Use of Psychomotor Activities in Teaching Children English as a Foreign Language: Empirical Research Into the Pepa Method of Language Instruction

“…a splendid synthesis of the review of the literature plus an original empirical research study into psycomotricity for teaching languages.”-Professor Agnes C. M. Ragone, Shippensburg University

"...not only a formidable study but also a useful one."-Dr. Ángel Felices Lago, Shippensburg, University

Miscelánea: A Journal of English and American Studies: Volume 47 (2013) pp. 145-152 (Book Review in Spanish)

Page Keys to the Tables
Keys to the Figures
Abstract Summary
Foreword by Dr. Ángel Felices Lago
Introductory Preface
General Objectives
Organization
Specific Objectives and Fundamental Arrangement of this Work
Part I
I. Review of the Selected Empirical Literature
I.1. Terminological Considerations
I.2. Acquisition of the Mother Tongue and of Psychomotor Development in Children
I.3. Infant Bilingualism and the Acquisition of the Second Language
I.3.1. Bilingualism
I.3.2. Bilingual Education
I.3.3. Social-Psychological Aspects
I.3.4 Acquisition of a Second Language
I.4. Factors Affecting the Learning of a Second Language
I.4.1. Age
I.4.2. Cognitive Factors and the Intelligence Factor
I.4.3. Affective and Personality Factors
I.4.4. The Home and School Environment
I.5. The Learning of a Foreign Language
I.6. Methods and Approaches to Teaching a Foreign Language: The Place of the Total Physical Response (TPR) by James Asher
I.6.1. Other Principle Methods and Approaches
I.6.2. Empirical Studies of TPR
I.7. Psychomotricity
I.7.1. Exercise Psychology
I.7.2. Psychomotricity in Psychology
I.7.3. Psychomotricity Aimed at Improving On-Task Behavior
I.7.4. Psychomotricity Applied to Other School Subjects
I.8. Psychomotricity in the Field of Learning English
I.9. Games in Learning
Part II
II. The Empirical Study, Research and Trialling of the PEPA Programme of English with Psychomotor Activity for Children Learning English as a Foreign Language
II.1 Objectives and Research Questions
II.1.1 General Objectives
II.2 Operational Definitions
II.3 Method
II.3.1 Participants
II.4 Instruments
II.4.1 English Tests
II.4.2 Psychomotor Exam
II.4.3 Intelligence Test
II.4.4 Personality Test
II.4.5 Questionnaires
II.5 Procedure
II.6 Programmes
II.6.1 Programme of English with Psychomotor Activity The ‘PEPA’
(applied only to experimental group)
II.6.1.1 Application of Programmes
II.7 The PEPA Programme
II.8 The Control English Programme
(applied to both the control and the experimental groups in the corresponding phases)
(a) English Programme in the Text Books used
(b) English Programme in the Additional Material
(c) Description of the Additional Material
II.9 Selection and Definition of the Main Variables
II.10 Experimental Design Used
II.11 Statistical Analysis
Part III
III Results
III.1 State of Groups at the Start of the Study
III.1.1 Correlation between Academic Performance and Psychomotor Development
III.1.2 Other Variables Measured
III.2 State of Groups at the End of the Study
III.2.1 English Listening-Comprehension Tests
III.2.2 English Written Tests
III.2.3 Favorite Method
III.2.4 Psychomotor Development
III.2.4.1 IAPA variable (Index of Average Psychomotor Age)
2.4.2 Segmental Control
Part IV
IV. Discussion and Conclusions
References
Appendix A: Glossary Corresponding to Part III
Appendix B: Children’s Background Questionnaires
Appendix C: About the Pre-tests