Effectiveness Of Tprs Approach In Improving Oral Communicative Competence

One challenge for many young learners of SLA (Second Language Acquisition) is to improve their English oral communicative competence. There has existed in China the phenomenon of’Dumb English’for many years. Many approaches have been developed to solve this issue. Among them, TPRS strategies work best with beginners and with children in the0-12age group. TPRS is Teaching Proficiency through Reading and Storytelling. This research explores the issue of whether TPRS approach is an effective way to develop oral communicative competence, as well as how TPRS can be incorporated into classroom pedagogy. This research consists of a case study of TPRS and Non-TPRS classes in an elementary school. A mixed research method has been employed to collect data from various sources:interviews with the pupils, videotaped observation of the two classes as well as pre-and post-tests. Analyses of temporal variables have revealed that pupils have been making noticeable progress in the oral English fluency, which is one aspect of oral communicative competence. What’s more, the connection between TPRS and pupils’motivation as well as their multiple intelligences has been further discussed. The relationship between TPRS and classroom learning environment has also been explored. The findings of this research offer insightful ideas to teachers and pupils at the time of SLA. The impact that TPRS will have on the current situation of English teaching and learning will be to improve the classroom environment. It also affects young learners’mental concentration. It might also influence the English curriculum. Thus, teachers and pupils are going to benefit from TPRS. The suggestions that this thesis has put forward may spark more interest in research on the associations between TPRS and SLA. It is recommended that TPRS approach is worthy of further investigation.