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    TPR教学法与视听教学法在幼儿英语教育中的应用_邹艳飞.docx

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    TPR教学法与视听教学法在幼儿英语教育中的应用_邹艳飞.docx

    分类号 I D C Application of TPR Teaching and Audio-visual in pre-School English Education TPR 教学法与视听教学法在幼儿 英语 教育中的应用 学位授予单位及代码 长春理工大学 ______________ 10186 学科专业名称及代码 外国语言学及应用语言学 ( 050211 研究方向 英语语言及教学法理论研究 申请学位级别 硕士 指导教师 张并 _______________________ 研 究生 邹 艳 飞 论文起止时间 2009. 102010. 12 长春理工大学硕士学位论文原创性声明 本人郑重声明所呈交的硕士学位论文, TPR 教学法与视听教学法在幼儿 英语教育中的应用是本人在指导教师的指导下,独立进行研究工作所取得的成 果。除文中己经注明引用的内容外,本论文不包含任何其他个人或集体己经发表 或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体,均己在文中以 明确方式标明。本人完全意识到本声明的法律结果由本人承担。 作者签名 每成 ;〇 1〇 年队月 |日 长春理工大学学位论文版权使用授权书 本学位论文作者及指导教师完全了解 “长春理工大学硕士、博士学位论文版 权使用规定 ”,同意长春理工大学保留并向中国科学信息研究所、中国优秀博硕 士学位论文全文数据库和 CNKI 系列数据库及其它国家有关部门或机构送交学 位论文的复印件和电子版,允许 论文被查阅和借阅。本人授权长春理工大学可以 将本学位论文的全部或部分内容编入有关数据库进行检索,也可采用影印、缩印 或扫描等复制手段保存和汇编学位论文。 作者签名 辦 Mi 年 I 月 I 曰 导师签名 j 束听 年 /i 月 日 Master’s Degree Thesis Application of TPR Teaching and Audio-visual in pre-School English Education Major Foreign Linguistics and Applied Linguistics Author Zou Yanfei Supervisor Associate Pro. Zhang Hui Chang Chun University of Science and Technology December, 2010 Application of TPR Teaching and Audio-visual in pre-School English Education By Zou Yanfei Under the Supervision of Zhang Hui A Thesis ted in Partial Fulfillment Of the Requirements for the Degree of Master of Arts in the School of Foreign Languages Changchun University of Science and Technology December, 2010 Abstract The pre-school English education has just begun in our country and various teaching s are employed in this early experimental stage. This thesis mainly discusses about TPR teaching approach and audio-visual teaching , which are widely applied in pre-school English teaching* Each has its own advantages and disadvantages, but both of the two s all play important roles in pre-school English teaching. This thesis is based on the two experimental classes of Jinbeilei kindergarten in Changchun- The achievements of the students who study English with the two different teaching s are observed and contrasts of the TPR teaching and audio-visual based on the achievements from the perspective of second language acquisition are made. Based on the results of the questionnaires and interviews with the kindergarten headmasters, students parents and English teachers, the advantages and disadvantages of applying these two teaching s in pre-school education are illustrated. Some other problems raised in this investigation are also pointed out. This thesis aims to provide some fresh idea and enlightenment to the pre-school English education based on the findings of the experiments. Key words TPR teaching ; audio-visual ; pre-school English education 幼儿英语教育在我国刚刚起步,各种教学法的应用都处在起步阶段。本论文主要 探讨了应用较广的 TPR 教学法和视听教学法。两种教学法在幼儿英语教育阶段各有其 优缺点,在教学中都有着不可忽视的作用。 本论文把主要研究内容放在实验中。在长春金蓓蕾幼儿园分别设立两个实验班, 视听说实验班和 TPR 实验班。追踪观察两个班 级学生在这两种不同教学法之下的学习 情况;以跟踪学习效果作为数据,从第二语言习得的角度出发,以实验结果作为科学 依据,来对比分析视听说教学法与 TPR 教学法的优势和劣势。同时,指出了目前幼儿 英语教育主要存在的一些问题,并就此提出建议和意见,为幼儿英语教育提供借鉴和 启示。 关键词 TPR 教学法;视听教学法;幼儿英语教育 Contents Abstract ...................................................................................................................................... I M .......................................................................................................................... II Contents ................................................................................................................ Ill Chapter One Introduction 1.1 Objective and Significance of the Present Study ............................................................. 1 1.2 Research Contents ............................................................................................................ 2 1.3 Research ology .................................................................................................... 2 1.3.1 Theoretical .................................................................................................... 2 1.3.2 Comparative ................................................................................................. 2 1.3.3 Interviewing ................................................................................................. 3 1.4 Organization of the Thesis ................................................................................................ 3 Chapter Two Literature Review ......................................................................................... 5 2.1 TPR Approach .................................................................................................................. 5 2.1.1 Theoretical Basis ....................................................................................................... 5 2.1.2 Features of TPR Approach ........................................................................................ 7 2.1.3 Curriculum Design and Practice of TPR Approach ...... * ...................................... 7 2.1.4The Advantages and Disadvantages of TPR Approach ............................................. 10 2.1.5 Problems of the Implementation of TPR Approach in China .................................. 10 2.2. Audio-visual Approach .................................................................................................. 11 2.2.1 Theoretical Basis .................................................................................................... 11 2.2.2..................................................................................................................... Curriculum Design and Practice of Audio-visual Approach ................................................................ 13 2.2.3 Foundation of Language Environment .................................................................. 15 2.2.4 The Advantages and Disadvantages of Audio-visual Approach ............................ 19 2.2.5..................................................................................................................... The Implementation of Audio-visual Approach in China ........................................................ 2 0 Chapter Three Experiments of TPR and Audio-visual s 3.1 Research Questions ................................................................. 3.2 Participants ...................................................................................................................... 22 3.3 Research Settings and Procedure..................................................................................... 23 3.4 Research Instruments ...................................................................................................... 23 3.5 Data Collection and Analysis .......................................................................................... 24 Chapter Four Results and Discussion ............................................................... 25 4.1 Results ............................................................................................................................. 25 4.2 Effects of TPR and Audio-visual Approach to Chinese Pre-school English Education 27 4.2.1 Achievement and Deficiency in the TPR Experimental Class .............................. 27 4.2.2 Achievement and Deficiency in the Audio-visual Experimental Class ................ 28 4.2.3 Ways to Apply TPR in English Education for Children Efficiently ..................... 