survey denied the importance and benefits of the teaching and learning with the TPR method They also had a strong support of using the TPR method Most of them agreed that the TPR method had a large impact on teaching and learning English at primary schools in Hue city Moreover, most of teachers revealed that the TPR really helped them much in teaching because it motivated their students to participate the lesson effectively and quickly Thanks to the TPR method, the teachers are easy to revise the lesson as well as check the knowledge of students in comfortable and happy atmosphere by asking them to play the games performing the action of body parts Most students expressed the interest in learning with the TPR method because they like playing games and competing together However, there are some teachers and students in a little reluctance of teaching and learning with the TPR method because of some minor shortages of the TPR method For teachers, they were afraid that their students would be noisy and disturb the other classes because students were too excited For students, most active children also liked the TPR very much, but there was a challenge for some shy students, who are frightened to perform body actions There is a fact that most participating teachers and students highly confirmed that despite some minor obstacles, the TPR method really contributed many benefits in teaching and learning English 70 Teachers’ appliance of the TPR method in teaching and learning English The result of the study indicated that most of the teachers were well aware of the power of using the TPR method in enhancing teaching and learning English This is proved by the mean score (M= 3.857), which was above average In fact, the result of this gave evidence that teachers really applied the TPR method in their teaching Techniques such as pictures, flash cards, physical games, action songs are mainly used in the lessons to motivate the attention of students From the survey of the study, physical games received much support of students because they felt happy and understood the lesson better Besides, pictures and plash cards played an extremely important role in helping the students catch up with the meaning of vocabulary quickly and bring much progress to them Therefore, most participating teachers agreed that they use them essential techniques for the TPR method However, song received little support of teachers for this method while students desired to be learnt with it Most teachers thought that it was difficult to find a suitable song to make actions and spend much time for this activity; therefore, they sometimes used it to help students relax and change the atmosphere of the class According to the survey of both teachers and students, the TPR method should be used at all stages of the lesson; however, the warm-up stage and post-stage were stages they would rather use the TPR method the most For teachers, they used the TPR method at Warm-up stage with the aim at helping students be willing to achieve new knowledge of the lesson positively and used this method at Post-stage to master students‟ lesson In fact, thanks to this method, teachers are easy to transfer what they want to their students effectively, hereby confirming the value of using this method in teaching and learning English as well as reflecting the wider approval in perceptions, interests, mood enhancement and tastes of learner more accurately Difficulties of the TPR method in teaching and learning English Each method consists of ideas of both pros and cons because it owns both strong and weak points Apart from many benefits of the TPR method, there are some minor problems of this method which teachers should consider As can be 71 found form the study, some difficulties that most teachers met includes the control of the class, level, size of class, consumed time and limit of students‟ thought Among these difficulties, the control of class was the biggest problem for teachers In addition to, the noise and disorder in class received much agreement from the survey of students Therefore, this problem is really urging and teachers need to set a strict regulation for the class during the time of games to reduce this weak point of the method Next, the size of class seemed to be considered as a problem of the TPR method In fact, if the class has too many students, it is difficult for the teacher to focus on all actions of students and this creates many chances for students to copy other students during the game Besides, the result of the study shows that the consumed time was one of the obstacles having a lot of approvals from the participating teachers However, there were some participating teachers giving disagreements and they shared in the interview that the consumed time was completely up to each teacher Furthermore, they added that the TPR method mainly focused on the body actions and the teacher did not need to prepare much about materials as long as they knew how to make it work effectively as well as motivate students Another problem that caused many debates among the participating teachers is the limit of creative thought of students because according to the idea of some teachers, the students only focus on performing actions and not demonstrate the own ideas or critical thinking in their mind However, a lot of participating teachers disapproved this problem and from their points of view, the TPR method is really a priceless method for teaching English at primary schools The reason for their disagreement about this problem is because they think that during the time of expressing the actions corresponding to the imperative requests of the teacher, students need to understand the meaning of imperatives and give physical responses as quickly as possible Besides, in the game of “Guessing words”, the student who expresses the actions needs to be creative to show the best expression so that their friends can guess the word the most quickly Because of these findings of some teachers, the limit of creative thought when using the TPR method received little support from the study 72 In addition, there are some solutions to help teachers to overcome problems of the TPR method mentioned above First, as mentioned in the questionnaire that the TPR method is a challenge to shy students, teachers should use both psychological and physical factors to encourage these students Psychologically speaking, teachers should cheer them if they participate, reward them, praise them Physically, teachers should make shy students copy their actions and their classmates' actions Besides, teachers can play with them and make them feel happy and interested in activities or teachers should divide the class into small groups which consist of both shy students and active students Active students carry out actions and shy students will follow Moreover, shy students can be appointed to be a leader of group, to make them find that they become an important part of group, this obliges them take part in activities and make them more active More seriously, teachers can set a rule of classroom that all students in the class must take part in activities, otherwise, they would get bad marks