Research On Application Of TPR Teaching Method In Foreign Children’s Primary Chinese Vocabulary Teaching

This paper aims to study the application of TPR teaching method in foreign children’s primary Chinese vocabulary teaching. This experiment takes children’s cognitive psychology, children’s linguistics and children’s education as the standard theories. And Short-term spoken Chinese-- introduction article, edited by Ma Jianfei, written by Su Yingxia, Qu Yan is chosen as the experimental material. Meanwhile, it selects 24 foreign students from two classes in Nanjing International School as the research samples.Researchers spend half a year carrying on the study on the classroom observations and nearly one month on the two lesson studies in the primary oral Chinese classes. And part of data in this experiment comes from 6 students in Class B of 2012 summer alumni’s children, Overseas Education College of Nanjing University.In order to observe if TPR teaching method in multi-dimensional degree is effective to use in teaching Chinese vocabulary in primary Chinese oral class, researchers use a new way of classroom observation----lesson study method to observe the classroom.In the light of SOLO classification evaluation method, seven classroom observation scales are formed, followed by "primary oral Chinese classroom observation scale", "classroom observation scale of TPR teaching method used in the classroom", "teachers’ classroom behaviors rating scale in TPR teaching method", "classroom activities rating scale in TPR teaching method", "observation scale of students in the classroom learning state in TPR teaching method", "observation scale of the errors of students and treatment of teachers" and "Chinese basic vocabulary objective record table applied to the TPR teaching method" which are used to observe the primary spoken Chinese classes. Besides, two pre-testing and post-testing copies in the primary Chinese level are made to be suitable for foreign children at the age of 10-15.After spending one month on lesson studies and half a year on the class observations, and through the analysis on these scales of the classroom observations, questionnaire analysis of TPR teaching method, pre-testing and post-testing results analysis, this experiment can be drawn the following four conclusions:(1) The experiment itself can be drawn the different results of classroom observation scale from the class with using of TPR teaching method and the class without using TPR teaching method. Therefore, pre-testing and post-testing results from two classes are significantly different. Students’pre-testing and post-testing scores in the experimental group are significantly higher than those in the control group.(2) The experimental results can be drawn the different attitudes towards learning Chinese from students in the experimental group and students in the control group. After using TPR teaching method, students’interests in learning Chinese from the experimental group are significantly higher than those from the control group students without using the TPR teaching method. In addition, students’study pressure in Chinese learning class is different too. Under the moderate stress, students from the experimental group learn Chinese actively, while students’study pressure from the control group are divided into two types:one kind is, students learn Chinese actively which are affected by family factors, hobbies and other external factors; another kind is, students have no power to learn Chinese under this pressure. Therefore, these two phenomena accord with the theory of children education psychology.(3) After analyzing the results of "primary Chinese basic vocabulary objective record table applied to TPR teaching method", researchers can get a part of primary Chinese vocabularies which are suitable for TPR teaching method.(4) From the viewpoint of psychology, students show their different attitudes in learning Chinese. The experimental results basically reach an agreement on the predictions. It can be proved that TPR teaching method is suitable for these foreign children to learn primary Chinese. According to the experimental results, researchers suggest that when teachers teach Chinese as a foreign language, they should combine with students’ age characteristics to use TPR teaching activities appropriately. Also they should combine with other teaching methods or activities to make the advantages of TPR teaching method maximum.On the basis of the former studies, this paper can refine classroom observation scales of the TPR teaching activities in multiple perspectives; even strengthen the study on using TPR teaching activities in senior Chinese classroom. It is expected to sum up a series of primary Chinese vocabularies applied to TPR teaching method.