Enhancing listening comprehension in young learners through the use of total physical response approach (TPR)

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(1)Running head: ENHANCING LISTENING COMPREHENSION THROUGH TPR. 1. Enhancing Listening Comprehension in Young Learners Through the Use of Total Physical Response Approach (TPR) Valentina Tagle Faculty of Education Universidad Alberto Hurtado.

(2) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 2. Abstract This research was focused on assessing the Total Physical Response method, and whether it can act to enhance listening comprehension skills in an English as a Foreign Language context (EFL). A class of forty-one, 2nd-grade students was the focus of this study. The sources of data included interviews, self-reports, and video recording-based observations, the outcomes of the same were analyzed through a thematic coding technique. The key findings that emerged from this study were the following: Firstly, the TPR approach significantly enriched students listening skills, improving their understanding of the target language through the use of commands, body gestures and students’ physical responses. Secondly, evidence insinuated TPR could have a more beneficial impact on students if applied along with other methodologies. Even though further investigation needs to be considered to analyze this matter, the outcomes of the study suggested the approach seemed to have difficultness when dealing with some student’s engagement, triggering a partial loss of the class focus. At the same time, the use of the TPR approach within the English class became limited when a more complex use of the target language was needed. Keywords: Total Physical Response, young learners, listening comprehension.

(3) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 3. Introduction This research project took place in an elementary school called CREE, located in the district of Cerro Navia, Santiago. It is a subsidized institution which receives students from vulnerable socio-economical contexts. There are approximately forty mixed gender students per classroom. For this classroom research, forty-one students participated from a second grade. This investigation was conducted as an educational initiative, which aimed to determine to what extent did the Total Physical Response approach enhance second-grade students’ listening comprehension of L2. The research focus arose from the perspectives of Krashen (1988) and Asher (1977), who describe the most effective manner in which to teach a second language to young learners. Krashen (1988) proposes that as well as apprentices of L1, young learners of L2 should not be forced to produce utterances until they have had an opportunity for the acquisition process to begin. That is why at the beginning of their learning process, they must receive comprehensible input who requires them to participate without having to respond in the target language (p.76). Similarly, Asher (1984) states that students have innate abilities in listening comprehension tasks, where they are required to respond physically to spoken language in the form of parental commands. This relies on the method he proposes called Total Physical Response (TPR), in which students are not forced to speak until they are ready to produce the language, however, they are actively involved in their L2 learning process. Finally, according to Linse (2005), teachers are better able to provide appropriate learning experiences for their learners, when giving challenges that they are.

(4) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 4. developmentally ready to meet. Taking into consideration different approaches and strategies for learners’ needs would increase their possibilities to effectively acquire the target language. Therefore, this action research was conducted to determine if these methods would enhance the listening comprehension of the target language in a second grade class. As a result, the research question that emerged was: To what extent does teaching using the TPR approach enhance listening comprehension in a 2nd grade EFL class? Methodology This chapter describes and discusses the methods used in this investigation, which analyzed to what extent is TPR a valuable source for students to enhance their listening comprehension in L2. This research project was carried out using a qualitative research method to collect data, in order to have a better understanding of the issues raised in the research question, to compare it with other research projects findings and also to critically interpret the gathered information. The rationale for using a qualitative method relies on the main purpose of this research project, which seeks to understand a learning approach in a specific context. The research question did not intend to prove the validity of the TPR approach, rather it sought to understand to what extent this approach would enhance listening comprehension in a specific EFL context. Consequently, the use of a qualitative research method allowed the researcher to gather the experiences of different agents and circumstances inside this reality, with the intention to consider the complexities and to generate understandings within this small-scale study (Mills and Birks, 2014)..

(5) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 5. Respondents Three different teachers took part in an interview during this study, all of them were accompanying the teacher-researcher in the English lessons at least in the first part of the second semester. The first one was the guide English teacher, the second was a primary teacher and finally one educational leader from the school. Data collection instruments In order to have a comprehensive and well-developed data collection method, three different sources of information were used. Tools included observation through four video recordings (see Appendix A), four self-reports (see Appendix B) and three semi-structured interviews (see Appendix C). Firstly, observation through video recordings helped to understand the impact TPR to enhance listening comprehension had considering student’s particularities (age, social context, proficiency levels). In the same matter, observations advised of the possible limitations of the approach, for instance, usefulness of TPR when dealing with a more complex use of the language and some student’s disengagement. Secondly, self-reports were developed in order to register and analyze the outcomes of the interventions, considering relevant criteria to contrast with what was perceived in the observations. Thirdly, semi-structured interviews were conducted with two educators of the institution around broader issues of listening comprehension. The purpose of the interview was to collect their perceptions and methodological preferences when discussing young learner’s improvement of listening comprehension. Similarly, a third interview was conducted with the English guiding teacher having similar purposes, except this one, had a specific focus on the improvement of listening comprehension in L2..

