Using total physical response to improve vocabulary for the pupils of grade 4 at luong ngoc quyen primary school

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG THI VAN ANH USING TOTAL PHYSICAL RESPONSE TO IMPROVE VOCABULARY FOR THE PUPILS OF GRADE AT LUONG NGOC QUYEN PRIMARY SCHOOL M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2021 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG THI VAN ANH USING TOTAL PHYSICAL RESPONSE TO IMPROVE VOCABULARY FOR THE PUPILS OF GRADE AT LUONG NGOC QUYEN PRIMARY SCHOOL M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Duong Cong Dat, Ph.D THAI NGUYEN - 2021 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ DƯƠNG THỊ VÂN ANH SỬ DỤNG PHẢN XẠ TOÀN THÂN NHẰM TĂNG VỐN TỪ VỰNG CHO HỌC SINH LỚP TRƯỜNG TIỂU HỌC LƯƠNG NGỌC QUYẾN LUẬN VĂN THẠC SĨ ( Định hướng ứng dụng) Ngành: Ngôn ngữ tiếng Anh Mã số: 8220201 Cán hướng dẫn: TS Dương Công Đạt THÁI NGUYÊN - 2021 DECLARATION I hereby certify that the thesis entitled “Using Total Physical Response to improve vocabulary for the pupils of grade at Luong Ngoc Quyen Primary School” is the study of my own research and the substance of this research has not been submitted for a degree to any other university or institution Thai Nguyen, April 2021 Approved by Supervisor Signature Dr Duong Cong Dat Duong Thi Van Anh i ACKNOWLEDGEMENTS The thesis on “Using Total Physical Response to improve vocabulary for the pupils of grade at Luong Ngoc Quyen Primary School” came to completion On this occasion, the writer would like to thank all those people who have contributed to the completion of this research report The deepest gratitude and appreciation are extended to Dr Duong Cong Dat, the supervisor who has given her continuous guidance, helpful correction, moral support, advice and suggestion, without her valuable support it is doubtful that this thesis came into completion The writer’s deepest thank also goes to the following: Mrs Nguyen Thi Lan Minh as the principal of Luong Ngoc Quyen Primary School, who has permitted and given the opportunity to the writer to carry out her study at the school Mrs Dinh Thi Lien as a teacher of English at Luong Ngoc Quyen Primary School in Thai Nguyen City who has willingly shared their time to conduct the treatment and collect some data needed for completing her study The teachers and students at Luong Ngoc Quyen Primary School, especially students in Class 4B and 4C at the academic year 2019-2020 who have participated in this Study All of the lecturers of The English Department of School of Foreign Languages, Thai Nguyen University, who have guided and shared their knowledge during her academic years Her family for their support and encouragement The writer realizes that this thesis is still far from perfect She therefore will be glad to receive any constructive criticism and recommendation to make this thesis better Finally, the writer expects that this thesis will be useful to the reader who wishes to learn something about teaching methods, especially using TPR in teaching English ii ABSTRACT Currently, English is seen as a compulsory subject at schools in Vietnam It is no longer new and strange for students, this subject has received the attention of parents and students In the process of teaching English, teaching vocabulary is a necessary activity which not only helps the pupils to remember vocabulary but also pronounce words correctly and use words to communicate with other This study aims to enhancing vocabulary for pupils by using TPR and find out the impact of using TPR on the learners’ learning English vocabulary This research also indicates the pupils’ responses after experiencing TPR method Through finding the answers of the research questions, the researcher can find out effectiveness of using TPR in teaching English vocabulary for primary school pupils Its results are hoped to be helpful reference for further researches, as well as for teachers who desire to help pupils in studying English Key words: Total Physical Response, vocabulary, teaching, young