Tài liệu Efl teachers' perceptions toward the use of total physical response in teaching english vocabulary to young learners a study in quy nhon city

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY HUỲNH THỊ KIM HOA EFL TEACHERS’ PERCEPTIONS TOWARD THE USE OF TOTAL PHYSICAL RESPONSE IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS: A STUDY IN QUY NHON CITY Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Vo Duy Duc, Ph.D BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN HUỲNH THỊ KIM HOA NHẬN THỨC CỦA GIÁO VIÊN VỀ VIỆC SỬ DỤNG PHUƠNG PHÁP PHẢN ỨNG CƠ HỌC TRONG DẠY TỪ VỰNG TIẾNG ANH CHO HỌC SINH TRẺ TUỔI: NGHIÊN CỨU TẠI THÀNH PHỐ QUY NHƠN Ngành: Lý luận và phƣơng pháp dạy học bộ môn tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: TS. Võ Duy Đức i ACKNOWLEDGEMENTS I would not have been able to complete my thesis without the help of my supervisor, committee members, and friends, as well as the love and support of my family. First and foremost, I want to express my deepest gratitude to Dr. Vo Duy Duc, my thesis supervisor, for his assistance, encouragement, enthusiasm, patience, and vast knowledge. My sincere gratitude also goes to the Department of English teachers for the essential knowledge they imparted to me during my M.A. program. I'd also like to thank all of the librarians at Quy Nhon University for making it possible for me to find and borrow useful documents. Thirdly, I would like to express my heartfelt gratitude to the primary teachers and English center teachers who took part in this study for their willingness to share valuable ideas and experiences about teaching English to young learners via questionnaires and interviews. Furthermore, I would like to give special thanks to everyone in my English M.A. class (2020-2022), particularly Van Anh and Nguyen Huong, who were always upbeat and supportive of me throughout the thesis. My greatest thanks are also sent to my loving family, which includes my parents, older sister, and older brother. Because of their unwavering support and unconditional affection, I dedicate this thesis to my family. Their affection motivates me to complete this degree. Finally, I want to express my appreciation and blessings to everyone who helped me finish my thesis. ii ABSTRACT This study investigates issues relating to teaching English vocabulary using Total Physical Response (TPR) method in Quy Nhon city. It aims to explore teachers’ perceptions of using TPR teaching vocabulary to young learners, how teachers used it in the classroom, and whether they faced any challenges in the teaching practices. The data were collected through questionnaires, interviews, and classroom observations. Fifty primary teachers and teachers at some English centers in Quy Nhon city participated in the study. The findings revealed that the majority of teachers had positive perceptions of using TPR with young learners. Despite the fact that many teachers agreed on the effectiveness of the TPR method, a few of them were dissatisfied due to some constraints that hampered TPR's successful implementation. As a result, some recommendations were made based on the major findings in order to minimize problems and maximize the implementation of TPR in teaching vocabulary to young learners. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................... i ABSTRACT ...................................................................................................... ii TABLE OF CONTENTS ................................................................................. iii LIST OF ABBREVIATIONS .......................................................................... vi LIST OF TABLES .......................................................................................... vii LIST OF FIGURES........................................................................................ viii CHAPTER 1. INTRODUCTION .................................................................. 1 1.1. Rationale ................................................................................................. 1 1.2. Aims of the study .................................................................................... 3 1.3. Objectives of the study ............................................................................ 3 1.4. Research questions .................................................................................. 3 1.5. Scope of the study ................................................................................... 3 1.6. Significance of the study ......................................................................... 4 1.7. Structure of the study .............................................................................. 4 CHAPTER 2. LITERATURE REVIEW ...................................................... 6 2.1. Overview of young learners .................................................................... 6 2.1.1. Definitions of young learners ........................................................... 6 2.1.2. Characteristics of young learners ...................................................... 6 2.2. Vocabulary .............................................................................................. 8 2.2.1. Definitions of vocabulary ................................................................. 8 2.2.2. Types of vocabulary.......................................................................... 9 2.2.3. The importance of vocabulary .......................................................... 