The application of total physical response (TPR) in teaching vocabulary for children aged 3 to 5 at a kindergarten in hanoi

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ THỊ MINH THU THE APPLICATION OF TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING VOCABULARY FOR CHILDREN AGED TO AT A KINDERGATEN IN HANOI Ứng dụng phương pháp phản xạ toàn thân (TPR) việc dạy từ vựng cho trẻ từ đến tuổi trường mầm non Hà Nội MA MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI, 2018 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ THỊ MINH THU THE APPLICATION OF TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING VOCABULARY FOR CHILDREN AGED TO AT A KINDERGATEN IN HANOI Ứng dụng phương pháp phản xạ toàn thân (TPR) việc dạy từ vựng cho trẻ từ đến tuổi trường mầm non Hà Nội MA MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Dr Tran Thanh Nhan HANOI, 2018 DECLARATION I hereby declare that this thesis submitted for the Master of Art degree at the University of Languages and International Studies is a presentation of my own research and has not been previously submitted by any other person at any other universities for any degrees Wherever contributions of other researchers are involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement of collaborative research and discussion The work was done under the supervision of Dr Tran Thanh Nhan, at the University of Languages and International Studies Hanoi, June 2018 Do Thi Minh Thu i Formatted: English (U.S.) ACKNOWLEDGEMENTS At the completion of this thesis, I would like to express my sincere thanks to my lecturer and my supervisor, Dr Tran Thanh Nhan for her valuable suggestions and instructions without which it would have been really challenging for me to accomplish this study I would like to acknowledge my great appreciation to my colleagues for their effective cooperation in collecting data for completing this study Their enthusiastic participation was indispensable to my research Finally, I would like to express my gratitude to my family for all the support I received to finish this thesis ii ABSTRACT Early childhood is a precious period when children get their most rapid performance in terms of emotional, physical, cognitive and language development (Crain, 2005) It is deemed to be the most valuable time to start teaching one or more languages to young children There are various methods and techniques in teaching foreign languages; Total Physical Response (TPR) is one of the effective methods of teaching children TPR is a method which is built around the coordination of speech and action, in other words it is to teach language through activity (Richards and Rodgers, 2001) There would be no texts involved in the teaching environment but songs, games, and stories accompanied with actions, which attract the attention of young active learners The purpose of this research project was to observe the impact that the application of TPR method reveals in teaching English vocabulary to children aged 3-5 at a kindergarten in Hanoi The findings and discussion are based on the analysis of the data collected from 30 children The results also highlight that the use of TPR can be an effective way to help young learners improve their vocabulary especially in understanding the meaning of words, pronouncing the words correctly and using them in daily life On the other hand, a stress-free environment allows children to be more receptive and motivated to the target language (TL) learning iii LIST OF ABRREVIATIONS TPR: Total Physical Response ELT: English Language Teaching EFL: English as a Foreign Language GMT: Grammar Translation Method TL: Target Language L1: First Language L2: Second language iv LIST OF CHARTS AND TABLES Table 2.1: Information of the observed classes .13 Table 2.2: Information of the Test Plan 14 Table 2.3: Test Criteria .14 Table 3.1: Information of the Pre-Test 17 Table 3.2: Result of the Pre-Test .18 Table 3.3: Information of the First Cycle Test 20 Table 3.4: Result of the First Cycle Test 21 Table 3.5: Information of the Second Cycle Test 23 Table 3.6: Result of the Second Cycle Test 24 Table 3.7: Information of the Post Test 25 Table 3.8: Result of the Post Test .26 Table 3.9: The result of the test during the Action Research 27 Chart 3.1: The result of the tests during Action ResearchError! Bookmark not defined Figure 2.1 Cycle of Action Research .17 v TABLE OF