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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN THI PHUONG NHUNG AN EXPERIMENTAL STUDY OF USING TPR STORYTELLING IN TEACHING VOCABULARY AT VINH TU PRIMARY SCHOOL MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2016 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN THI PHUONG NHUNG AN EXPERIMENTAL STUDY OF USING TPR STORYTELLING IN TEACHING VOCABULARY AT VINH TU PRIMARY SCHOOL MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRAN QUANG NGOC THUY, Ph.D HUE, 2016 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ PHƯƠNG NHUNG NGH N C U TH C NGH NG PHƯƠNG PH P V CHU TOÀN TH N TẠ TRƯỜNG T C Ạ T NV V NG PH N Ạ U HỌC V NH TÚ LUẬN VĂN THẠC S LÝ LUẬN VÀ PHƯƠNG PH P DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜ HƯ NG DẪN KHOA HỌC: TS TRẦN QUANG NGỌC THÚY HUẾ, 2016 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself NGUYEN THI PHUONG NHUNG Date: ………………………… i ABSTRACT This research aimed at exploring the effectiveness of using TPR Storytelling in teaching vocabulary for young learners at Vinh Tu Primary School in Quang Tri province This paper reports a qualitative action research project with an experimental design In this two-month study, 34 participants were divided into two groups: an experimental group taught with TPR Storytelling method and a control group without TPR Storytelling in teaching vocabulary The study has three steps in teaching vocabulary using TPR Storytelling To check the effect of TPR Storytelling technique on young learners’ vocabulary learning, the teacher researcher designed two tests, pretest and post-test with 25 items in each test The data collected were quantitatively processed and presented in tables and figures This research also reveals some difficulties that are encountered by the young learners taught with TPR Storytelling method Therefore, the first and foremost important implication for teachers is that they should familiarize young learners with TPR Storytelling by using them more often in class Furthermore, teachers should adapt and organize suitable activities for young learners after learning an English story It helps children summarize vocabulary knowledge and develop their ability in learning speaking skill ii Acknowledgements My initial thanks go to the young learners from Vinh Tu Primary School, who provided an important basis and stimulus for the research In particular, I would like to thank the headmaster who makes good conditions for the researcher to research on Saturday and Sunday My second round of thanks is to my dear professor Due to limited time, she had to stay up late to correct my research This makes me feel ashamed because of my fault Therefore, I would also like to express my gratitude to her for being my source of inspiration and providing precious reference materials I am also thankful to the school librarians who are enthusiastic to make sure that the needed books are at my disposal Most importantly, I owe a major debt to my supervisor – whose rich resource of materials and enthusiastic guidance over research methodology She was a critical editor who contributed positively to the final result Besides, she created chances for me to be able to continue doing research Another major debt is to my beloved family My father, my mother and my younger brother are always beside me to take care of and encourage me when I feel tired and want to give up through the race In a word, my sincere gratitude goes to all of those without whose support my study is far from being finished iii TABLE OF CONTENTS Contents Papers SUB COVER PAGE STATEMENT OF ORIGINAL AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii CHAPTER I INTRODUCTION .1 1.1 Rationale of the study 1.2 Research scope .3 1.3 Aims and brief outline 1.4 Significance of the thesis .4 1.5 Research questions .5 CHAPTER II LITERATURE REVIEW .6 2.1 Vocabulary 2.1.1 Definitions of vocabulary 2.1.2 The importance of vocabulary knowledge for young learners 2.2 TPR Storytelling 2.2.1 Definition 2.2.2 Steps of teaching vocabulary with TPR Storytelling 10 2.2.3 The role of TPR Storytelling in teaching vocabulary .11 2.3 Characteristics of younger learners relating to studying vocabulary through TPR Storytelling 12 2.4 Previous studies on TPR and TPR Storytelling 14 CHAPTER III METHODOLOGY 17 3.1 Research design 17 iv 3.1.1 Research approach 17 3.1.2 Action research 17 3.2 Research procedure 