9 2.2.4. Teaching English vocabulary to young learners............................. 10 2.3. Introduction to TPR .............................................................................. 11 2.3.1. Definition of Total Physical Response ( TPR) ............................... 12 2.3.2. Objectives of Total Physical Response Method ............................. 13 iv 2.3.3. Principles of TPR ............................................................................ 14 2.3.4. Roles of teacher and learner in TPR ............................................... 15 2.3.5. TPR activities .................................................................................. 16 2.3.6. Implementation of TPR in the classroom ....................................... 18 2.4. The advantages and disadvantages of Total Physical Response .......... 19 2.5. The relationship between TPR and young learners’ characteristics ..... 21 2.6. Teachers’ perceptions ........................................................................... 21 2.6.1. Definition of teachers’ perceptions ................................................. 21 2.6.2. Types of Perception ........................................................................ 23 2.7. Previous studies..................................................................................... 23 CHAPTER 3. METHODOLOGY ............................................................... 27 3.1. Research design..................................................................................... 27 3.2. Participants ............................................................................................ 27 3.3. Data collection ...................................................................................... 28 3.3.1. Questionnaires ................................................................................ 28 3.3.2. Interview ......................................................................................... 30 3.3.3. Observation ..................................................................................... 31 3.4. Data analysis ......................................................................................... 32 3.5. Summary ............................................................................................... 33 CHAPTER 4. FINDINGS AND DISCUSSION ......................................... 34 4.1. Findings from the questionnaire ........................................................... 34 4.1.1. Frequency of the use of TPR in teaching vocabulary ..................... 34 4.1.2. Teachers’ perceptions of the importance and necessity of TPR ..... 35 4.1.3. Teachers’ perceptions of the benefits of TPR ................................ 36 4.1.4. Teacher’s perceptions of the disadvantages of TPR ....................... 38 4.1.5. Challenges that teachers may face when using TPR method ......... 40 4.2. Findings from the interview .................................................................. 41 4.3. Findings from the classroom observation ............................................. 51 v 4.3.1. The first observation ....................................................................... 51 4.3.2. The second observation .................................................................. 52 4.3.3. The third observation ...................................................................... 54 4.4. Discussion ............................................................................................. 56 4.4.1. EFL teachers’ perceptions of using TPR to teach English vocabulary to young learners. ................................................................... 56 4.4.2. The implementation of TPR and the challenges faced by teacher . 59 CHAPTER 5. CONCLUSION AND IMPLICATIONS ............................ 63 5.1. Conclusion ............................................................................................ 63 5.2. Implications ........................................................................................... 64 5.2.1. Implications for educators .............................................................. 65 5.2.2. Implications for EFL teachers ........................................................ 65 5.2.3. Implications for material designers ................................................ 66 5.2.4. Implications for pedagogical contribution ...................................... 67 5.3. Limitations of the study ........................................................................ 67 5.4. Suggestions for further studies.............................................................. 68 REFERENCES .............................................................................................. 69 APPENDICES vi LIST OF ABBREVIATIONS EFL: English as a Foreign Language FLP: Foreign Language Project LEA: Language Experience Activities L2: Second Language TPR: Total Physical Response vii LIST OF TABLES Table 3. 1. Teachers’ demographic information ............................................. 28 Table 3. 2. Description of the items used for the survey ................................ 30 Table 4. 1. Teachers’ perceptions on the importance and necessity of TPR .. 35 Table 4. 2. Teachers’ perceptions of the benefits of TPR ............................... 36 Table 4. 3. Teachers and pupils’ perceptions of the disadvantages of TPR ... 38 Table 4. 4. Challenges teachers may face when using TPR method .............. 40 viii LIST OF FIGURES Figure 4. 1. Frequency of the use of TPR in the classroom ............................ 