(6) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 6. Data analysis In relation to the analysis of data, thematic coding was used with the intention to firstly define common themes among the collected information, to later contrapose the results with the research question. Thematic coding was chosen as a valuable qualitative analysis due to “coding is a way of indexing or categorizing the text in order to establish a framework of thematic ideas about it” (Gibbs, 2017, p.45) and allows the researcher to examine multiple perspectives of qualitative data in a more structured manner. The carried out steps to interpret collected data were the following: Firstly, the questions for the semi-structured interviews were presented to teachers in a written form in their mother tongue as well as in English, in order to offer them the most comfortable option to participate of the study. It is worth mentioning that these teachers were not familiar with the TPR approach definition, consequently, a brief description was provided to help them understand the focus of the interview. In order to interpret the outcomes of the teachers’ answers, the interviews were recorded, then transcribed and recurrent themes were identified through the use of thematic coding. In reference to the observations and self-reports, a similar procedure was carried out in order to analyze and interpret the data. In the case of observations, different categories were considered when transcribing the outcomes of the interventions. In both data collection tools, coding analysis was used to identify common themes and to make a further comparison to what the outcomes of the interviews proposed. All the findings were later contraposed to the research question..

(7) ENHANCING LISTENING COMPREHENSION THROUGH TPR Research Findings As a result of the data analysis through the thematic coding process, a series of key findings were identified in response to the research question. The more significant outcomes that emerged from this analysis were the following: Enhancing student’s listening comprehension through the use of TPR The interpretation of the data outcomes indicated that most students were able to understand instructions and commands when a physical response was demanded. Data suggested that, as the interventions were proceeding, the teacher decreased the use of physical commands, and started to provide more complex instructions supported mostly with gestures. When this circumstance occurred, most students continued to follow the given instructions. The previous finding was explicitly described by the researcher when stating that “this time the teacher used more complex English during the entire class, students showed no confusion with the input received, they were visibly attentive to the words and expressions they already knew” (3rd observation, 2017). In this matter, the TPR approach seemed to enhance students L2 listening comprehension through the use of commands, offering an opportunity to recall previous vocabulary and relate it to newly learned expressions. In contrast, when considering the common themes emerging in the data, there was also present the difficultness for some students when a more complex language and new vocabulary were used within the class. Nonetheless, when these situations arose, the teacher repeated the actions several times and asked students to respond to the given commands in order to clarify possible uncertainties and recall previous vocabulary. This. 7.

(8) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 8. issue can be seen in a self-report, when the researcher portrays that “when students showed themselves confused with the order of the days of the week, the teacher helped them singing the days-of-the-week song along with all the class, encouraging them to use the specific body movements each day involved”. (4th self-report, 2017). Strategies to improve listening skills in young learners Findings suggested listening as the most relevant skill when teaching young learners. Across all the interpreted data, was seen students had better opportunities of acquiring the language when presented in an oral form. Regarding this matter, they were capable to respond to commands and recall seen vocabulary in previous lessons, at the same time, as some observations portrayed, most students did not ask for a translation of unseen L2 expressions, rather they focused on the general meaning of the teacher speech. On the contrary, when the target language was presented in a written form, students’ understanding was hindered due to the differences between the pronunciation and spelling of words. With this regard, even if some tasks were presented in a written form, all of them were previously explained orally. “At the moment when students were working by themselves, as they find difficult to read in English, the teacher provided the correct spelling of the actions with some volunteers to perform them” (3rd self-report, 2017). At the same time, when discussing the instruments used to improve listening comprehension with young learners, collected data referred to the use of interactive material as video-songs, flashcards, and realia as valuable tools which facilitate the teaching of new vocabulary. When it came to making specific reference to strategies in order to enhance listening comprehension in L2, data also portrayed that the use of routines.