Secondly, for the problem that this method is only suitable for the beginning level, teachers can adjust the activities and give more complicated imperatives to make the aldult students more difficult in physical responses Thirdly, to promote students‟ thought in using the TPR method, teachers can ask students to work in small groups to think some imperatives that can perform actions and then the group will play the role of the teacher and ask the other groups to carry out physical responses Finally, one of the problems making elementary teachers avoid using the TPR method is the noise and disorder of students during the activities Because primary students are young and they are too excited about games, teachers are really difficult to control them However, this problem can be repaired by setting a discipline of the class and serious punishment to naughty students Implications From the findings of this research, some implications are suggested for teachers, students and educators as well as researchers as followed: 73 For teachers Teaching and learning are also as activities in the process of language acquisition for young learners Because of those, young learners can focus on their goal – foreign language acquisition Two factors can give quite a lot advantages for young learners as product inside Therefore, how to create teaching learning beloved young learners, they can enjoy and they are not bored in studying foreign language Besides, they can obtain meaningful foreign language acquisition – related to the real life, variety, interesting, natural, and innovative These activities are not simple but it is so hard to if there is not cooperative in implementation The teacher‟s activity can be felt when she/he knows and helps learners to fulfill their needs Harmer (2007) states that teaching is not an easy job, but it is a necessary one and can be very rewarding when we see our students‟ progress and know that we have helped to make it happen It is true that some lessons and students can be difficult and stressful at times, but it is also worth remembering that at its best teaching can also be extremely enjoyable Therefore, EFL teachers should raise their awareness of using the suitable methodology Teaching for a long time does not mean that teachers‟ methodology is more and more perfect if teachers not pay attention to their teaching methodology and try to improve it day by day The TPR method is one of the most suitable teachings for young learners and using the TPR method effectively will have positive impacts on young students‟ English learning First, a teacher must adapt with learners and environment because she/he can affect very much for learners‟ development A teacher is expected to be closed with the learners – they feel that they are in harmonious family The model – an effective teacher action- is a great technique to make the learners understand what teacher conveys Variety movement as one of models can be acted as often as possible in inviting learners to be motivated Mustafa (2008) states that teachers of children with limited English proficiency need to be good models of language use Glenn and Robertson quoted by Tilstone and Layston at al (2004) states that movements take place in response to signals from the brain that alters the tension of specific 74 groups of muscle The TPR method, one of method in teaching learning is suitable for this model The TPR or total physical response stresses action in teaching learning According to Mustafa (2008), the basis for total physical response is seen in everyday activities, in every classroom, in every school, in every country around the world It is based on the idea that the natural response to understanding a command is a physical response When the students demonstrate, other effects, apart from those of the physical disabilities themselves, influence the way in which the individual grows and adapts For example, the way in which modifications are made or the manner in which possible aids are presented may have profound implications for the development of learning abilities or for personal development It is clear that young learners need the fact that imagination so movement is regarded as thing to be comprehended By using action and real learning learners look pleased and they feel they cannot feel trouble This can be meant meaningful learning Truly, learning need physical and real action in inviting learners to get materials Moreover, the teachers need to find more activities as well as physical games to diverse them in the classroom and make students not feel bored with the TPR method Following the interview of some teachers, they shared some games such as: Bingo, Simon says, Charades, Slap the board, Role-Play… The teacher should follow the Basic Guidelines of TPR: Step 1: The teacher says and performs a command Step 2: The teacher repeats the command, and students perform the command Step 3: The teacher repeats the command, and the students perform the command Step 4: The teacher tells one student to perform the command Step 5: Students give commands to one another and perform each one Furthermore, teacher needs to think of media to set up the context in delivering the lesson of vocabulary to students and should be willing to create conductive learning Apart from teaching vocabulary, the teacher can use the TPR for teaching reading and writing skill However, reading and writing are introduced as soon as the students have internalized the material This usually occurs around 75 the tenth lesson If reading is introduced too soon, seeing the printed language may cause mispronunciations In addition, one of the strongest features of TPR is the long-term retention it provides A possible explanation for the long-term recall of TPR is the motor skills hypothesis TPR has long-term recall for the same reason that bicycling or swimming has long-term recall The teacher can use it to revise the vocabulary for students However, the TPR method will work more effectively if the teacher chooses the suitable stages of the lesson as the content of activities to apply it the best According to the study, the stage Warm-up and Post-stage are the ones that students were likely to be taught with the physical games with the aim at helping to revise what they have learned and reduce the stress of the class Children and adults are highly motivated by TPR because of the continual and fast-moving action, the high rate of success, and the low level of stress involved In spite of the fact that the TPR brings many benefits to both teachers and students, it exists some of shortages that can overcome in the classroom such as it causes the noise; it is only used the best with the imperatives for instructions ; it is time- consuming and limits the level, for the beginners; especially children To make it more perfect, each teacher need to how to control the classroom by giving the rules and punish naughty children with bad marks during the game to reduce the noise and the disorder in the class Although the TPR method is only the most suitable for children who like actions, the teachers can design and enhance the advanced vocabulary as well activities for adults-learners