Applying the Total Physical Response (TPR) Method to Online One-to-one Chinese Vocabulary Instruction to Children

Abstract

<p>Chinese as a second language (CSL) learners can now access a wide range of online Chinese learning resources and use them as their primary means of learning Chinese. Meanwhile, online CSL learners are showing a trend of younger age, and finding a suitable teaching method for this age group in online CSL instruction is one of the issues that need to be addressed. The present study applies design-based research, combining the teaching principles, procedures, and forms (i.e., performance form, drawing form, and visual form) of the Total Physical Response (TPR) method and applying it to vocabulary instruction in children's online CSL listening and speaking classes via an online Chinese teaching platform. Detailed teaching design and implementation process are demonstrated, and the effectiveness of using the TPR method in teaching children's Chinese vocabulary online is also evaluated through a comprehensive analysis of four in-class vocabulary proficiency tests, unit tests, parents' comments, and teachers' teaching reflections. Moreover, this paper also provides suggestions for designing physical movements for the TPR method, managing online children's CSL classrooms, and conducting online Chinese instructions for children.<br></p>

汉语学习者如今可通过网络学习享受多样的汉语教学资源，并将网络汉语学习作为其主要汉语学习手段。同时，网络汉语学习者呈现出低龄化态势，在网络汉语教学中找到适合该年龄段学习者的教学法，是目前国际汉语教学需要解决的问题之一。本研究采用基于设计的研究方法，结合 TPR 教学法的教学原则、教学步骤与教学形式（表演形式、绘画形式、直观形式）将 TPR 教学法应用于国际少儿汉语在线教学平台的儿童汉语听说课词汇教学中，并展示详细的教学设计与教学实施过程，同时通过对 4 次随堂词汇测验、单元测验、家长评价及教师教学反思的综合分析，评估 TPR 教学法在网络儿童汉语词汇教学的教学实施效果。此外，本研究还针对网络环境下 TPR教学的肢体动作设计、网络儿童汉语课堂管理及开展儿童网络汉语教学提出相应建议。