|Published online: August 1, 2014||$US5.00|
The principal goal of this study was to research empirically a new method for teaching English as a second language (ESL). This method is called the CHEPA method (Children’s English through Psychomotor Activities) and is a systematic programme of English language learning, created by the author and taught through 62 psychomotor activities. Therefore, these English language activities were also classified according to their motoric objectives. Moreover, ten variables were controlled for in a psychological test of maturity of motor skills (Linares 1993). These variables were: Laterality (L), Respiratory Conduct (R.C.), Segmental Control (S.C.), Corporal Balance (C.B.), General Dynamic Coordination (G.D.C.), Dynamic Coordination of the Hands (D.C.H.), Speed (S.), Spatial Organization (S.O.), Spatial-Temporal Organization (S.T.O.) and the Index of Average Psychomotor Age (IAPA). Of the 35 native Spanish-speaking participants, twenty received the experimental intervention and fifteen the control. All were beginners in learning English and a test of listening comprehension and a written test were also given. Results are reported as to whether the control group or experimental group teaching method was the most successful, on English academic achievement, and on the psychomotor variables.
|Keywords:||“CHEPA” Teaching Method (Children’s English through Psychomotor Activities), Beginner Pupils Learning English as a Second Language, Elementary School, Academic Achievement, Psychomotor Achievement|
International Journal of Pedagogy and Curriculum, Volume 20, Issue 4, November 2014, pp.85-98. Article: Print (Spiral Bound). Published online: August 1, 2014 (Article: Electronic (PDF File; 689.842KB)).
Senior Lecturer, Faculty of Philosophy and Letters, Granada University, Campus Cartuja, Granada, Spain