(9) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 9. and short instructions, would be good resources to take advantage of young learner’s attention span. Students engagement with TPR classes When analyzing the use of TPR across the three data sources, a common theme was apparent in relation to students’ engagement. In some parts of the lessons, especially when there was a transition of activities, some students easily disengaged with the class. They started to demonstrate a distracting attitude, which triggered in a partial loss of the focus of the class. As one of the interviewed teachers asserted, as there are many students per classroom, it becomes difficult to individually assess their understanding or engagement with what has been taught, possibly triggering on some student’s loss of commitment and interest (Interview with guide teacher, 2017). In the same matter, it was proposed that the cause of the distracting attitudes may be related to the fact in some lessons they were learning something new and more complex in terms of language. Regarding more specifically to the TPR approach, it was visible most students were willing to participate in the English lessons. However, issues regarding their engagement arose when the teacher involved the entire class to perform actions or to play certain games, causing some students disengagement because they were not properly following instructions. As data outcomes proposed, there is a possibility to relate the previous findings with the evidence that in this specific context, students’ are not used to be taught under this methodological approach..

(10) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 10. Implications Implications of the findings of the study are going to be contraposed with some research and theoretical literature, those would help to understand the significance of this investigation. According to the findings obtained about the relevance of focusing on listening when teaching young learners, data suggested this importance relied on student’s need of receiving the language, process it and later interpret it. At the same time, as young learners are still acquiring their first language, focusing on writing or reading skills does not seem to be a suitable task for them as yet. Along with the previous idea, Cook (2008) argues that in most cases, learners cannot acquire a language if they do not have the ability to hear it. In the same field, Asher (1984) also states that students’ have innate abilities in listening comprehension tasks, which is correlated to their acquirement of L1, when they were required to respond physically to spoken language in the form of parental commands. Therefore, the implications of the importance of focusing on listening contraposed with some authors assertions, agree on the significance this particular skill has on young learners due to their natural abilities to acquire new forms of language. Considering in most cases listening is the first, therefore, the most developed skill children have acquired, sounds more suitable to begin teaching a foreign language primarily based on an oral instruction. Regarding procedures to enhance student’s listening comprehension of L2, Al Kilani (2016) applied several strategies in a young learner classroom, where similar results emerged contraposed to the current study. According to the researcher, the predominant strategies which better-enhanced students’ listening comprehension entailed the use of flashcards, signals, simple instructions and reactions with body language. Regarding Al.

(11) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 11. Kilani’s investigation, it can be proposed their similar outcomes with the current investigation were a result of the research focus of the same. Their work was centered on identifying the best tools and strategies to enhance listening comprehension in kindergarten learners. When it comes to the implications TPR had enhancing listening in young learners, it is worth mentioning the work of Asher (1977), the author who developed the Total Physical Response approach. Asher (1977) proposes that students should not be forced to speak until they are ready to produce the language, however, they can be actively involved in their L2 learning process. The author states learners are required to physically respond to oral commands, which gives them the opportunity to understand and respond to the given input. Similarly, Buriticá (2012) investigated on developing listening comprehension skills using TPR strategies in a fifth grade in Colombia, and the study suggested that following instructions through the use of body movements did stimulate and improve students’ listening skills. Furthermore, Arias (2016) states that her project based on enhancing students’ listening comprehension through the TPR method, “helped to enhance students’ listening and their motivation since their results improved from what was observed at the beginning of the lessons” (p.39). Accordingly, the outcomes portrayed previously showed a coherent relationship with the results of the investigation, which suggests TPR approach was a reliable tool to enhance listening in students of L2. The implications of this results could be related to the fact researchers were focused on improving listening skills, and the participants of both studies pertained to the group of young learners. Additionally, considering Asher (1977) statements, it can be suggested young apprentices of English.