34 1 CHAPTER 1. INTRODUCTION This chapter presents such topics as the background of the study, statements of the problem, the purpose of study, significance of the study, scope,and structure of the study. 1.1. Rationale In learning a foreign language, it is necessary for learners to master language skills including listening, speaking, reading, writing, and components (vocabulary, structure, pronunciation, etc.). Among these components, vocabulary is crucial in language learning; without mastering vocabulary, nothing can be conveyed (Wilkins, 1972). Vocabulary is an important part of starting and understanding a language. Without a large vocabulary, it is impossible to communicate effectively or express one's ideas in both oral and written form. They are unable to communicate, comprehend, and express words and sentences. According to Rivers (1983) and Nunan (1995), the acquisition of an adequate vocabulary is essential for successful second language use because we will be unable to use the structure and grammar which we have learned for comprehensible communication if we do not have an extensive vocabulary. Learning vocabulary is an important matter, especially for young learners. It was found that there were problems for students to get the new vocabulary. In the process of teaching vocabulary, teachers only write it on the whiteboard and students then rewrite the vocabulary in their notebooks and repeat the words or vocabulary that the teachers say. Actually, it has good goals for students. However, students may become bored and forget the vocabulary easily. To assist in resolving this issue, teachers must select an appropriate method that can assist students in improving their vocabulary learning. 2 According to Pinter (2006, p.2), “young learners enjoy fantasy, imagination, and movement”. Scott and Ytreberg (1990, p.2) emphasized that “children’s understanding comes through hands and eyes and ears, and the physical world is dominant at all times”. It means that teachers should use methods that involved physical activities and Total Physical Response (TPR) can be considered. TPR is a method of teaching language that uses physical activity to respond to a command. TPR is related to the "trace theory" of memory in psychology, which states that the more frequently and intensively a memory connection is traced, the stronger the memory association will be recalled (Richards and Rodgers, 1993). Despite the fact that TPR has been shown to be beneficial in English language teaching (Fauzan, 2011; Hsu and Lin, 2012; Kuo, Hsu, Fang, and Chen, 2014; Munoz, 2011; Savic, 2016) and is regarded as a valuable tool for improving students' vocabulary achievement, only a few studies have investigated teachers' perceptions toward the use of TPR in English vocabulary teaching. Given the scarcity of research, the purpose of this study is to determine the teacher's perception of the use of TPR in teaching English vocabulary to young learners. This study may offer a better understanding of teachers’ perception of the use of TPR in the classrooms and help English teachers to create more appropriate activities in the classroom so that the teaching and learning can be more enjoyable and meaningful for both teachers and learners. Thus, this study aims to examine the perception of English teachers in Quy Nhon city toward the use of TPR in teaching English vocabulary to young learners. In this research, the researcher conducted research with the title: “EFL teachers’ perceptions toward the use of TPR in teaching English vocabulary to young learners: A study in Quy Nhon city”. 3 1.2. Aims of the study This study aimed to explore the EFL teachers’ perception toward the use of TPR method in teaching vocabulary to young learners and to find out the problems faced in teaching English vocabulary using TPR method, and the solutions to problems that occurred in class. 1.3. Objectives of the study The study proposes the objectives as follows: a. To identify EFL teachers’ perceptions of using Total Physical Response to teach English vocabulary to young learners. b. To investigate the problems faced by the teacher in teaching English vocabulary using TPR method to young learners. c. To explore the implementation of Total Physical Response in teaching English vocabulary to young learners as well as provide some suggestions for more effective classes. 1.4. Research questions The study aims to answer the following research questions: 1. What are EFL teachers’ perceptions of using TPR to teach English vocabulary to young learners? 2. What challenges do teachers face when using TPR? 3. How can TPR be effectively used in the class? 1.5. Scope of the study The scope of the study was limited to Quy Nhon city where an investigation into teachers’ perceptions about the use of TPR in teaching English vocabulary to young learners was implemented. The main participants were the teachers of English at some primary schools and English centers in Quy Nhon city. 4 1.6. Significance of the study The findings of this study are expected to contribute to English as a Foreign Language (EFL), specifically in teaching English vocabulary to young learners. Despite its limitations, this study has significance for both theoretical and practical contributions. Theoretically, this study can add to the theory of teaching English vocabulary using Total Physical Response and can be used as a reference for other studies in the field. For language education practice, the result of the study is intended to have several significance. Firstly, this research may develop language teachers’ perceptions of the use of TPR and the results of this study are useful for the English teacher at the primary school level to get information about teaching vocabulary by using Total Physical Response and how to use it effectively in the teaching-learning process for improving the quality of teaching to reach the goal. Secondly, this study is expected to help students to increase the student’s interest and motivation in learning English. Finally, it is hoped that this research can be used as a reference for future researchers to conduct similar research. It also contributes to the teaching and learning process, particularly in the teaching of vocabulary using TPR method. 