在抽认卡的帮助下实施全身反应法(TPR)来教授英语词汇

Frita Noviandari, Katharina Rustipa
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引用次数: 0

摘要

给孩子们教授词汇必须是有趣的,有吸引力的,这样才能激发他们学习英语的兴趣,激励他们学习英语,尤其是记忆英语词汇。为了让孩子愉快地学习,教师必须发现创造性的方法和媒介来鼓励学生学习英语词汇。本研究的目的是了解在伊斯兰教NU TA 07 Plantaran幼稚园,如何运用记忆卡进行TPR教学法的英语词汇教学,并描述在伊斯兰教NU TA 07 Plantaran幼稚园,如何运用记忆卡进行TPR教学法来鼓励幼稚园学生学习英语词汇。本研究采用描述性定性方法。采用非参与式观察和访谈作为数据收集技术。研究结果表明,利用抽认卡进行TPR教学分为教学前、教学中、教学后三个阶段。在教与学的过程中,教师充当模范,下达命令,学生用肢体动作回应和模仿。在抽认卡的帮助下实施TPR可以激发学生学习英语词汇的动机。这可以从积极主动的学生在学习过程中的行为中看出,包括积极主动、反应灵敏、感兴趣、热情、负责、勤奋。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementation of the Total Physical Response (TPR) Method with the Help of Flashcards to Teach English Vocabulary
Teaching vocabulary to children must be engaging and fun to spark their interest and motivate them to learn English, particularly to memorize English vocabulary. To establish pleasurable learning for children, the teacher must discover creative methods and media to encourage students to learn English vocabulary. This study aims to find out the implementation of the TPR method with the help of flashcards to teach English vocabulary at Kindergarten Muslimat NU TA 07 Plantaran and to describe how the TPR method with the help of flashcards can encourage kindergarten students at Muslimat NU TA 07 Plantaran to learn the English vocabulary. This study uses a descriptive qualitative method. Non-participant observation and interviews are conducted as the data collection techniques. The findings show that teaching using the TPR method with the help of flashcards is implemented in three steps: pre-teaching, whilst-teaching, and post-teaching. In teaching and learning, the teacher acts as a model and gives orders while students respond and imitate them with physical movements. Implementation of TPR with the help of flashcards can encourage students' motivation to learn English vocabulary. This can be seen from the behavior of motivated students during learning, including being active, responsive, interested, enthusiastic, responsible, and diligent.
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