(12) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 12. were not entirely prepared to produce utterances in the target language, but they still capable to understand and physically respond to oral commands. Along with this study, some disagreement was found about the TPR approach when comparing the research literature with the outcomes of the investigation. Firstly, both analyzed outcomes suggested TPR had a positive impact on student’s engagement and willingness to participate in the English lessons, as Rahmawati (2013) affirms “the students could listen and respond to the researcher’s instructions. They were also more motivated to learn English and actively engaged in the teaching-learning process” (p.82). Nonetheless, data and some other literature research also claimed students got easily disengaged in some parts of the class. Firstly, there was evidence that some students got distracted when the teacher made the transition of one activity to the one who followed, triggering a partial delay in the lesson due to the necessity of re-captivate students focus. Al Kilani (2016) also refers to this issue, stating that for young learner’s teachers can be really difficult to manage engagement of students, since having all of them attentive it is a challenge. Considering findings of research literature and the current investigation, it can be stated one of the implications of the diverse outcomes was the particularity of the studies. In the case of Rahmawati (2013), their interventions were carried out within a smaller number of students, and where the main focus of the investigation was to improve listening skills through the use of TPR games. Although the key outcomes of studies were similar, when analyzing their different research contexts, it is possible to understand the absence of some aspects that did emerge in the research..

(13) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 13. A second implication regarding the TPR approach refers to findings that suggested some students seemed to lose interest in the lessons when the teacher made a more complex use of the language (introducing new vocabulary or using longer sentences). Concerning this topic, Arias (2016) found that regardless students noticeable advance in their listening comprehension of L2, on some occasions TPR had insufficient strategies when dealing with a more developed input. In addition, Widodo (2005) claims that applying the TPR method becomes ineffective if it is used in isolation or during a long period of time. According to the author, as it mainly relies on commands, the target language cannot be fully taught because “it tends to neglect narrative, descriptions, and conversation forms of language, therefore, teachers will have trouble teaching abstract vocabulary or expressions” (p.240). As has been noticed, the TPR approach seemed to face certain limitations when the complexity of the speech increased. Research literature, as well as the investigation, focused on the process of teaching English to young learners, which entails dealing with a more elementary use of the language. However, as the interventions proceed, a more elaborate use of the same was necessary in order to increase students listening abilities, by consequence, the applicability of the method tended to decrease. In this matter, when more complex expressions were used, some of them did not have a specific either clear command to relate with, triggering in some student’s uncertainty about the meaning of what was being said. With regard to the entire investigation, the limited time available was considered an external limitation for carrying out this project. Devoting more time to understand the context and student’s particularities would have possibly enriched the investigation findings..

(14) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 14. Conclusion The findings of this study suggest that teaching English under the Total Physical Response approach can contribute to increasing student’s listening comprehension. The outcomes suggested young learners of L2 were capable to understand the given commands and physically respond to them. However, the study also suggests some limitations of this approach. Some students were partially disengaged in parts of the lessons, triggering in an interference with their language acquirement process. Considering that the previous situation was partially present in other studies, some further investigation would serve to understand the causes that lead to learner’s disengagement. Additionally, TPR seemed to benefit students when dealing with a more elementary use of the target language, in contrast, when more complex language was used, some issues of understanding were also identified..

(15) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 15. References AI Kilani, G. (2016). Kindergarten English Teachers' Perceptions of Teaching Listening Strategies, Assessment strategies and the Obstacles They Face. Theses. 465. Retrieved from: http://scholarworks.uaeu.ac.ae/all_theses/465 Arias, A. (2016). Enhancing Learners’ Listening Skill Through Total Physical Response (TPR). Universidad Tecnológica De Pereira (U.T.P). Retrieved from: http://repositorio.utp.edu.co/dspace/bitstream/handle/11059/6474/37269A696.pdf?sequenc e=1 Asher, J. (1977). Learning Another Language Through Actions: The Complete Teacher’s Guide Book. (2 edition. 1982). Los Gatos, California: Sky Oak Production. Retrieved nd. from: https://eric.ed.gov/?id=ED191314 Buriticá, M. (2012). Developing Listening Comprehension Skills in 5th Grade EFL Students Through the Use of Predictable Books. Universidad Tecnológica De Pereira (U.T.P). Retrieved from: http://repositorio.utp.edu.co/dspace/bitstream/handle/11059/3091/3726044L847d.pdf?sequ ence=1 Cook, V. (2008). Second language learning and language teaching. Listening and reading process (pp.121-134). Hodder Education, Hachette UK company. Retrieved from: https://www.academia.edu/7674409/Second_Language_Learning_and_Language_Teaching Gibbs, G. (2007). Analyzing qualitative data. London: SAGE Publications, Ltd. (pp.38-56). Retrieved from: http://dx.doi.org/10.4135/9781849208574.n4.

