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The Effects of TPR on the Second Language Learning of 3-4-year-old Children
- 1 Zhejiang Normal University
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Abstract
This paper focuses on comparing the efficacy of the Total Physical Response (TPR) and Audio-Lingual Method (ALM) for teaching a second language to children aged 3-4. TPR is a language learning method that employs physical movements and commands to facilitate language acquisition, while ALM focuses on accurate pronunciation and grammar through repetitive practice and reinforcement. Research has shown that early language exposure has long-term benefits for children, including improved cognitive development, academic performance, and socio-emotional outcomes. However, previous studies have focused on older children or adults, and there is limited research on TPR’s effectiveness for 3-4-year-olds. The proposed study aims to address this gap by testing whether TPR is better than ALM in teaching a second language to young children. The study involved sixty 3-4-year-old children from a kindergarten in Hangzhou, China, and used the Preschool Language Scale-5 (PLS-5) as an assessment tool.
Keywords
Total Physical Response (TPR), second language acquisition, 3-4-year-old children, language learning
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Cite this article
Wang,Y. (2023). The Effects of TPR on the Second Language Learning of 3-4-year-old Children. Lecture Notes in Education Psychology and Public Media,20,47-51.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries
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