Using TPR Method When Teaching Children Beginner English

Abstract: Total Physical Response is based on the way the children learn their mother tongue naturally. Using TPR method is more effective for teachers to teach children English. TPR methodology provides a relaxed learning situation to children, natural language learner. It is a valuable tool when teaching children beginner English.

Key words: TPR, naturally, mother tongue

I. TPR Introduction

TPR stands for Total Physical Response. It is a language teaching method based on the coordination of speech and action. It was developed by James Asher, a professor of psychology at San Jose State University, California, who has done a great deal of research on the effectiveness of this literally exciting approach to language teaching. Richard Frost believed that “It is also linked to the trace theory of memory, which holds that the more often or intensively a memory connection is traced, the stronger the memory will be.”(Frost, Screen 1)

II. Basic Theory for TPR

1. Theory of learning English

Asher’s language learning theories seem similar to those of other behaviour psychologists. There are some principles he elaborates: (Asher, 1982)

Second language learning is parallel to first language learning and should reflect the same naturalistic processes

Listening should develop before speaking

Children respond physically to spoken language

Once listening comprehension has been developed, speech develops naturally and effortlessly out of it.

Delaying speech reduces stress.

2. Theory of child language development

TPR method is based upon the way that children learned their mother tongue. We all know that child can acquire his/her mother language naturally. We call it natural acquisition. Children are natural language learners therefore. Parents have “language-baby conversations” with their children, the parents instruct and the child physically responds to this. For example, the parent says, “Look at mummy” or “Open your mouth” and the child does so. These conversations continue for many months before the child actually starts to speak itself. Even though it can’t speak during that time, the child is taking in all of the language: the sounds and the patterns. Eventually when it has decoded enough, the child reproduces the language quite naturally. According to the language development of children, English teachers attempt to follow TPR which mirrors the effect of the natural acquisition of mother tongue.

III. Design for TPR

1. Objectives

Here are some of the objectives of Total Physical Response for teaching

children English. First of all teaching oral proficiency at a beginning level is

a primary point. The pure English language environment provides the kids

a good practice for listening and speaking. The second point is using comprehension as a means to speaking and thinking. From the beginning of children’s learning by using TPR method, gradually they become used to thinking and speaking in English. The third one is to develop the children’s interest and curiosity in learning English with games, songs, chants and stories involved in TPR.

2. Context

TPR can be used to teach and practise many things. The most popular section is simple vocabulary which is connected with actions (smile, chop, jump, run, headache, toothache). Some animals (dog, cat, duck, frog, sheep, tiger). Some adjectives (happy, sad, cold, hot, angry, worried). Everyday English can be presented usually by using TPR (Good morning. How are you today? What’s the matter See you.). Classroom language can be well practised in class (Stand up. Sit down please. Look at the blackboard? Open your books.). Instructions may be well done by both teacher and children (Close your eyes. Open the door. Come here. Touch your head.). When it’s time to tell a short story, children would like to listen to it carefully with the teacher’s telling and acting vividly. In a word, TPR can be adapted for many kinds of teaching situations.

3. Significance (Frost, Screen 2)

TPR is a lot of fun which children really enjoy. It can be a real stirrer in the class. It is also very memorable. In fact, it helps children to remember phrases or words naturally without too much difficulty. As we all know, TPR is good for children beginners who are either active or inactive in class. The teacher tempts to make every child involved in games, songs and other activities. It can work well with mixed-ability classes. The physical actions get across the meaning effectively so that the children are able to understand and use the target language. By the way, it involves both left and right-brained learning. In addition, it not only cultivates children’s interest in English but also develops their thinking skills in English. TPR is very effective with children beginners.

4. Presentation

In the classroom the teacher plays the role of parent when using TPR method. For instance, he/she starts by saying a word (jump) or a phrase (close the door) and demonstrating an action of jumping or closing. The teacher then says the command and the children all do the action with following the teacher’s example. After repeating a few times it is possible to extend this by asking the children to repeat the word as they do the action. When they feel confident with the word or phrase, the teacher can then ask the children to direct each other or the whole class. (Frost, Screen 1)

It is more effective if the children are sitting/standing in a circle around the teacher and the teacher may encourage them to walk around as they do actions or give directions.

5. Sample Procedures (a word--cat)

Teacher makes sound of a cat “Mew, Mew” and act like a cat. Children just listen and watch.

Teacher shows a card of a cat or draws a cat. Children look at the picture of the cat.

Teacher speaks “Mew, Mew cat” with pointing at the card or drawing. Children only act like the act with teacher together.

Teacher and children speak “Mew, Mew, cat” and act like a cat together.

Teacher speak “cat” without action. Children act with “Mew, Mew”.

Teacher act “Mew, Mew” without speaking the word “cat”.

Children speak out “cat”.

Teacher and children can exchange speaking “cat” and acting “Mew, Mew”.

Child and other children also can exchange speaking and acting.

When the teacher uses TPR, first he/she manages to get the children to follow him or her. After the teacher does the action and speaks the word or sentence, he or she drills the children chorally and individually. Every child should be given an opportunity to practise making the sounds. They are also ready to give commands to each other with the help of the teacher.

6. Disadvantages

From experience, when we teach children English in some situations, we might find it difficult to use the TPR method. As young learners, they may not understand some abstract words or such things which they are not familiar with. In this case TPR may be embarrassing for them to use.

IV. Conclusion

Total Physical Response (TPR) is a valuable methodology when teaching children beginner English. A significant aspect of its effectiveness is “muscle learning”, wherein the brain of the learner relates body movements to the words she or he hears. After sufficient repetitive input, the learner is able to produce with relative ease the commands she or he has heard and reacted to physically. (TPR material, Screen 1) Although sometimes there are some puzzles in teaching young learners, I completely agree with that TPR can be a successful and fun way used in conjunction with other methods and techniques. As a direct and visual instruction TPR is more useful and effective methodology when teach children English.

Reference:

* Brown, Daphne M. Mother tongue to English: Cambridge University Press, 1979.

* Vale, David, and Anne Feunteun. Teaching Children English: Cambridge University Press, 1995.

*“Total Physical Response” Ways To Approach Language Learning

* Richard Frost, British Council, Turkey “Total physical response TPR”