The use of Total Physical Response techniques in teaching English language school - Курсовая работа

(Chinese proverb) Teaching English to the primary school students is not an easy task since it requires a lot of creativity. According to Harmer (2001), young learners learn differently from older learners, adolescents, and adults. In the classroom, speaking is used twice as often as listening and the most often used skill. Cameron(2001) states that many teachers still apply traditional method in teaching English for young learners. If young learners do not understand the spoken language, they can’t learn it effectively. Harmer (2007: 84) sais that some students forget the material easily because they are not active during learning process or involved in learning process directly; there are no good atmosphere and environment of learning process in the class if there is no interaction or response between students and teacher. In the other words, commands play as the core of the course. The third hypothesis is reduction of stress. The fundamental factors for successful language learning is the absence of stress. If students are free from stressful situation, they are able to devote full energy for learning ( Richard and Rodgers, 2001) David (2004) says that Ashers language learning theories are reminiscent of the views of some behavioural psychologists. In addition, TPR and young learners are historically related. Asher ( as cited in Brown, 2001) developed Total physical response underlying the principles of child language acquisition. He notes that children in learning their first language appear to do a lot of listening before they speak, and that their listening is accompanied by physical responses ( reaching, grabbing, moving, looking, and etc.).That is why Total Physical Response activities give children opportunity to have physical activity in their lessons. In summary, the way children learn depend on their developments stage. As they have very short attention and concentration span their activities should include movement and involve the senses. Children are unique and think differently than adult. They have special characteristics in the way of learning and according to child psychology, children‘s language ability is developed through practical application. Children are interested to learn by doing or actively involved in the learning process which requires joyful activities and nice environment. TPR activities allow children have motor activities in their lessons and allows silent period before children start speaking. 2. Pedagogical implications teaching English to primary school children using TPR In this chapter we will get familiar with the main principles of Total Physical Response and peculiarities of teacher’s and learner’s role in learning and teaching process. 2.1 The Principles of Total Physical Response Before applying the TPR method for teaching a foreign language, in this case, it is English, a teacher should understand its principles well so he will be able to use it properly in the teaching learning process. Asher (1984), as the developer of TPR, elaborates the principles of this method, they are: second language learning is parallel to first language learning and should reflect the same naturalistic process; listening should develop before speaking; children respond physically to spoken language, and adult learners learn better if they do that too; once listening comprehension has been developed, speech develops naturally and effortlessly out of it; delaying speech reduces stress (Asher,1984).