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&Barcroft,2018)have found that semanticprocessing tasks such as pleasantness rating,and structural processing tasks such as countingthe number of letters had inhibitory effects on other aspects of lexical learning,mapping thecomponent of L2 vocabulary.Most of the studies were conducted on teenage students oradults,and have never been tested on younger L2 learners,such as preschool children.At thesame time,the secondary processing tasks previously tested were more experimentalinstructions,such as pleasantness rating or counting the number of letters,which were rarelyused in the classroom setting.Empirical evidence on more generally used instruction methodsare needed for more pedagogical implications for instructors and other Education practitioners.

The present study intends to take two steps to ascertain and confirm the efficacy andusefulness of the TOPRA model in Chinese-speaking L2 English preschool children.Firstly,we address this generalizability of TOPRA model in perschool Chinese-speaking L2 Englishchildren using conditions commonly representative in previous studies on the TOPRA model.Secondly,we seek to explore the TOPRA model using other conditions commonly used in theclassroom to examine whether the model is applicable to other forms of instruction.Thepurpose for the second step is to test the TOPRA model in a more practical setting andprovide empirical evidence for language instructors.

2.2 Experiment 1

2.2.1 Participants

Participants were preschool children recruited from senior classes at one private Chineseand English bilingual kindergarten in Shanghai.Half of the school curriculum was carried outin Chinese and half in English.Each classroom was equipped with one international instructorteaching the English curriculum.100%of the international instructors were English nativespeakers certified by Teach English as a Foreign Language(TEFL).A small portion of theseEnglish-speaking instructors had the qualification of Postgraduate Certificate in Educationand International Postgraduate Certificate of Education(iPGCE).

The class size for the senior grade was around twenty,and there were 7 classes in total inthe school involved in the current study.Their English and academic ability levels weresimilar across seven classes.Class 1 was used for pilot testing of the materials.Class 2,Class3,and Class 4 participated in Experiment 1,and the rest three classes(Class 5,Class 6,andClass 7)participated in Experiment 2.

Regarding these participants’English abilities,we asked their teachers about Englishusage at home.Parents of most students(about 90%)interacted with their children usingsimple English,while the rest 10%of the children,only speak Chinese at home.Around one-third of the children had a habit of 15-minute English reading at home.All students and theirparents in this school were native Chinese speakers.

Chapter Three Results and Discussion ................. 29

3.1 Experiment 1 .............................. 29

3.1.1 Results in Experiment 1 .......................... 30

3.1.2 Discussion about results in Experiment 1 ............... 32

Conclusion ............................. 40

Chapter Three Results and Discussion

3.1 Experiment 1

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