19 3.2.1 Planning 19 3.2.2 Action 20 3.2.3 Observation .22 3.2.4 Reflection 23 3.3 Research participants 23 3.4 Data collection and analysis .24 3.4.1 Data collection 24 3.4.2 Data analysis 24 CHAPTER IV FINDINGS AND DISCUSSION 26 4.1 Teaching vocabulary with TPR Storytelling method for young learners .26 4.1.1 Steps in teaching vocabulary with TPR Storytelling method 26 4.2 The effect of using TPR Storytelling to teach vocabulary for young learners .33 4.2.1 Pre-test results of experimental group and control group .33 4.2.2 Post-test results of experimental group and control group .35 4.2.3 Results at production and recognition levels of experimental group and control group .37 4.2.4 Total compared results between experimental and control groups 40 5.1 Summary of the research findings .41 5.2 Pedagogical implications 42 5.3 Limitations of the study .44 5.4 Suggestions for further research .44 5.5 Conclusion 45 REFERENCES 46 APPENDICES 52 v LIST OF ABBREVIATIONS L2 : Second language T : Teacher TPR : Total Physical Response TPR Storytelling : Total Physical Response Storytelling SPSS : Statistical Package for Social Sciences vi LIST OF TABLES Table 3.1: Procedure of an action research .19 Table 3.2: TPR Storytelling week list .21 Table 4.1: Young learners’ interest in vocabulary 28 Table 4.2: Compared results of two groups 31 Table 4.3: Differences between Experimental and Control Groups’ (N=34) in Pretest Scores .34 Table 4.4: Differences between Experimental and Control Groups’ (N=34) in Posttest Scores .36 Table 4.5: Differences between Experimental and Control Group of Learners’ Production Level (N=34) in Pre-test scores 38 Table 4.6: Differences between Experimental and Control Group of Learners’ Vocabulary Production Levels (N=34) in Post-test Scores 38 Table 4.7: Pre-test scores of vocabulary recognition 38 Table 4.8: Differences between Experimental and Control Group of Learners’ Vocabulary Recognition Levels (N=34) in Post-test Scores .39 Table 4.9: Pre-test and Post-test Total Results of Experimental and the Control group 40 vii Part (8 questions): Look at the pictures Look at the letters Write the words Example: LPAY HTRSTIY =…………………… NSTEIN = PLAY TENNIS HTRWO =………………… LEESP =……………………… 4.LMCIB =………………… 60 5.OXF =………………… 6.RCOW =………………… RCAKC =…………… ENT=………… 61 Part (7 questions) Look at the pictures and match them with the sentences below A Don’t fight B Keep the classroom tidy C Don’t cheat in the exam D Don’t make noise E Be quiet F Keep the board clean G Listen to the teacher carefully 62 APPENDIX LESSON PLANS FOR USING TPR STORYTELLING ON TEACHING VOCABULARY FOR YOUNG LEARNERS Week 1: Prepare for action research Week Title of lesson: Animal Objects: - To learn new vocabulary - To be able to use new vocabulary about animal in the life and some verbs - To guess the meaning of the phrases/ words from the context Materials - Board, chalk, pictures, Process Vocabulary Warm-up Practice the Vocabulary Ugly - T introduces the story and - T models gesture Sad asks Ss to tell some names of - T and Ss model vocabulary Go away the animal together Thirsty - T pronounces the words and - T rearranges the commands into Swan teaches gestures new combinations Crack - Explain the meaning of the (e.g:“go away”, crack) Duck vocabulary by gestures and - Give individual and group body language commands using verbs and new E.g: Crack  use hands to words describe - T asks personalized questions using the animal vocabulary - T reads the mini-story involving new vocabulary - T asks different questions during the story and after it - T asks each S to retell each sentence about this story 63 THE UGLY DUCKLING Mummy Duck had five little eggs and one big egg One day, the five little eggs started to crack Five pretty, yellow baby ducklings came out Then the big egg started to crack Bang, bang, bang! One big, ugly duckling came out ‘That’s strange,’ thought Mummy Duck Nobody wanted to play with him ‘Go away,’ said his brothers and sisters ‘You’re ugly!’ The ugly duckling was sad He went to find some new friends ‘Go away!’ said the pig ‘Go away!’ said the sheep No one wanted to be his friend The spring came The ugly duckling went back to the pond He was very thirsty and put his beak into the water He saw a beautiful, white bird! ‘Wow!’ he said ‘Who’s that?’ ‘It’s you,’ said another beautiful, white bird ‘Me? But I’m an ugly duckling.’ ‘Not anymore You’re a beautiful swan, like me Do you want to be my friend?’ ‘Yes,’ he smiled All the other animals watched as the two swans flew away, friends forever 64 APPENDIX Week Title of lesson: Classroom Rules Objectives - To learn new vocabulary and vocabulary chunks - To be able to use new vocabulary in their own lives - To guess the meaning of the sentences/ words from the context Materials - Book, chalk, gestures Process Vocabulary Warm-up Practice the Vocabulary Be quiet! - Introduce the topic of the - T models gesture Don’t make lesson and ask the students to - T and Ss model vocabulary noise! tell a few classroom rules in together Keep the board the native language - T rearranges the commands clean! - Write the rules on the board into new combinations Don’t fight! one by one and translate them (e.g: Listen to your desk Listen to the into Vietnamese carefully, Keep your shoes teacher! - Pronounce the chunks and clean etc…) Don’t cheat in teach a gesture to signify - Give individual and group the exam each chunk slowly and commands using the words or Keep the board clearly phrases: chain commands clean! (e.g:“Be quiet”, decrease - T asks personalized Don’t run in the your voice and put your index questions using the class’ finger in your mouth and vocabulary pronounce quietly) (e.g: Tom, you like - Explain the meaning of the listening to the teacher?) chunk in English and why - T reads the mini-story you choose this gesture involving new vocabulary (e.g: Give an example of the - T asks different questions picture of fighting between during the story and after it two students in class.) - T asks each S to retell each sentence about this story 65 SA ’S CLASSROO There is an English teacher in a primary school Her name is Sam One day, she comes to the class Her students are making noise Lisa is writing on the board Tony is fighting with Tom Peter is running in the class They are not listening to her saying She says: “Be quite!” They don’t listen She says to Lisa “Keep the board clean” Lisa doesn’t listen She says to Tony “Don’t fight” He doesn’t listen She says to Peter “Don’t run in the class” He doesn’t listen She says to the class: “Don’t make noise” They don’t listen She says: “We have an exam” The students say: “Oh, nooo” She says: “Don’t cheat in the exam” They don’t listen Finally, the teacher is angry, and she shouts “Listen to the teacher” They listen 66 APPENDIX Week Title of lesson: School tools Objective - To learn new vocabulary - To be able to use new vocabulary about stationary, tools for students - To guess the meaning of the words from the context Materials - School tools (crayon, bookcase, paper clips) Process Vocabulary Warm-up Practice the Vocabulary Pencil - T asks them to put - T models gesture case what they have in their - T and Ss model vocabulary together Crayon school bag on their - T rearranges the commands into new Scissors desk combinations Glue - T allows a few (e.g: crayon, glue) School students say what they - Give individual and group commands bag already know using verbs and new words Angry - T informs the rest of - T asks personalized questions using the stationary animal vocabulary - T reads the mini-story involving new vocabulary - T asks different questions during the story and after it - T asks each S to retell each sentence about this story 67 VICT AND BOB Vict and Bob are good friends Vict is a bird and Bob is a cat Vict loves Bob and Bob loves Vict They are sitting at their home Bob is drawing a picture He is drawing a picture of stationary Bob says to Vict “Bring me crayons, please?” Vict says: “Where are the crayons?” Bob says “They are in the pencil case” Vict brings the crayons Bob says: “Give me my scissors” Vict: “Where are they?” Bob: They are in the school bag Vict gives scissors to the cat Bob says: “Give me the glue” Bob finish the picture and there is a bird and a cat in the picture Vict is angry and asks “What is this?” Bob says: “This is you and me in the park I am eating you” 68 APPENDIX Week Title of lesson: Action verbs Objectives - Learn new vocabulary and vocabulary chunks - Be able to use new vocabulary in their own lives - To guess the meaning of the sentences/ words from the context Materials - Lesson book, board, computer, and projector Process Vocabulary Warm up Practice the Vocabulary Hopscotch - T describes - T models gesture Run vocabulary throughout - T and Ss model vocabulary together Buy gestures - T rearranges the commands into