The Application of Total Physical Response Method (TPR) in Preschool Children’s English Teaching

Abstract

This article through a four months’ TPR teaching experiment among six preschool children, namely, Pre-interview, Pre-test, TPR Teaching Experiment (such as “Display and Imitation”, “Instructions and Action”, “Situational Communication”), Post-test, and Post-interview, attempts to investigate the application and effectiveness of the TPR method in preschool children’s English teaching. The experimental results show that this approach can not only help children understand the new language quickly and gain long-term memory, but also allow children to learn English happily in a “zero stress” environment. However, abstract words and sentences are difficult to express in the TPR methods. At the same time, this “teaching through lively activities” method is easily leads to classroom discipline chaos. The TPR method also requires teachers to have high professional quality and comprehensive skills, including language expression ability, sports ability, performance skills, etc. Therefore, promoting this approach in preschool English teaching also faces technical and teaching staff difficulties. This study validates some conclusions of earlier studies which can provide experience and lessons to preschool English teachers in applying TPR as well as theoretical and practical contributions to future research.

Total Physical Response with Communicative Approach (TPRCA) Method in Primary School English Learning

“…In addition, in language learning, writing and speaking activities as one of the active abilities should also not be left out (Astutik et al, 2019;Sari et al, 2020;Suryana et al, 2021). According to other study to better remember vocabulary, productive language skills also need to be inserted into learning activities (Duan, 2021;Zulfa et al, 2023). Referring to the concept proposed by the researcher, role play, writing, and dialog activities show learning activities that are appropriate and in line with the learning objective.…”

“…The first study was entitled "The effectiveness of total physical response (Tpr) on teaching english to young learners". The findings of the observation suggest that the Total Physical Response (TPR) technique, when integrated with games, role-play, storytelling, and pair work involving physical actions, proves to be an effective approach (Duan, 2021;Rambe, 2019). However, the study identifies certain challenges associated with TPR implementation, including reliance on traditional methods, constraints in training, students' low proficiency in English, the absence of an authentic language environment, and an assessment system that prioritizes exams.…”

Total Physical Response in Learning Narrative Reading for Young Learners to Improve Receptive Vocabulary

“…Their understanding comes not only from the explanation but also from what they see and hear and is important for them to have the opportunity to touch and interact; c. They are generally enthusiastic about learning and have a curiosity about the world around them d. They need the attention and approval of their teacher e. they are interested in talking about themselves and respond well to learning that involves themselves and their own lives as the main topic in the classroom f. They lack attention, except for very exciting activities, they can quickly get bored after interacting after 10 minutes or more. Duan (2021) and Logreira, (2019) mention other characteristics of children as language learners Children are more skilled in acquiring languages than learning languages. Then, Kids are entirely occupied with language.…”

Foreign language at the pre-primary level

“…Within the realm of natural language learning processes which are effective and enjoyable for young learners, we come across the Total Physical Response method a review of theory and research napredak 165 (1-2) 55-80 (2024) (TPR), defined as "a language teaching method which is built around the coordination of speech and action" (Shi, 2018(Shi, , p. 1088. The method was introduced in 1969, by James J. Asher who carried out a great number of experiments to conclude, according to Duan (2021), that "TPR followed the learner's natural process of language learning, which made learning easier and more effective by not forcing the students to speak in a target language they are not yet familiar with" (p. 1323). Asher (1981) highlights the importance of extracting the stress factor while learning a second language to create a relaxed atmosphere which will later help to support long-term retention in acquiring another language and avoid negative emotions among the students toward the language.…”