The instructions should not only focus on the imperatives, but can change with many different forms as long as make learners understandable The teachers also understand the characteristics of children clearly to select the materials as well as the activities being suitable for the culture, knowledge and age More importantly, the teacher need to rehearse the physicals actions at home to understand as well as check if they are easy for students to catch up with In general, the most important thing is that the TPR method meets many needs as well as suitability for young learners at primary school and no method is 76 the best Therefore, the TPR method is successful when used as the core strategy of a course or as a strong supplement 2 For students As the result of the study, almost all of the participating students were interested in learning English with the TPR method They were really happy, so they joined the physical games as well as activities enthusiastically It is advisable that they are more aware of learning English on their own in an effective manner Each student should be active in learning vocabulary, grammar and so on; participating on activities held by teachers They should be aware that playing the physical games by the TPR method is for the aim at helping them revise the vocabulary or structures as well as master and have a long retention of lesson easily, but for competition as winners and losers This is withdrawn from the result of study that some students were shy and did not dare to take part in the game because they were afraid that they were losers, which made them lose face to their partner Therefore, each student should get rid of this thought and actively involve in the learning process Besides, each student should be more creative in learning with this method; they can think some games by their own and distribute them to the class and the teacher For instance, they can work in group and make a pile of pictures or cards which express the animals For animals, they can make sounds and ask their friends to guess Besides, they can think actions of real situations in the classroom to ask them to their friends In addition, they can make actions to express the thing and their friends can draw the picture All of them give a sense of achievement and they will be shown in the “English corner” and stored to be used next time For policy makers The methodology is extremely important to achieve the success of education Besides, English for children is not easy to be taught unless there is a suitable method Therefore, finding the TPR method by James Asher contributes a large value to the education of children However, some teachers not have right understanding about this method and not know how to apply it appropriately 77 Therefore, there should be more seminars, workshops and conferences focusing on the TPR method of teaching where teachers can exchange experience to use the method effectively Especially, teachers can improve their knowledge skills from experts in English teaching for children Furthermore, the TPR method allows students to use the kinesthetic sensory system, which is the most powerful teaching aid available, and in a traditional second language classroom, it is only occasionally activated However, among different ways teachers use to encourage students to learn English, using soft-wares is the way teachers use less, the first reason for this problem is that some primary schools in Hue city have not been equipped much for useful soft-wares for teaching and learning and the second reason is the lack of teachers‟ knowledge about soft wares Hence, teachers should be presented and educated deeply the knowledge of using soft-wares Limitations of the study Although the study was carried out with my greatest efforts, it cannot avoid shortcomings The first limitation is the scope of the research There are two sets questionnaire, one for teachers and the other for students One set of questionnaire for teachers with only 30 participants and 10 of them are invited to participate in the interview The number of participants is low because there are only three English teachers who are teaching English in each primary school Likewise, the number of participating students in the survey is 50 students who are in grade and only of them are interviewed, so it is not possible to ensure that the limited number of students is truly representative of the entire population of all primary students in Hue city For this reason, the results of the study cannot be generalized to all primary schools in Hue city There are also some limitations in terms of methodology Although I have employed different techniques to complement one another, they may not be sufficient to gain most reliable data The researcher cannot be sure that all participants gave their full thought when answering the questionnaire Although the participating students are the oldest ones in primary schools, they are still too 78 young, so it is not possible to ensure that the complete reliability for their answers Moreover, only ten teachers and ten students were invited to participate in the interview Therefore, the results from interview cannot reflect for ideas and problems of all participants Finally, there is a small shortage of speaking skill not mentioned in the item of skills in table 4.10 that there are only listening, reading, writing, vocabulary, grammar that are used in the TPR method The TPR method is the method that teacher gives commands and students will carry out actions The students usually listen much more than speak; and it improves listening skill clearly than speaking skill Therefore, I paid my attention too much on listening skill and forgot metioning speaking skill in this method However, I think teachers can use it to teach speaking skill by asking students to be a leader who plays the role of a teacher to give commands; this will help them improve speaking skill Honestly, I acknowlede this drawback and hope that the next researchers who are interested in the TPR method will implement this speaking skill in their research Recommendations for further study This study aims to give an insight into the use of the TPR (total physical response) method in teaching and learning English at some primary schools in hue city Basing on the scope and the limitations of the study, the researcher would like to give some suggestions for further research The first, the research should be done with a larger sample size in more primary schools in Hue city to obtain comprehensive reflection of the use of the TPR method in teaching and learning English Furthermore, the researcher should find out more activities as well as physical games to use the TPR method the best Concretely, further research should focus on some new areas of the TPR method that are developing include: - TPR-Storytelling - The use of the TPR method with the universal language of mathematics 79 REFERENCES ENGLISH Agawu, K (1992), Theory and practice in the analysis of the nineteenth-century “Lied” Journal of Music Analysis, 11(1), 3-36 Asher, J (1965) The strategy of total physical response: An application to 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