The Impact of Songs and TPR on Thai Preschoolers' Vocabulary Acquisition

Autor/inn/en	Magnussen, Ernst Suni; Sukying, Apisak
Titel	The Impact of Songs and TPR on Thai Preschoolers' Vocabulary Acquisition
Quelle	In: THAITESOL Journal, 34 (2021) 1, S.71-95 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2286-8909
Schlagwörter	Foreign Countries; Vocabulary Development; Preschool Children; English (Second Language); Second Language Instruction; Teaching Methods; Program Effectiveness; Singing; Motion; Listening; Receptive Language; Expressive Language; Student Behavior; Emotional Response; Thailand; Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Gesang; Bewegungsablauf; Hörvorgang; Zuhören; Rezeptive Kommunikationsfähigkeit; Student behaviour; Schülerverhalten; Emotionales Verhalten
Abstract	Vocabulary knowledge is essential for successful language learning. However, little is known about young learners' vocabulary learning in a Thai EFL context and the teaching methods that facilitate vocabulary learning. The current study examined whether songs and total physical response (TPR) can facilitate preschoolers' vocabulary acquisition in a Thai EFL context. Seventy-two preschoolers, aged four to five, were taught 12 target words using TPR, songs, and a mix of both methods (TPR&S) in three classrooms for six weeks. A mixed-method research design was used to triangulate data collected from two tests and video recordings. The tests were administered as a pre-test and a post-test. Moreover, video recordings from hidden cameras captured the participants' interactions during the intervention. The findings revealed that singing and TPR and the mix of both methods significantly improved the participants' vocabulary acquisition, with the TPR&S method having a more positive impact on the participants' vocabulary acquisition than either singing or TPR alone. In conclusion, the current findings indicate that singing and TPR, specifically, a combination of the two, are effective methods to teach young learners English vocabulary in EFL contexts. (As Provided).
Anmerkungen	Thailand TESOL Organization. Language Institute Building, Thammasat University, 2 Prachan Road, Pranakhorn, Bangkok, Thailand 10200. e-mail: journal.thaitesol@gmail.com; Web site: https://www.tci-thaijo.org/index.php/thaitesoljournal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01