This study employs the TPRS teaching method to research elementary-level spoken Chinese instruction for foreign learners. It emphasizes moving beyond textbook content and focusing on cultivating students' oral output abilities. The purpose includes of this study were: 1) To applying TPRS in an experimental class for elementary-level spoken Chinese, comparing it with a control class, analyzing whether significant differences exist in oral test scores, assessing TPRS's suitability for basic oral teaching. 2) To assess satisfaction from using TPRS teaching method for Chinese as a second language students. The sample for this study included 44 undergraduate foreign students (aged 18-22) from Sichuan University of Science and Engineering. Students were selected using a simple random sampling technique. Each consisting of 45 students with no significant oral proficiency differences. Post-teaching, oral scores of both groups are compared. The findings showed that 1) Improved oral scores for both classes post-teaching, with significant differences favoring the experimental group, demonstrating TPRS's efficacy in enhancing oral proficiency. 2) The student's level of satisfaction toward the TPRS teaching method was at the highest level. TPRS aids vocabulary acquisition and real-world knowledge application.

Authors:
Fang Huang, Rajamangala University of Technology Thanburi, Thailand
Piyanan Pannim Vipahasna, Rajamangala University of Technology Thanyaburi, Thailand

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

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