Instructional Design Of YCT Level Two Vocabulary Based On TPR Theory

YCT(Youth Chinese test)is a standardized test for Chinese proficiency,examine the ability of non-native Chinese and study.In the past few years,it has been paid attention and adopted by American Elementary schools offering Chinese programs.Based on my analysis of the content and form of the test,it is concluded that vocabulary constitutes a crucial part of the teaching of Chinese as a primary foreign language.This paper will arrange the vocabulary list into groups,and use the TPR and various other teaching methods in the instructional design,and a survey feedback and a test for the design effect.In this way,it will meet the “combination of testing and teaching” and help students improve their ability of understanding and memory.The full text includes five chapters.The first chapter is the introduction.It expounds the reason and significance of this thesis,introduces the aims,general thinking and research method of vocabulary teaching design,and the related research summary,including the theory of Total Physical Response,the studies of the teaching method of Chinese as a foreign language and the evaluation of TPR applied in teaching Chinese as a second language.The second chapter presents an analysis of vocabulary teaching design,including the current state of Chinese teaching in US schools and the requirement of YCT Level two;Based on the TPR theory and the front analysis,the third chapter formulates the whole vocabulary teaching plan,and puts the teaching design into practice using MSI Elementary School students as the teaching object;The fourth chapter presents the feedback evaluation and test of teaching design practice.From the test and questionnaire,it concludes that TPR adapt to vocabulary learning and help to understand.Finally,the conclusion of the full text sums up the achievements and deficiencies of the vocabulary teaching design,pointing out the TPR needs to combine with other teaching methods,and proposes the further improvements.