Master of Education (MEd)
Chinese characters are considered by many people as one of the most difficult words to read. The purpose of this project is to exam if Total Physical Response (TPR) strategy improves non-native speakers’ memory of Chinese characters. The action research took place in a high school class which was composed by 4 girls and 5 boys. In the first two weeks, regular vocabulary teaching methods were offered and several vocabulary quizzes were taken by students. For the next two weeks, TPR strategy was added to the vocabulary teaching and students took a couple quizzes again. The comparisons between the two groups of data show the vocabulary learning with TPR strategy was more efficient than without it. The research project supports the belief that TPR strategy should be used for Chinese vocabulary teaching in Chinese classrooms.
My name is Shuyi. I am from Fuqing city of Fujian province which is in Southeast of China. I came to the U.S. in May, 2009 and have been studying Master of Education, Initial licensure of K-12 Chinese teaching. I am going to graduate in May 2012. After graduation, I like to find a job in the U.S. to teach my language and culture. In my teaching career, my quote is "Love can change anything!"
How does TPR impact students to memorize Chinese characters?
Feng, Shuyi, "The Relationship between TRP (Total Physical Response) with Memory of Chinese Characters" (2012). Education Senior Action Research Projects. Paper 16.