AN INVESTIGATION INTO EFL TEACHERS’ PERCEPTIONS AND PRACTICE OF USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO TEACH ENGLISH TO YOUNG LEARNERS AT SOME PRIMARY SCHOOLS IN QUANG BINH PROVINCE

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES VO THI THU HUONG AN INVESTIGATION INTO EFL TEACHERS’ PERCEPTIONS AND PRACTICE OF USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO TEACH ENGLISH TO YOUNG LEARNERS AT SOME PRIMARY SCHOOLS IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2014 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES VO THI THU HUONG AN INVESTIGATION INTO EFL TEACHERS’ PERCEPTIONS AND PRACTICE OF USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO TEACH ENGLISH TO YOUNG LEARNERS AT SOME PRIMARY SCHOOLS IN QUANG BINH PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: Assoc Prof Dr Ed PHAN VAN HOA HUE, 2014 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ VÕ THỊ THU HƯỜNG ĐIỀU TRA VỀ NHẬN THỨC CỦA GIÁO VIÊN VÀ THỰC TẾ GIẢNG DẠY TIẾNG ANH SỬ DỤNG PHƯƠNG PHÁP PHẢN ỨNG CƠ HỌC (TPR) TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở QUẢNG BÌNH LUẬN VĂN THẠC SỸ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS PHAN VĂN HÒA HUẾ, 2014 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 Vo Thi Thu Huong ABSTRACT This study investigates issues relating to teaching English using Total Physical Response (TPR) method at some primary schools in Quang Binh It aims to explore primary teachers’ perceptions of using TPR to young learners, how teachers use it in classroom at present, and whether they faced any challenges in teaching process The data were collected through the questionnaires, the interviews and the classroom observations Twenty primary teachers and fifty pupils in Quang Binh province participated in the study The collected data identified the teachers’ perceptions and practice of using TPR to young learners The findings of the study revealed that most of the teachers had positive perceptions toward using TPR to young learners In spite of the fact that many of the teachers agreed upon the effectiveness of the TPR method, a few of them still did not feel satisfied because of some constraints that impeded the successful implementation of TPR Hence, some suggestions were forwarded based on the major findings so as to minimize problems encountered and maximize the implementation of TPR to young learners at primary schools ACKNOWLEDGEMENTS I would never have been able to finish my thesis without the guidance of my supervisor, committee members; help from friends; and support from my beloved family First of all, I would like to express my deepest gratitude to my thesis supervisor Mr Hoa, for his assistance, encouragement, enthusiasm, patience, and immense knowledge My sincere thanks also go to the teachers of the Department of English for the useful knowledge that they taught me during the time I attended the M.A course Additionally, I wish to thank all librarians at Hue College of Foreign Languages who have created favorable conditions for me to seek and borrow useful documents Thirdly, I wish to send my great appreciation to the primary teachers who participated in this study for their willingness to share valuable ideas and experiences of teaching English to primary children through the questionnaires and interviews Additionally, I would like to send my sincere thanks to all friends of English M.A class (2012-2014), especially Hien and Hoa who were always cheering up and stood by me during the thesis My greatest thanks are also sent to my beloved family: parents, elder sister and two younger brothers I dedicate this thesis to my family because of their constant support and their unconditional love Their love helps me to pursue this degree Finally, I offer my regards and blessing to all of those who supported me in the completion of the thesis TABLE OF CONTENTS Contents Pages APPENDIX B 71 APPENDIX C 76 APPENDIX D 77 LIST OF TABLES LIST OF CHARTS LIST OF FIGURES LIST OF ABBREVIATIONS EFL: English as a Foreign Language FLP: Foreign Language Project LEA: Language Experience Activities L2: Second Language TPR: Total Physical Response 10 Scot, W.A., & Lisbeth, H.Y (1992) Teaching English to children London: Longman Schwartz, B D (2003) Child L2 Acquisition: Paving the Way In B Beachly, A.Brown & F Conlin (Eds) Proceedings of the 27 th Boston University Conference on Language Development (pp 26-50) Somerville, MA: Cascadilla Matters Scott, W & Ytreberg, L H (1990) Teaching English to Children (pp.2-4) New York: Longman Scott, W & Ytreberg, L H (1990) Teaching English to Children London: Longman Slattery, M & Willis, J (2001) English for Primary Teachers New York: Oxford University Press TESO (2003) Teacher Education System Overhaul Programme Addis Ababa Utami, Ruth Hesti, (2004) Kurikulum Indonesia Terlalu Menuntut Anak Menghafal Sinar Harapan Vygotsky, L (1962) Thought and language Cambridge, MA: MIT Press Widodo, H P (2005) Teaching Children Using a Total