The Experimental Research On The Effect Of TPRS Teaching Method On Primary Students’ English Academic Achievement And Academic Emotion

Primary school period is the preparatory phase for English learning. The traditional teaching mode which is centering on teachers and textbooks should be changed. It is necessary to form an interesting and effective teaching mode loved by students from the perspective of students’ interests, life experience and students’ own cognition. The Californian Spanish teacher Blain Ray set up the TPRS teaching method(Teaching Proficiency through Reading and Storytelling) combining the James Asher’s TPR teaching method(Total Physical Response) and Stephen Krashen’s Second Language Acquisition Theory. It has all the advantages of TPR(Total Physical Response TPR) and also excludes the shortcomings of TPR teaching method, which can better adapt to the Chinese students’ features. The TPRS teaching method can set up an active class environment in a popular and student-loved way,which can improves the quality of primary school English teaching effectively.Based on the analysis of the research status and research practice at home and abroad and according to the procedures and principles of experimental research, the author carried out a TPRS teaching experiment in the fourth grade of primary school combining the qualitative and quantitative research methods. On theoretical aspect, according to the three hypotheses of Stephen Krashen’s second language acquisition theory(namely acquisition-learning hypothesis, natural order hypothesis and input hypothesis) and Embodied Cognition theory,the author explores the effect of TPRS teaching method on students’ academic performance in real teaching and has some reflection on the problems during the experiment process. On experimental aspect, in order to testify the effect of TPRS teaching method on students’ learning condition, academic achievement and academic emotion, the author strictly follows the methods and procedures of experimental study. Through the teaching experiment between the experimental class and the control classes and the analysis of questionnaire, achievement test, academic emotion test data with the help of SPSS software and combining the interviews results of the teacher and students, the research gets the following conclusions:1. TPRS teaching method helps enhance students’ learning interest, learning habits,classroom performance and learning attitude.2. TPRS teaching method helps improve students’ academic achievement, particularly in the area of ability.3. TPRS teaching method helps improve students’ positive academic emotions and help students get more positive emotional experience.Based on the teaching experiment and the result, the researcher has some reflections on the application of the TPRS teaching method in real primary English teaching and finds some problems. For example, it takes big challenge and high standards for the English teachers. It cannot conduct efficient stratified teaching and just can be applied to certain people. In order to better play its effectiveness, the researcher puts forward the following corresponding suggestions: compile systematic TPRS teaching material according to syllabus and teaching content; increase the exercise of handwriting appropriately and collocate the usage with other teaching methods reasonably.