CONTENT DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABRREVIATIONS iv LIST OF CHARTS AND TABLES v PART A: INTRODUCTION 1 Rationale Aims and objectives of the study .1 2.1 Aims of the study 2.2 Objectives of the study Research questions Scope of the study Methods of the study Significance of the study Organization of the study PART B: DEVELOPMENT .5 CHAPTER 1: LITERATURE REVIEW 1.1 The principles of teaching vocabulary to children 1.1.1 Definition vocabulary mastery 1.1.2 Characteristics of children 1.1.3 The principles of teaching vocabulary to children .5 1.2 A brief history of Total Physical Response 1.2.1 The conception of TPR 1.2.2 The objectives of TPR 1.2.3 The teacher and learners role in TPR 1.2.4 The principles of TPR 1.3 Related studies vi CHAPTER 2: METHODOLOGY .11 2.1 Setting and participants 11 2.1.1 Setting 11 2.1.1.1 General information about the kindergarten 11 2.1.1.2 Students and English classes at the kindergarten 11 2.1.2 Participants 12 2.2 Data collection instruments 13 2.2.1 Tests 13 2.2.2 Classroom observation 14 2.3 Data collection procedure 15 2.4 Data analysis procedure 16 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 17 3.1 Data analysis 17 3.1.1 Tests analysis .17 3.1.1.1 Pre-test 17 3.1.1.2 First Cycle Test 19 3.1.1.3 Second Cycle Test 22 3.1.1.4 Post- test 25 3.1.2 Classroom observation analysis 29 3.1.2.1 Students’ engagement in activities .29 3.1.2.2 Students’ motivation 29 3.1.2.3 Students’ vocabulary mastery 29 3.1.2.4 Their reactions towards the English Language 30 3.2 Findings and discussion 30 PART C: CONCLUSION 32 Summary of major findings 32 Concluding remarks 32 Recommendations 33 Limitations 33 Suggestions for further studies 33 vii REFERENCES 35 APPENDICES 37 viii APPENDIX 3: SECOND CYCLE-TEST FOR POOH Date: ………………………… Class: ……………………… Name:……………………… Topic: FRUITS TASK 1: POINT AND SAY Structure: What fruit is it? It’s a banana TASK 2: POINT AND SAY Structure: Color the banana yellow Color the apple red 39 APPENDIX 4: POST-TEST FOR POOH Date: ………………………… Class: ……………………… Name:……………………… Topic: FRUITS TASK 1: POINT AND SAY Structure: What fruit is it? It’s a pineapple TASK 2: LISTEN- SAY-COLOR Structure: Color the mango yellow Color the strawberry red 40 APPENDIX 5: PRE-TEST FOR DONALD Date: ………………………… Class: ……………………… Name:……………………… Topic: FRUITS TASK 1: POINT AND SAY Structure: What fruit is it? It’s a banana TASK 2: LISTEN- SAY-COLOR Structure: Color the mango yellow Color the strawberry red 41 APPENDIX 6: FIRST CYCLE-TEST FOR DONALD Date: ………………………… Class: ……………………… Name:……………………… Topic: JUNGLE ANIMALS TASK 1: POINT AND SAY Structure: What animal is it? It’s a bear TASK 2: LISTEN- SAY – CIRCLE Structure: What you see? I see a monkey 42 APPENDIX 7: SECOND CYCLE-TEST FOR DONALD Date: ………………………… Class: ……………………… Name:……………………… Topic: FARM ANIMALS TASK 1: POINT AND SAY Structure: What animal is it? It’s a cow TASK 2: LISTEN- SAY- COLOR Structure: Color the duck yellow Color the pig pink 43 APPENDIX 8: POST-TEST FOR DONALD Date: ………………………… Class: ……………………… Name:……………………… Topic: FARM ANIMALS TASK 1: POINT AND SAY Structure: What animal is it? It’s a cow Structure: Color the duck yellow TASK 2: LISTEN- SAY – COLOR Color the horse brown 44 APPENDIX 9: PRE-TEST FOR MICKEY Date: ………………………… Class: ……………………… Name:……………………… Topic: VEGESTABLE TASK 1: POINT AND SAY Structure: What is it? It’s a potato TASK 2: LISTEN- SAY – DO Structure: Circle the onion What you like?/ I like tomatoes 45 APPENDIX 10: FIRST CYCLE-TEST FOR MICKEY Date: ………………………… Class: ……………………… Name:……………………… Topic: SEA ANIMALS TASK 1: POINT AND SAY Structure: What animal is it? It’s a Whale TASK 2: LISTEN- SAY – COLOR Structure: What you see? I see a whale Color the whale blue 46 APPENDIX 11: SECOND CYCLE-TEST FOR MICKEY Date: ………………………… Class: ……………………… Name:……………………… Topic: JUNGLE ANIMALS TASK 1: POINT AND SAY Structure: What animal is it? It’s a bear TASK 2: LISTEN- SAY – CIRCLE Structure: What you see? I see a monkey 47 APPENDIX 12: POST-TEST FOR MICKEY Date: ………………………… Class: ……………………… Name:……………………… Topic: JUNGLE ANIMALS TASK 1: POINT AND SAY Structure: What animal is it? It’s a bear TASK 2: LISTEN- SAY – CIRCLE Structure: What you see? I see a zebra 48 APPENDIX 13- CLASSROOM OBSERVATION Teacher: …………………… Class: ……………………… Date: …………………………… Level: ……………………… Age of students: ………………… Lesson: ……………………… Evaluation Criteria Evident