The impact of audio-lingual and TPR methods in teaching Igbo to L2 learners. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Obitube, Kelvin Francis Olisaemeka; Mbah, Boniface Monday; Babarinde, Olusanmi
• Is Part Of: Southern African linguistics and applied language studies. Volume 38:Issue 1(2020)
• Page Start: 16
• Page End: 26
• Publication Date: 2020-01-02
• Subjects: Linguistics -- Periodicals; Linguistics -- Africa, Southern -- Periodicals; African languages -- Periodicals; Afrikaans language -- Periodicals; South Africa -- Languages -- Periodicals; Linguistique -- Périodiques; Linguistique -- Afrique australe -- Périodiques; Langues africaines -- Périodiques; Afrikaans (Langue) -- Périodiques; Afrique du Sud -- Langues -- Périodiques; African languages; Afrikaans language; Language and languages; Linguistics; Africa, Southern; South Africa; Periodicals; 410.968
• DOI: 10.2989/16073614.2019.1698304
• Languages: English
• ISSNs: 1607-3614

Abstract

Abstract: This study evaluates the value of the total physical response (TPR) method for teaching Igbo to L2 learners. Specifically, it evaluates which of these methods is more effective. It is quantitative research which adopts the experimental design. 100 students are placed in control and experimental groups of 50 students each, taught Igbo lexis and structure, and evaluated. Data analysis, by using the independent samples t -test at a 0.05 significance level, reveals that the majority of the students taught with the TPR method achieved the group's mean score and generally performed better than the students taught with the audio-lingual method, whose majority failed to achieve the group's lower mean score. The study, therefore, recommends the use of the TPR method for teaching Igbo to L2 learners.