Physical Response (TPR) Method: Rethinking Bahasa Dan Seni, Tahum, 33 (2) Wolfe, D & Jones, G (2008) Integrating Total Physical Response Strategy in a Level I Spanish Class Foreign Language Annals, 15 (4), p 273–280 Woro Retnoningsih (2012) Teaching English to young learners: Learning and Teaching Styles for Primary Students Institute of Islamic College Ye Zhen (2011) Using TPR Method in Teaching English Adjectives Kristianstad University 72 APPENDICES 73 APPENDIX A QUESTIONNAIRE (for teachers) This questionnaire is designed with the aim to investigate “EFL teachers’ perceptions and practice of using Total Physical Response (TPR) method to teach English to young learners at some primary schools in” All the data collected in this questionnaire are only for the purpose of the research Your answers will be kept confidential Please take a few minutes to complete this form I am grateful for your contribution Definition: Total Physical Response (TPR) is a method of teaching language using physical movement to react to verbal input in order to reduce student inhibitions and lower their effective filter (Asher, 1977) In other words, TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity I Personal Information • Name: …………………………………………….(Option) • Gender: • Age: • School: • Qualification: • Number of years teaching English: • Workload per week: II male female Questions Please tick () the appropriate options for your answers * Teachers’ perceptions of the use of TPR method in English classes Do you think that primary teachers should use TPR method in teaching English? a Yes b No 74 How you find the importance of using TPR method in teaching English? a Very important b Important c Not very important d Not important at all How much your students like TPR activities? a Very much b Not very much c Not much at all d I’m not sure • According to you, which skill (s) that teachers think their students can be improved through using TPR method? a Listening b Reading c Writing d Speaking e Pronunciation f Grammar Other (please specify): ………………………………………………………………………………… Please cross (X) into one of the following numbers on the scale to answer questions 1= strongly disagree 2= disagree 3= neutral 4= agree 5= strongly agree 75 What are the major benefits of the use of TPR method in English classes? Benefits TPR increases interaction between teacher and 10 learners Teacher can work well with mixed ability classes TPR helps learners to motivate the lesson TPR is suitable with learners’ characteristics TPR is fun Teachers can save time of preparation TPR is easy to use Practice many language skills at once TPR accommodates kinesthetic learners TPR caters learners’ learning styles What are the disadvantages of TPR method? a Challenge for shy students b Only work well for children c Be limited to imperatives d Have no opportunity to talk in a creative manner e Be boring f Waste of time Other:………………………………………………………………………… • How is TPR used by teachers to teach English in English classes? Do you use TPR in English classes? a Yes b No How often you use TPR method in your English classes? a Always b Often c Sometimes d Rarely e Never Types of activities that you use when teaching English? (Please rate them from the least important to the most) Activities 76 Commands Games Storytellin g Songs You use TPR activities in English classes in order to a Help students acquire new vocabulary and memorize them meaningfully b Improve pronunciation of students c Develop students’ listening comprehension skill d Revise grammatical structure e Feel fun and comfortable f Teach grammar Other:………………………………………………………………………… 10 Which challenges that teachers may face when using TPR method? a Students are sometimes too crowed and much noise so that their instructors can control whole class b Teachers correct instantly errors of students This may decrease their motivation c Teachers have difficulties in asking for shy students to perform actions in front of the class d Preparation becomes an issue for teacher at higher levels e It is time-consuming because TPR activities require the instructions of the teachers, the students’ demonstration and the teachers’ feedback Other (please specify):……………………………………………………… • Factors affecting implementation of TPR method 11 Which factors affecting implementation of TPR method in English classes? Lack of students’ interest in TPR 77 Shortage of time Diversity of learners’ learning styles Teachers’ perception Large class size Students’ perceptions Teaching experiences Preparation of lesson plan Time table 10 Lack of reference materials and teaching aids a a 11 Teachers’ lack of practical skills a 12 Lack of cooperation with teacher a 13 Inappropriate teaching method a Other, please specify: ……………………………………………………………………………… 14 Do you think that factors above influence teachers’ practice of TPR method? a Yes b No 15 How primary those factors influence teachers’ practice of TPR method in English classes? a Very much b Much c Little d Very little • The suggestions for teachers to use TPR method in English class effectively 16 What are the suggestions for EFL teachers to use TPR method in English 78 classes effectively? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………… -Thank you very much - APPENDIX B PHIẾU ĐIỀU TRA (dành cho Học Sinh) 79 Phiếu điều tra nhằm phục vụ đề tài “Nghiên cứu nhận thức thực hành giáo viên ngoại ngữ sử dụng phương pháp trực quan hành động(TPR) để dạy tiếng Anh cho trẻ em số trường tiểu học tỉnh Quảng Bình” Mục đích phiếu điều tra thu thập ý kiến học sinh việc thực trạng sử dụng phương pháp TPR giáo viên lớp Tiếng Anh bậc tiểu học Qua đó, giúp giáo viên tiếp nhận ý ý kiến đóng góp từ học sinh để nâng cao nhận thức thực hành giảng dạy theo phương pháp TPR Chân thành cảm ơn nhiệt tình trả lời câu hỏi em học sinh Các em vui lòng đánh dấu ( ) vào câu trả lời thích hợp phản ánh ý kiến em  Phương pháp phản ứng học (TPR): Là phương pháp giảng dạy tiến sỹ James J Asher Phương pháp dựa cách thức trẻ em học tiếng mẹ đẻ Đây phương pháp dạy học thông qua hành động; yêu cầu học sinh nghe làm theo loạt hành động hướng dẫn giáo viên THÔNG TIN CÁ NHÂN I II • Họ tên: • Giới tính: • Tuổi: • Học sinh trường: • Thời gian học tiếng Anh: • Số tiết Tiếng Anh/tuần: Nam Nữ CÂU HỎI Đánh dấu () vào ý kiến em cho • Nhận thức học sinh việc sử dụng phương pháp TPR Theo em, phương pháp TPR có nên sử dụng học tiếng Anh hay không? a Có b Không Việc sử dụng phương pháp TPR quan trọng việc học ngôn ngữ? 80 a Rất quan trọng b Quan trọng c Bình thường d Không quan trọng Phong cách học tập em là: a Học tốt với việc nghe b Học tốt với việc nhìn c Học tốt với hoạt động Em có thích hoạt động phương pháp TPR không? a Có b Không Em nghĩ em cải thiện kĩ sử dụng phương pháp TPR? g Nghe h Nói i Đọc j Viết k Phát âm l Ngữ pháp m Từ vựng Ý kiến khác: ……………………………………………………………………………… Lợi ích việc sử dụng phương pháp TPR TPR thúc đẩy tham gia học sinh TPR phù hợp với tính cách học sinh TPR làm tăng giao tiếp giáo viên học sinh TPR thoải mái, vui vẻ Học sinh luyện tập nhiều kĩ TPR dễ dàng sử dụng TPR giúp người học nhớ lâu TPR thich hớp với trẻ thích vận động Trong học TPR, em THÍCH điều gì? 81 a Không khí lớp học b Cách truyền đạt giáo viên c Các hoạt động gắn với giáo cụ trực quan (tranh ảnh, đồ vật, âm thanh, Internet…) Ý kiến khác: …………………………………………………………………………… Điều làm em KHÔNG THÍCH tham gia hoạt động TPR? a Sự lặp lặp lại hành động b Cách truyền đạt giáo viên c Thái độ giáo viên Ý kiến khác:……………………………………………………………… • Thực hành học sinh phương pháp TPR Em có thường tham gia vào hoạt động TPR không? a Có b Không 10 Mức độ tham gia nào? a Thường xuyên b Thỉnh thoảng c Hiếm d Không 11 Những hoạt động em thường tham gia Activities Câu mệnh lệnh Trò chơi Kể chuyện Hát 12 Khi giáo viên sử sụng phương pháp TPR, bạn thich làm theo: a Nhóm b Đôi c Cá nhân 13 Em thấy việc tham gia vào hoạt động TPR giúp em: a Tiếp thụ ngôn ngữ cách máy móc 82 b Cải thiện việc phát âm Tiếng Anh c Nhớ từ vựng lâu d Ôn lại cấu trúc ngữ pháp Ý kiến khác:…………………………………………………………… 14 Những vấn đề em thường gặp phải tham gia vào hoạt động TPR gì? a Lớp học đông khiến em tập trung b Sự nhàm chán c Không gian lớp học không đủ cho việc luyện tập Ý kiến khác:…………………………………………………………… • Những yếu tố ành hưởng đến nhận thức việc thực hành phương pháp TPR 15 Những yếu tố ảnh hưởng đến việc nhận thức thực hành việc sử dụng TPR? Thiếu thời gian Cách truyền đạt giáo viên Phong cách học học sinh Sỉ số lớp Điều kiện lớp học Sự hấp dẫn hoạt động Bị giáo viên bắt lỗi Ý kiến khác:………………………………………………………………… 16 Theo em, yếu tố ảnh hưởng nhận thức thực hành phương pháp TPR? Rất nhiều Nhiều 10 Ít 11 Hầu không ảnh hưởng • Gợi ý kiến nghị cho việc thực phương pháp TPR hiệu 83 17 Một số kiến nghị để việc thực phương pháp TPR hiệu hơn? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ……………………………………………………………………………… Cảm ơn tham gia em! 84 APPENDIX C TEACHERS’ INTERVIEW * Teachers’ perceptions of the use of TPR method in English classes What you know about TPR method? In your opinion, TPR method should be used by teachers in English classes in primary schools? Yes or no Explain your answer How you feel the practicability of TPR in your English classes? *How is TPR used by teachers to teach English in English classes? Have you ever used TPR in your English classes? If yes, mention some of the activities you employed What factors influence teachers’ perceptions and practice of using TPR? *The suggestions for teachers to use TPR method in English class effectively What are your suggestions for using TPR method more effectively? 85 APPENDIX D OBSERVATION The purpose of this observation is to access the activities practiced in the classroom in relation to the implementation of TPR The activities will be marked in the category of YES/NO on the basis of whether they happen or not in the classroom I Personal Information Name of school: Lesson being observed: Numbers of students in the class: Male Female II List of Observation 86