TPRS Teaching Method As The Guidance Of The Elementary Comprehensive Course Of Chinese As A Foreign Language

TPRS(Teaching Proficiency Through Reading and Storytelling)is a foreign language teaching method developed by Blaine Ray in the late 1980 s and early 1990 s.It is on the basis of TPR(Total Physical Response)teaching method,borrowed from the Input Hypothesis of Stephen Krashen.It aims to help students input and output Chinese through a lot of cyclical and understandable questions.It is similar to the native natural way to acquire a language.Compared with the traditional teaching method,TPRS can not only enhance students’ interest in learning Chinese,but also help students accumulate a large number of practical conversations in a short period of time,so as to improve their effective language output.Paper applies the teaching method to the Chinese special course in senior grade one of Nakhon Phanom Wittayakhom School in Thailand.The study found that TPRS depends on the features of story teaching,so textbooks need to be selected and adapted by professor,according to the students’ learning status,learning interest and so on.In this paper,teaching contents are combined with some teaching materials such as HSK Standard Course 2 and Experiencing Chinese.This teaching content is adapted to the TPRS teaching method,but also to the characteristics of Thai education and students,to make up for the lack of TPRS teaching materials in Thailand.At the same time,through investigation,interview and performance comparison,it is found that TPRS can cultivate the awareness of discourse expression and writing of senior high school students,enhance their comprehensive strength in the competitions such as storytelling,and improve the score of HSK(Hanyu Shuiping Kaoshi).However,the effectiveness of TPRS teaching method and the applicability of TPRS teaching materials adapted by the author are still to be studied and considered in the future.