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While TPRS shows promise for adolescent and adult English learners, its use with very young children and its influence on acquisition remain underexplored. This study examines TPRS effects on Turkish EFL preschoolers’ receptive and productive L2 vocabulary, using pretest-treatment-immediate posttest-delayed posttest measures, with picture-based receptive and productive tests administered individually.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-tprs-on-very-young-learners-vocabulary-acquisition-article/589893/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-tprs-on-very-young-learners-vocabulary-acquisition-article/589893.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does TPRS aim to do for language learners?","Question",{"text":112,"@type":113},"TPRS aims to provide substantial comprehensible input through stories to support language and literacy development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed to measure vocabulary learning?",{"text":117,"@type":113},"The study used a pretest-treatment-immediate posttest-and-delayed posttest design and employed receptive and productive picture tests in one-to-one sessions.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about receptive versus productive vocabulary?",{"text":121,"@type":113},"TPRS showed positive effects on both recall and retention for receptive and productive vocabulary, with receptive learning benefiting more than productive learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589893,1792166628,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Effects ofTPRS on Very Young Learners’Vocabulary Acquisition\u003Cbr>Ketevan Kara1*, Evrim Eveyik-Aydın2\u003Cbr>1Dragos Bahçeşehir kindergarten, Defne Sk., 34865 Kartal, Istanbul, Turkey\u003Cbr>2 Yeditepe University, Faculty of Education, Department of English Language Teaching, Kayışdağı Cad., 34755 Ataşehir, Istanbul, Turkey 3191\u003Cbr>Corresponding Author: Ketevan Kara, [E-mail: ketevan.lordkipanidze@gmail.com](E-mail: ketevan.lordkipanidze@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: October 10, 2018\u003Cbr>Accepted: January 12, 2019\u003Cbr>Published: February 28, 2019\u003Cbr>Volume: 10 Issue: 1\u003Cbr>Advance access: January 2019 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>EFL,\u003Cbr>Teaching Proficiency through Reading and Storytelling (TPRS),\u003Cbr>Very Young Learners,\u003Cbr>Vocabulary Acquisition,\u003Cbr>Receptive and Productive Vocabulary Knowledge,\u003Cbr>Word Frequency, | ABSTRACT |\n|  | Teaching Proficiency through Reading and Storytelling (TPRS) aims to provide language learners with considerable amount of comprehensible input through stories for language and literacy development. Although it has already demonstrated high potential with adolescent and adult learners of English, its implementation within the context of very young learners and its impact on their language acquisition is an issue that remains to date underexplored. Therefore, this study aims to investigate the possible effects ofTPRS on very young learners’ L2 receptive and productive vocabulary acquisition. Nineteen four-year-old kindergarten students in Turkish EFL context constituted a single treatment group of the study. The study had pretest-treatmentimmediate posttest-and delayed posttest design. The target vocabulary was taught following the stages ofTPRS and adapting them to the context of very young learners. Data collection included receptive and productive picture tests that were developed and administered in one-to-one sessions with each participating child. The results show that TPRS has a positive effect both on recall and retention of receptive and productive vocabulary. Receptive learning was discovered to benefit from the treatment more than productive learning. Additionally, some vocabulary items were found to be more challenging for children to acquire than the others mostly due to their low frequency. The study suggests that TPRS can be used to teach vocabulary to very young learners as it uses techniques that support their language acquisition. The study also provides guiding suggestions to adapt this method to the context of very young learners. |\n\nINTRODUCTION  \nTurkey is one of the countries where developing competence in English language has long been acknowledged as of great importance. English language education usually starts atthe ages of 3-4 in private schools to ensure an early start for exposure to that language following the widely popular“the younger, the better” belief. Teaching English as a foreign language (EFL) to very young learners in a classroom environment, however, is often considered a hard task because of the cognitive, developmental, social, and affective characteristics of these children (Donaldson, 1978; Brewster et al., 2002; Morrison, 1997) . First, teachers are challenged to create a peaceful and curiosity-fostering environment supporting their development with meaningful, exploratory and sensory experiences similar to those in their first language acquisition. Second, as 3-to-6 year-old preschoolers are normally not capable of reading and writing, listening and speaking are the main skills focused on to acquire a foreign language, and vocabulary seems to be the key for gaining these skills as the lexical knowledge is crucial in building  \ncommunicative competence (Schmitt, 2000) . However, teaching vocabulary to this age group is a challenge as there are few if any acknowledged teaching ma","cbCaitzhFDPnsxUL","https://ap.wps.com/l/cbCaitzhFDPnsxUL","pdf",405660,12,"English","# ARTICLE INFO\n## Abstract\n# INTRODUCTION\n## Context for teaching English to very young learners\n## TPRS approach and its relevance","[{\"question\":\"What does TPRS aim to do for language learners?\",\"answer\":\"TPRS aims to provide substantial comprehensible input through stories to support language and literacy development.\"},{\"question\":\"How was the study designed to measure vocabulary learning?\",\"answer\":\"The study used a pretest-treatment-immediate posttest-and-delayed posttest design and employed receptive and productive picture tests in one-to-one sessions.\"},{\"question\":\"What were the main findings about receptive versus productive vocabulary?\",\"answer\":\"TPRS showed positive effects on both recall and retention for receptive and productive vocabulary, with receptive learning benefiting more than productive learning.\"}]","Effects of TPRS on Very Young Learners’ Vocabulary Acquisition - Article | PDF",1792068344]