(16) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 16. Krashen, S.,Terrel, T. (1988) The Natural Approach. Language Acquisition In The Classroom. Oxford: Pegamon. Retrieved from: http://www.oseacite.org/class/SELT_materials/SELT_Reading_Krashen_.pdf Linse, C. & Nunan, D. (2005). Practical English Language Teaching: Young Learners. McGraw-Hill/Contemporary, New York. Mills, J., & Birks, M. (2014). Qualitative methodology: A practical guide. (pp.65-84) London: SAGE, Ltd. Rahmawati, F. (2013). Improving Students Listening Skill Through Total Physical Response Games of Grade Fourth of Sdit Anajah. State University of Yogyakarta. Retrieved from: http://eprints.uny.ac.id/25733/1/Faidah%20Rahmawati%2006202244178.pdf Widodo, H. (2005). Teaching Children Using a Total Physical Response (TPR) Method: Rethinking. English Journal. (pp.235-248). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.620.8538&rep=rep1&type=pdf.

(17) ENHANCING LISTENING COMPREHENSION THROUGH TPR Appendix A Observation through Video Recording 1. Use of TPR 2. Engagement 3. Limitations 4. Listening: 4.1. Amount of teacher’s speech 4.2. Language complexity 4.3. Developed or deteriorated 5. Differences among student’s (English proficiency) 5.1 Measuring listening: student’s responses. 17.

(18) ENHANCING LISTENING COMPREHENSION THROUGH TPR Appendix B Self-Reports 1. Use of TPR 2. Understanding and student’s responses 3. Enhancement of listening comprehension 4. Student’s engagement 5. Limitations. 18.

(19) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 19. Appendix C Semi-structured interview (Spanish version) 1. ¿Cuál es tu nombre y cuál es tu función en colegio CREE? 2. ¿Cuál consideras que es la habilidad comunicativa más importante que se debería fomentar en los niños, por qué? (Escuchar/Listening, Hablar/Speaking, Leer/Reading, Escribir/Writing) 3. ¿Qué estrategias usas/usarías y en qué aspectos te enfocas/enfocarías para lograr una clase más significativa en términos de aprendizaje en niños pequeños? (contextualizada a su realidad y particularidades, aplicabilidad de lo que aprenden) 4. ¿Conoces la metodología de respuesta física total (RFT)? ¿Cuáles crees que sean sus mayores contribuciones al momento de llevar a cabo las clases de inglés bajo este método? ¿Y sus limitaciones? Respuesta Física Total La Respuesta Física Total (RFT, en inglés Total Physical Response, TPR) es un método de enseñanza de lenguas que combina el habla con la acción y propone enseñar la lengua a través de la actividad física. En la adquisición de la primera lengua, el niño interioriza el código lingüístico mediante las órdenes que recibe y a las cuales responde mediante respuestas físicas antes de empezar a producir respuestas lingüísticas. La idea de TPR es recrear el proceso que los niños usaron al adquirir su lengua materna. Estímulo – respuesta.

(20) ENHANCING LISTENING COMPREHENSION THROUGH TPR. 20. Asimismo, RFT considera que en una primera instancia el niño no está forzado a producir formas de lenguaje, debido a que está recién procesando y entendiendo el idioma y es en ese aspecto en el que se enfoca. Semi-structured interview (English version) 1. What is your name and what role do you have inside CREE school? 2. What do you consider is the most important skill that should be developed in young learners, why? (Listening, Speaking, Reading, Writing) 3. What strategies do you use / will use and in what aspects do you focus /will focus in order to have a more meaningful class in terms of learning (with young learners)? 4. Do you know the methodology of total physical response (TPR)? What major contributions do you consider this method could have while teaching English classes? And possible limitations of this method?. Total Physical Response Total physical response is an approach to teaching second language that was developed in the 1970s by James Asher. He decided to create a method of teaching second language that recreates the process children use when they acquire their first language. Combines the speech with action, the teacher gives instructions and the student physically respond to those. Stimulus-response. Recreating how learners acquired their mother tongue, TPR focuses in a first instance on receptive rather than productive skills, consequently students are not forced to produce the.

(21) ENHANCING LISTENING COMPREHENSION THROUGH TPR language until they are ready to do it. The above is called silent period, when students are acquiring and understanding the language.. 21.

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