Excellent Good Students’ engagement in activities Students’ motivation Students’ understanding of the vocabulary Communication and reactions towards the English language Classroom atmosphere: positive and free stress Error correction and feedback was appropriate 49 Average Fair Poor / Note APPENDIX 14- LESSON PLAN SAMPLE Topic: Vocabulary of Fruits I CLASS DESCRIPTION:  Number of students: 10-12 students (Ss)  Level: Pooh (3 years old) II TIME: 30 minutes III OBJECTIVES/ AIMS: After the lesson, students will be able to  Recognize types of fruit: Watermelon, pear, pineapple, strawberry, grapes  Use structure:  What fruit is it? - It is a watermelon  I‟m hungry - Give me a watermelon IV ASSUMED KNOWLEDGE: Students have already  Known some vocabulary items/ structures related to “Imperatives in class” V ANTICIPATED PROBLEMS:  Students sometimes may be distracted/ make too much noise, so it is hard to control or manage the class well all the time  Students may miss some information, so teacher should be ready to assist them VI TEACHING AIDS: Flashcards, realia, TV VII MATERIALS:  Flashcards and realia (fruit toys): Watermelon, pear, pineapple, strawberry, grapes  Mystery box, hoops  Song: Are you hungry?(Super Simple Songs-Kids songs) https://www.youtube.com/watch?v=ykTR0uFGwE0 50 PROCEDURES: Name Warm Aims/ Techniques  Motivate activities  Greeting -  Circle time: Make a circle, listen to Sts T’s command and move up 3mins Students’ Teacher’s activities teacher - Follow - Show me your hands teacher’s - Hands up/down directions - Clap your hands - Shake your hands - Shake your leg/legs - Shake your head - Shake your body  Learn new PRE-TEACH VOCABULARY: While- words Watermelon, pear, pineapple teaching (7 mins)  Show Flashcard + Realia -  Say the name of the fruit 19 mins Listen to the Listen to Teacher - What fruit is it? - Repeat – act - It is a watermelon  Act to describe fruits (based on the shape of the fruit or link to a specific action)  Repeat: Ask Ss to repeat  Go around, play “beep sound” game  Play game give chance for each Play can correct their pronunciation) game to (hoops) new words  Divide class into teams (let them choose their favourite team’s name) (5 mins) 51 to Teacher student to pronounce the words (T - a GAME 1: PLAY JUMPING GAME remember Listen the  Place Flashcards, and hoops on the ground:  Set up the rules: - Each member from teams stand - Listen under the line Teacher Listen to T (T also act so Sts can - Play link to the name and pronunciation game to the of the fruit); - Jump in hoops (jump and say fruit’s name) - Slap the FC which matches with T’s order - If it’s correct, that team gets star - The team get more stars will be the winner  Do sample for Ss, make sure they understand the rules  Guide and control the game  Play game a GAME 2: MYSTERY BOX to remember new words (7 mins) Strawberry, grapes  Introduce strawberry, grapes (Say- - do- repeat do- repeat)  Introduce Say- mystery box (its colour/shape…)  Show realia (fruit toys) review their name then put them in the box - Listen (1 by 1) Teacher 52 to  T creates context: - I‟m hungry - Give me a watermelon - Play the game  Call St to come to the mystery box, touch and find the correct fruit for T  For each fruit already found, ask class to read out loud  Guide and control the game Post-  Sing a song Song: Are you hungry? teaching to practice  Ask Sts to stand in front of their mins vocabulary and structures chair - Listen to Teacher -  T models: Watch – Listen – ActSing Watch – Listen – ActSing  Make a train to run around class: who can sing louder can join the Play the game train Run (fast/slow), act and sing out loud the song Wrap-  Review all  T says goodbye (guide Sts to say up mins fruits Say goodbye goodbye fruits to review fruits fruits name one more time) teacher 53 and ... of major findings The study was conducted with the aim of examining the effectiveness of using TPR in teaching vocabulary for children aged 3- 5 in a kindergarten in Hanoi To obtain the data, two... reveals in teaching English vocabulary to children aged 3- 5 at a kindergarten in Hanoi The findings and discussion are based on the analysis of the data collected from 30 children The results also... method, in particular to the teaching of children aged 3- 5 at a kindergarten in Hanoi Methods of the study The researcher used action research to investigate the topic According to Cohen, Manion, and