29 4.2.4 Ways to Apply Audio-visual Approach in English Education for Children Efficiently ......................................................................................................................... 29 4.3 Problems in Pre-school English Education ................................................................... 30 4.3.1 The Adults Attitude toward Pre-school English Teaching ................................... 30 4.3.2 The Educational Background of Children English Teachers ................................ 31 4.3.3 Teaching Approach Adopted by the English Teachers ......................................... 32 4.3.4 The Situation of Teaching Research ..................................................................... 33 Chapter Five Conclusion .................................................................................... 3 4 5.1 Main Findings ................................................................................................................ 34 5.2 Implications from the Questionnaire and Interview of the Study .................................. 35 5.3 Limitations and Future Research ................................................................................... 36 Bibliography ......................................................................................................................... 37 Appendix ................................................................................................................................ 39 Acknowledgements 44 Chapter One Introduction This chapter consists of four parts. Firstly, the objective and significance of the present study of TPR approach and audio-visual approach will be mentioned. And then this thesis talks about the contents of the research. Thirdly, it mentions the main ologies used in the writing. In the end. the organization of the thesis will be involved in. 1.1 Objective and Significance of the Present Study This study is based on the two experimental classes of Changchun Jinbeilei kindergarten. This study take the students of the kindergarten as the subject, through the research of the attitude of the children of different ages and different genders in the English learning with the audio-visual approach which based on “English Cartoon”, the author will observe the learning results of the children to find out whether they are interested in audio-visual approach. Children in the preschool or early school period exchange with outside world mainly through hearing and talking. And this period is also the sensitive period of language development. During the process of watching cartoon, the language also enters their audio-lingual sensory. The vivid language of cartoon is a valuable resource of English teaching. In another class, the author will take TPR as the main teaching approach. TPR stands for Total Physical Response and was created by Dr. James J Asher. It is based upon the way that children learn their mother tongue. Parents have language-body conversations with their children, the parent instructs and the child physically responds to this. Practices have shown that the TPR combines teaching with happiness, which gathers visual ability, listening ability and feeling together. It enables the participants to fully use their mouths, ears, hands and hearts. Also it strongly proves that dynamic memorizing is superior to static one. Various kinds of movements are tightly related to the daily life, which make the English class more active and heated. Due to the students imagination, their unique movements will certainly shorten the distance between the teachers and the students. Moreover, they will combine the knowledge and emotion, which finally stimulate the students willingness and capability in learning, making their interest long-lasting. The author will analyze the advantages and disadvantages of the two different teaching approaches based on the experimental results from the point of view of the second language acquisition, and provide some reference and inspiration for the English teaching for children. 1.2 Research Contents Through empirical experiment this thesis focuses on the audio-visual teaching and TPR applied in pre-school English education. On conducting the audio-visual , three procedures are followed watch the English cartoons; listening immersion; imitation and role play. By this pattern, the overall stimulation is evoked, the watching and listening materiars content is analyzed and finally followed by the instructed roll play by the students. On adopting the TPR in another class, emphasizes will be placed on interaction, vitality, the students comprehensive efficiency and productivity at the output stage. With the theory of applied linguistic and language acquisition, using the final test data of the two experimental classes under different teaching s, the contrasts between audio-visual and TPR approach are made. Implication and suggestions are delivered by the analysis of the collected data and experimental results. 1.3 Research ology 1.3.1 Theoretical The theoretical is one research technique which studies the object with philosophy. It is also one commonly used education research technique. The thesis takes the research of objective material and some theory material as a beginning, with the aid of the basic logical thinking , like deduction and induction, describes the phenomenon and the essence of the baby English study second language study in a strict theoretical way. 1.3.2 Comparative The Comparative is an important way for people to know the objective things, and to determine things with the different relations. It is also an essential engaged in science research of education. The essence of the education comparison is the utilization of comparison principle on education research. One of its essential features is the contrastive analysis, namely conducts the contrast research to the collection pertinent data, and in the comparison researchs foundation, proposes to the suitable baby English educational pattern for reference. The essence of comparative is to research education phenomenon with comparative principle. 1.3.3 Interviewing The interview is one research teclinique that the researchers collect materials through investigative talks. The subjects of the interview are the teachers who teach in the experimental classes of the kindergai*ten. The aim of this interview is to comprehend the TPR and audio-lingual approach further and get to know the teachers education attainment and feeling, and to grasp the essence of the two kind of educational patterns. 1.4 Organization of the Thesis This thesis includes five parts. Chapter one introduces the purpose and significance of this study. Chapter two mainly focuses on the TPR approach from production, development and research conditions. This approach, also known as TPR. was founded by James Asher. In this , both language and body movement are synchronized through action responses and use of the imperative direct commands. TPR may be used in conjunction with some other s involving psychological techniques wherein the teacher gives a host of commands with the students then responding by “acting out” the command “Stand up”. “Go to the door”■”Sit down etc. Kinetic movement of the hands and arms is incorporated in lieu of rote memorizat

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