1.7. Structure of the study This thesis is divided into five chapters. The first chapter provides a brief overview of the research's background, research questions, objectives, scope, and structure. The following chapter provides a basic overview of theoretical concepts related to the research presented. The third chapter discusses methods for gathering data and information from participants. More information is provided through questionnaires, interviews, and classroom observations. 5 In the fourth chapter, the collected data are calculated and analyzed to draw some conclusions about perceptions to help EFL teachers use TPR method effectively in their own English classes. Finally, the study summarizes the research findings, discusses the study's implications and limitations, and makes suggestions for classroom practice and future research. 6 CHAPTER 2. LITERATURE REVIEW In this chapter, literature related to TPR will be reviewed. In particular, the chapter discusses perceptions/views about TPR and the way it is implemented in classroom. 2.1. Overview of young learners 2.1.1. Definitions of young learners A large number of authors and researchers try to segment learners strictly based on age: three to five years old, six to eight years old, etc (Nunan, 2011). Linse (2005) defines young learners as children between the ages of five and twelve. Meanwhile, Scott and Ytreberg (1990) divided the children into two groups: five to seven years old and eight to eleven years old. They suppose that children aged five to seven are all at level one, the beginner stage; children aged eight to ten are also at the beginner stage, but they may have been studying the foreign language for some time. This point of view is also included in Phillip’s (2003) discussion. Phillip defined that young learners are children aged five or six years old to eleven or twelve years old in their first year of formal schooling. From this definition, it can be concluded that "young learners" are children in elementary schools from the first to the fifth grade (six to eleven years old). However, in this thesis, the term "young learners" refers to children who commonly start to learn English as a foreign language (EFL) from grade 3 through grade 5 (the age from eight to ten). 2.1.2. Characteristics of young learners Teachers, especially those who teach young learners, must have a thorough understanding of the characteristics of their students. It is because teachers will be able to use appropriate techniques or activities in teaching or assessing students if they understand them well. Based on “English for Primary Teachers” written by Slattery and 7 Willis (2001), Young learners range in age from seven to twelve years old. They are rapidly developing as individuals and learn in a variety of ways, such as by watching, listening, imitating, or doing things. They are also unable to comprehend grammatical rules and language explanations and must rely on nonverbal cues to make sense of situations. Furthermore, they usually talk in their mother tongue about what they understand and do, imitate sounds, are curious, enjoy playing and imagining, and enjoy repetition and routines. However, the most important characteristic of them is that they have short attention spans and require variety. Hence, the teacher should devise a creative instructional method to distribute the materials. In the line with this statement, Broughton (1980, p.169) claims that young learners “love to imitate and mime: they are uninhibited in acting out roles, and they enjoy repetition because it gives them a sense of assurance and achievement”. It means that they pay attention to other people and try to emulate what they do and say. This is also how young students learn and grow in their knowledge. Under another viewpoint, Pinter (2006) stated that characteristics of young learners include understanding the meaning of language but being unable to analyze it, having lower levels of awareness, having limited reading and writing skills even in their first language, being more concerned about themselves than others, having limited knowledge about the world, and enjoying fantasy, imagination, and movement. As a result, the statement above demonstrates that young learners learn in their own way. It may be the teacher's responsibility to guide them during instruction. They are unique and distinct from older or adult learners; they also learn at their own speed, allowing them to change quickly and develop their skills and abilities in a variety of ways. It is clear from the characteristics listed above that younger and older learners are very different. Therefore, teachers should identify who they will interact with. 8 2.2. Vocabulary 2.2.1. Definitions of vocabulary There are numerous definitions of vocabulary expressed by experts; nevertheless, there are a few that are particularly significant to discuss. Vocabulary, according