learners TABLE OF CONTENT DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENT iv LIST OF TABLES vii LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Rationale for the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Young Learners and Their Characteristics 2.2 Vocabulary and vocabulary learning 2.2.1 The definitions of vocabulary 2.2.2 The importance of vocabulary in teaching and learning foreign languages .7 2.3 Total Physical Response .8 2.3.1 The definition of the Total Physical Response method 2.3.2 The features of TPR 2.3.3 Application of TPR in language classroom 10 2.3.3.1 Designing learning 10 activities 2.3.3.2 The steps of applying 13 in accordance TPR in with TPR the class 2.4 Previous studies on using TPR in teaching and learning vocabulary 14 CHAPTER RESEARCH METHODOLOGY 19 3.1 Research questions .19 3.2 Research design 19 3.3 Participants 20 3.4 Materials 20 3.5 Teaching Procedure 21 3.6 Research Procedure 22 3.6.1 Planning 22 3.6.2 Implementing the action 23 3.6.3 Confirming 25 3.6.4 Closing 25 3.7 Data collection instruments 25 3.8 Data analysis 27 CHAPTER FINDINGS AND DISCUSSION 30 4.1 Findings from observation 30 4.1.1 Pre-observation results 30 4.1.2 Post-observation results 31 4.2 Findings from tests .40 4.2.1 Pre-test results 40 4.2.2 Post-test results 33 4.2.3 Differences in pupils’ vocabulary use before and after using TPR in teaching vocabulary 34 4.3 Findings from interviews 35 4.3.1 Interviews with teachers 35 4.3.2 Interviews with pupils .36 4.4 Findings from questionnaire 37 4.5 Discussion 39 CHAPTER CONCLUSION AND SUGGESTION 50 5.1 Conclusion 50 5.2 Implications 43 5.3 Limitations of the research .44 5.4 Suggestions 45 5.4.1 For the English 43 teachers 5.4.2 For the students .44 5.4.3 For the other researchers 54 REFERENCES 46 APPENDIX 1: I APPENDIX 2: X APPENDIX 3: XII APPENDIX 4: XXII APPENDIX 5: XXXII APPENDIX 6: XXXIV APPENDIX 7: XXXVI APPENDIX 8: XXXVIII LIST OF TABLES Table 3.1: The standard of qualification for English subject in Luong Ngoc Quyen Primary School 28 Table 3.2 Scoring scale of pupils’ activities in the teaching-learning process……37 Table 4.1: Question - Pupils’ opinions about TPR English lessons 47 Table 4.2: Question - Pupils’ opinions about TPR activities 387 Table 4.3: Question - Interest in learning English vocabulary through TPR activities 398 vii B A Task 3: Question 1-5: Listen and write YES or NO There is one example (0) Hoa and her mother go shopping in the city centre on Sundays They want to buy some food and drink in the supermarket Hoa wants to buy some story books in the bookshop Her mother wants to buy some medicine in the pharmacy They also visit the bakery on the way home They want to buy some bread because they are hungry 24 YES READING AND WRITING Task 1: Question 1-5: Read and tick or cross There are two examples Examples: A She has dinner at 7.30 He gets up at five o’clock B He plays football at noon She goes to school at She goes home in the 6.30 afternoon They read books in the school library at three o’clock It’s eight p.m Task 2: Question 1-5: Order the words There is one example Example: phone / what’s / number / your What’s your phone number? 25 his / number / phone / what’s ? your / phone / number / brother’s / what’s ? number / Lucy’s / phone / what’s ? like / would / go / you / to / picnic / a / for ? fishing / you / would / like / to / go ? Task 3: Question 1-2: Look and write There is one example Example: ifsh→ f i s h efeb → _ _ _ _ ceuij → _ _ _ _ _ Task 4: Question 1-5: Read and complete the answers There is one example(0) Mary and Peter like going to the zoo in their free time There are a lot of animals there Peter likes bears because they look big and strong Some bears can cycle and play with balls Mary doesn’t like bears because they are scary She likes monkeys very much because they can swing and funny things Some of them can also cycle and play with balls 26 What Mary and Peter like doing in their free time? – They like going to the zoo What are there at the zoo? - There are _ What