new Jump up - T allows a few combinations Catch students say what they (e.g: Listen to your desk carefully, Keep Throw already know your shoes clean) Fly - T informs the rest of - Give individual and group commands Climb vocabulary using the words or phrases: chain Lion commands 10 Parrot - T asks personalized questions using the vocabulary (e.g: Climb, Lion) - T reads the mini-story involving new vocabulary - T asks different questions during the story and after it - T asks each S to retell each sentence about this story 69 PARROT AND MONKEY Parrot and monkey are good friends They like playing in the forest They play hopscotch on Saturdays and Sundays They play volleyball on Mondays There are many animals in the forest There are dangerous animals One day, they are playing volleyball and a big lion sees them Lion is hungry Parrot and monkey see the lion and they throw the ball to the lion The lion catches it Parrot and monkey run Lion is fast Parrot can fly and monkey can hop Parrot and monkey run, the lion runs Parrot and monkey are small but the lion is big Parrot and monkey are thirsty, but the lion is hungry Monkey throws a stone but the lion runs Parrot throws a bottle but the lion catches Monkey throws scissors but the lion catches Monkey throws scissors but the lion catches Parrot throws a pencil but the lion catches Monkey and lion jump up high Monkey and parrot climb the tree but lion cannot climb the tree The lion is hungry and he cannot catch the monkey and parrot He goes to his house 70 APPENDIX Week Title of lesson: Help Objective: - Learn new vocabulary - Be able to use new vocabulary in their own lives - Guess the meaning of the words from the context Materials - Lesson book, board, pictures Process Vocabulary Warm up Practice the Vocabulary Nose - T describes vocabulary - T models gesture Sleep throughout gestures - T and Ss model vocabulary together Forget - T allows a few students - T rearranges the commands into new Bite- bit say what they already combinations Net know (e.g: Bite, sleep, net) - T informs the rest of - Give individual and group commands vocabulary using the words or phrases: chain commands - T asks personalized questions using the vocabulary (e.g: Nose) - T reads the mini-story involving new vocabulary - T asks different questions during the story and after it - T asks each S to retell each sentence about this story 71 THE LION AND THE MOUSE A little mouse ran over the nose of a sleeping lion She woke him up The lion caught the mouse He opened his mouth to eat the mouse “Please don’t eat me I will help you some day”, begged the mouse The lion laughed, “Ha, Ha, Ha How can a small mouse help a big lion? But I won’t eat you You are too small” “Thank you, Mr Lion”, said the mouse, “I will never forget your help” One day, the little mouse saw the lion on the net She came to help the lion She bit the net and the lion was free “Thank you, little mouse,” said the lion, “I will never forget your help” 72 APPENDIX Week Title of lesson: The Fox and the Crow Objectives - Learn new vocabulary - Be able to use new vocabulary in their own lives - Guess the meaning of the phrase/ words from the context Materials - Lesson book, board, pictures Process Vocabulary Warm up Practice the Vocabulary A long time - T describes vocabulary - T models gesture ago throughout gestures - T and Ss model vocabulary together Roof - T allows a few students - T rearranges the commands into new Beak say what they already combinations Shake-shook know (e.g: Can you dance? Can you sing?) Drop - T informs the rest of - Give individual and group commands Fox vocabulary using the words or phrases: chain Crow commands Dance - T asks personalized questions using the vocabulary (E.g: head, shake, beak) - T reads the mini-story involving new vocabulary - T asks different questions during the story and after it - T asks each S to retell each sentence about this story 73 THE FOX AND THE CROW A long time ago, there was a fox and a crown The crow stood on the roof of a house with a piece of meat in its beak The hungry fox was standing on the ground The fox asked the crow, “Can you give me some meat?” The crow shook its head Then the fox asked, “Can you dance?” The crow shook its head Then the fox asked, “Can you sing?” “Yes, ….” The crow opened his beak and said He dropped the meat on the ground The fox picked up the meat on the ground and said, “Ha ha! Thanks for the meat.” 74