to Ur (1996), is the list of words that are taught in a foreign language. It indicates that all foreign language terms taught by teachers can be used in sentences or daily conversations by students. Whereas Linse and Nunan (2005) defined that vocabulary is the collection of words that an individual knows. The statement implies that actually, people know about vocabulary since they communicate using language that contains a large number of words in their daily lives. Richards (2002, p.255) stated: “Vocabulary is a core component of language proficiency and provides much of the basis of how well learners speak, listen, read and write”. It indicated that learning vocabulary is essential since we can listen, speak, read, and write extremely well. However, not only do we need to know the language, but we also need to understand what it means. Linse and Nunan (2005, p.121) defined vocabulary as "the collection of words that an individual knows". The statement implies that individuals are aware of vocabulary since they communicate using language that has a large number of words in their daily lives. Cameron (2001) also stated that vocabulary is a term in language and that recognizing the meaning of a word is part of knowing it. Cameron's definition is nearly identical to Linse and Nunan's in that vocabulary is the words in language and we should know their meaning. Moreover, Harmer (1991) emphasized that understanding a word (vocabulary) entails knowledge of meaning, word use, word creation, and word grammar. From the above statements of the experts, it can be concluded that vocabulary is a fundamental concept that is very important to understand in order to use a language correctly. Besides, knowing the definition of vocabulary, people should know the meaning, 9 word use, formation as well as grammar. 2.2.2. Types of vocabulary There are various explanations by experts regarding different types of vocabulary. McCarten (2007) defined vocabulary as having two types: active or productive vocabulary and passive or receptive vocabulary. Active or productive vocabulary is used in speaking and writing, whereas passive or receptive vocabulary is used in reading and listening. Furthermore, Finocchiaro (1989) divided vocabulary into two types namely function words and content words. Function words should be memorized as rapidly as possible (but in a logical order and sequence) while content words can be learned in small groups in relation to "real-life" situations. Meanwhile, according to Haycraft (1995), as quoted by Hatch and Brown (1995), there are two types of vocabulary. The first is receptive vocabulary, which learners recognize and comprehend when it appears in context. Because the learner only absorbs thoughts from others through listening and reading, receptive vocabulary is also known as a passive process. The second is productive vocabulary, which learners comprehend, can pronounce, and can use effectively in speech and writing. Productive vocabulary is also known as an active process because learners generate vocabulary through their activities. It is concluded that vocabulary has several different types and this must be understood by teachers who teach vocabulary. 2.2.3. The importance of vocabulary Vocabulary knowledge is regarded as one of the most important components in learning another language (Schmitt, 2008). English learners who lack vocabulary knowledge are unable to comprehend written texts or transmit messages to others. Many linguists believe that vocabulary is an important component of second language learning. 10 According to Harmer (2001), vocabulary is the foundation of the language. He argues that if language structures form the language's skeleton, vocabulary contributes to the essential organs and flesh. Furthermore, lexical knowledge is regarded as critical to communication skills and the acquisition of a second language (Schmitt, 2000). Furthermore, Richards and Renandya (2002) suggested that vocabulary is the essential component of language proficiency and serves as the foundation for how well learners speak, listen, read, and write. One of the language components that can influence macro abilities is vocabulary. If we master vocabulary, we can do anything we want with language. Mastering vocabulary will make listening, speaking, reading, and writing easier. The second function of vocabulary is related to grammar. Thornbury (2002, p.13) states that “without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed.” It demonstrates that students can use language in conversation even if they do not properly understand the grammar; however, they are unable to speak more due to a lack of language. The third function of vocabulary is fundamental to learning and mastering linguistics. Prior to practicing syntactic structure, all learners must first practice their vocabulary (Carter and McCarthy, 1988). In conclusion, considering the importance of vocabulary knowledge, teachers must pay more attention to vocabulary teaching. Teachers can emphasize the importance of vocabulary development early in the school year and continue to give students opportunities to build word skills. If someone can master vocabulary, he or she will be able to improve fluency, comprehension, achievement, thinking, and communication. 2.2.4. Teaching English vocabulary to young learners Vocabulary is an important aspect of studying English in elementary school because it is the foundation of a language. Children between the ages of five and twelve are considered young learners. They learn in a different