animal does Peter like? – He likes What can some bears – They can _ Why doesn’t Mary like bears? – Because they’re _ Why does she like monkeys? – Because they can _ SPEAKING Task 1: Look, point and say There is an example Task 2: Listen and answer the questions There is an example What’s your name? My name’s Phong What does your father do? Where does he work? What animal you want to see? Would you like to go for a walk? The end – XXVII ANSWER KEY I LISTENING Task Listen and tick There is one example Key: B A B B A Hello This is Tieng Anh Unit 18 Listening Test Task Listen and tick There is one example (G): My phone number’s 0912 456 789 (G): My phone number’s 0912 456 789 Can you see the tick? This is an example Now you listen and tick the box (G) My phone number’s 0912 154 465 (B) His phone number’s 0985 162 566 (G) Her phone number’s 0990 283 900 (B) I’d like to go skating (G) I’d like to go swimming Now listen again That is the end of Task Task Listen and tick Key: or cross There are two examples Task Listen and tick or cross There are two examples A (G): What’s your favourite drink? 28 (B): It’s apple juice (G): What’s your favourite drink? (B): It’s apple juice Can you see the tick? B (G): What’s your favourite food? (B): It’s beef (G): What’s your favourite food? (B): It’s beef Can you see the cross? These are two examples Now you listen and tick or cross (G): What’s your favourite food, Peter? (B): It’s chicken (G): Would you like some bread and egg for breakfast, Peter? (B): Yes, please (W): Would you like some lemonade, dear? (B):Yes, Mummy Thank you (B): What would you like to drink? (G): I’d like some coconut water, please (B): What would you like for lunch, Linda? (G): I’d like some rice and pork, please Now listen again That is the end of Task 29 Task Listen and write YES or NO There is one example (0) Key: YES NO YES YES NO Task Listen and write Yes or No There is one example (B): Every Sunday, Hoa and her mother go shopping in the city centre (B): Every Sunday, Hoa and her mother go shopping in the city centre The sentence is correct Can you see the word Yes? This is an example Now you listen and write Yes or No (B): Every Sunday, Hoa and her mother go shopping in the city centre They often go to the supermarket because they want to buy some food and drink They go to the bookshop because Hoa wants to buy some English books for children They sometimes go to the pharmacy because her mother wants to buy some medicine When they go home, they also visit the bakery They want to buy some cakes for the family Now listen again That is the end of Task II READING AND WRITING Task Read and tick Key: or cross There are two examples Task Order the words There is one example Key: What’s his phone number? What’s your brother’s phone number? What’s Lucy’s phone number? Would you like to go for a picnic? Would you like to go fishing? 30 Task Look and write There is one example Key: beef juice Task Read and complete the answers There is one example (0) Key: a lot of animals bears cycle and play with balls scary swing and funny things 31 APPENDIX 5: TABLE OF THE TEST RESULTS Class 4B No Full name Class 4C Pre-test Post-test No Full name Pre-test Post-test ID ID 35 ID ID 36 ID ID 37 10 ID ID 38 ID 10 ID 39 ID ID 40 ID 7 ID 41 ID 8 ID 42 ID 9 ID 43 10 ID 10 10 ID 44 11 ID 11 6 11 ID 45 12 ID 12 10 12 ID 46 13 ID 13 13 ID 47 10 14 ID 14 14 ID 48 15 ID 15 15 ID 49 16 ID 16 16 ID 50 17 ID 17 17 ID 51 18 ID 18 18 ID 52 19 ID 19 10 10 19 ID 53 XXXII 20 ID 20 20 ID 54 21 ID 21 21 ID 55 10 22 ID 22 22 ID 56 23 ID 23 23 ID 57 24 ID 24 24 ID 58 25 ID 25 25 ID 59 26 ID 26 10 26 ID 60 27 ID 27 27 ID 61 28 ID 28 28 ID 62 29 ID 29 29 ID 63 8 30 ID 30 30 ID 64 31 ID 31 31 ID 65 32 ID 32 32 ID 66 33 ID 33 33 ID 67 10 34 ID 34 34 ID 68 33 10 APPENDIX 6: CLASS OBSERVATION This form is designed to collect information about what TPR method and how teachers use TPR method to teach English vocabulary in Luong Ngoc Quyen Primary School Date: Period: Teacher: Classroom: Number of students: Absent: Subject: Unit: … Lesson: Observation Categories Paying attention while the teacher explaining the purpose of the study Excellent (4) Pupils pay attention to the teacher explanation and are willing to take a note Paying attention Pupils pay Good (3) Pupils pay attention to the teacher explanation and their teacher order them to take a note Pupils pay Fair (2) Pupils pay attention to the teacher explanation but not make any notation Pupils pay Less (1) Pupils not pay attention and not make any notation to the teacher explanation Pupils are while teacher attention to the attention to the attention to the too busy with explaining the teacher teacher their own material explanation and explanation and explanation business They teacher instruction, take instruction and quietly and a take a note give no note and give Instead of asking responses responses not pay the teacher, 2-3 attention the students asking teacher 34 to their friends Pupils’ activeness in asking questions explanation The pupil is The pupil is The pupil is Pupils asking asking twice asking just one not ask any time questions The pupil is answering questions one time The pupil does not answering questions at all more than three times Pupils’ activeness in answering questions Pupils’ activeness in working as a group Playing the Game Charades The pupil is The pupil is answering answering questions more questions twice than three times The pupil does The pupil does The pupil does task and not actively His task his his work with his actively, shares shares opinion and his opinion and group and motivates his demonstrate sometimes friends respect for others makes a joke with his friend The pupil plays The pupil plays the game easily the game easily and rapidly in but needs more groups He or time to finish it she shows a great deal of effort XXXV The pupil is neglecting his task and does not participate in his group The pupil The pupil plays the game does not but he still needs the game to help from his friend and need at all more time to finish it APPENDIX 7: QUESTIONNAIRE FOR STUDENTS Question 1: Do you like the lessons using TPR method? A Very interesting B Interesting C Uninteresting D Not at all Question 2: What level of this activities you like? Extremely like Like Neutral Dislike Simon Says Charades Storytelling Question 3: Do you like to learning English vocabulary through TPR in the next lessons? A Extremely dislike B Dislike C Like D Strongly like Question 4: How many new words can you remmember after the lessons using TPR method? A B C D Question 5: How you feel when joining in TPR activities? A Dislike XXXVI B Like C Extremely like XXXVII APPENDIX 8: INTERVIEWS SAMPLE QUESTIONS FROM THE INTERVIEW I Interviews with teachers What are your opinions about the importance to teach English vocabulary? Do you usually use TPR to teach English? What you think about the aims of TPR method in the process of teaching vocabulary? How you feel the pupils’ attitude when joining in TPR games? What you think about the drawbacks of using TPR method during the study and the solution? II Interviews with pupils Do you enjoy learning English through TPR method? How you feel after experience TPR method in learning English vocabulary? How did you benefit from learning English through TPR method? Do you usually use TPR to learn English? Do you think that TPR helped you to remember vocabulary easily and use the words more correctly? XXXVIII ... UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG THI VAN ANH USING TOTAL PHYSICAL RESPONSE TO IMPROVE VOCABULARY FOR THE PUPILS OF GRADE AT LUONG NGOC QUYEN PRIMARY SCHOOL M.A THESIS (APPLICATION ORIENTATION)... 2021 DECLARATION I hereby certify that the thesis entitled ? ?Using Total Physical Response to improve vocabulary for the pupils of grade at Luong Ngoc Quyen Primary School? ?? is the study of my own... ACKNOWLEDGEMENTS The thesis on ? ?Using Total Physical Response to improve vocabulary for the pupils of grade at Luong Ngoc Quyen Primary School? ?? came to completion On this occasion, the writer would like to