Research On The Application Of TPRS Teaching Method In The Teaching Of Primary Oral Chinese As A Foreign Language

This study uses the TPRS teaching method for teaching spoken Chinese as a foreign language at the elementary level,which requires teachers not to restrict themselves to what is taught in the textbook,but to focus on developing students' speaking output in the classroom.The first one is to carry out the TPRS teaching method for teaching elementary spoken Chinese as a foreign language in the experimental class,compare the speaking test scores of the experimental class with those of the control class,analyze whether there is a significant difference between the speaking test scores of elementary level students in the two classes,and test whether the TPRS teaching method applies the teaching of elementary spoken Chinese.The second one was to find out the attitudes of the elementary level students towards the TPRS teaching method for teaching elementary spoken Chinese as a foreign language through a survey.The subjects of this study were international students from a university in Tongren,using quantitative and qualitative approaches,and the research tools were HSKK primary speaking test papers,questionnaires,and interviews.The HSKK primary speaking test paper was used to identify the experimental class and the control class before the experiment.45 students in the two classes had no significant difference in their speaking test scores and their speaking levels were all primary.After the teaching experiment,post-tests were conducted on the experimental and control classes to compare the speaking scores of the two teaching classes,the control class and the experimental class,both classes improved their speaking scores after the teaching,but the scores of the two classes showed significant differences after the teaching experiment(p=0.00,p?0.05),and the scores of the experimental class were significantly higher than those of the control class.It indicates that the TPRS teaching method can effectively improve the oral performance of elementary Chinese level students.The study used questionnaires and interviews to find out students' attitudes toward the TPRS teaching method in teaching elementary Chinese as a foreign language.The results showed that students liked the teachers' use of the TPRS teaching method in the speaking classroom,and that the TPRS teaching method can help learn vocabulary and can help apply the knowledge learned to real life.When teachers use the TPRS method,teachers' feedback helps clarify students' ideas,increases students' motivation to speak,and provides story situations with authenticity in the speaking classroom.Reading the stories aloud can improve students' speaking fluency of Chinese and deepened their impressions of what they have learned.It shows that the TPRS teaching method can be applied to elementary speaking instruction.This study demonstrates a model of TPRS teaching method for teaching elementary spoken Chinese as a foreign language,in which teachers guide students to create stories and read aloud the content of the stories.Finally,the discussion illustrates that teaching activities should be arranged in such a way that they can help students to make oral output,pay attention to the role of reading aloud in teaching elementary speaking,and consider coordinated and coherent teaching activities and gradual progress.The teaching experiment of this study found that the TPRS teaching method could significantly improve students' speaking performance,which has positive implications for teaching elementary spoken Chinese as a foreign language.