II. The peculiarities of tpr method applying it to young learners empirical research

1. Analysis of methodology

The purpose of the research. This empiric research is to determine the peculiarities of TPR method applying it to young learners.

Exploratories. 5 english teachers.

Teacher 1 is a head teacher having English philology bachelor degree, qualification of pedagogue, 10 years experience and working with children in Klaipėdas’ comprehensive school.

Teacher 2 graduated College and has 2 years experience working in Kretingas’ gymnasium.

Teacher 3 graduated "College of Business Management and Languages" the speciality of English business language, currently is studying primary education and 2 years working as vicarious teacher in Klaipeda’s comprehensive school" .

Teacher 4 graduated Klaipeda State College, the speciality of French-English pedagogy, currently is studying in University the speciality of English Philology and working in Kretinga’s primary school".

Teacher 5 has master degree of English philology, qualification of English pedagogue and 4 years experience working in Vilnius Gymnasium.

The research consist of four stages:

1. Stage. Analysis of the scientific literature. (February, 2011 – April,2011). In this stage the theme was formulated. The purpose and the tasks of the research were set out and methods applied. The scientific literature was used to analyse the purpose of the research.

2. Stage. Preparation of the research.(May,2011)

In this stage, the questions for an interview were prepared for English teacher, to find out their opinion about peculiarities of TPR method teaching young learners. Interview questions were opened questions for the teachers.

3. Stage. The beginning of the research.(May,2011 – June,2011)

During this period 4 participants were visited at their work place – secondary school and 1- gave an interview via phone.

At this stage 5 teachers were interviewed.

4. Stage. Interview with teachers.

In this stage the teachers had to answer the given questions. Before being interviewed the teachers were introduced to the aim and tasks of the research.

5. Stage. Analysis of the results of the research.( June, 2011)

In this stage of the research was analysed received information of the research, considered and compared with the results of the research.

6. Stage. The end of work.( June,2011)

In this stage the conclusions of the paper were formulated.

The Ethic of the Research

During the research the rules of the ethics such respect for personal dignity, kindness, justice and the right to get correct and clear information were adhered to. Anonymity was guaranteed to each single respondent.

Respondents were not forced to answer any questions if they don’t want to. The person was able to decide if he wanted to participate in the research. Names, surnames and addresses were not requested.

Results were confined only to the knowledges of the researcher.

Participants were introduced to the aims, tasks and benefits.

Respondents got all facts about information gathering ways and what they are and are not able to do during the research.

The method of interview was chosen because of it’s advantages:

• possibility to gather numerous amount of information;

• objectivity of gathered information;

• reliability of gathered information

ANALYSIS OF THE RESEARCH

In this chapter we would like to analyze the data gathered from the interview.

During this process five teachers were interviewed. The task of the research was to ascertain the peculiarities of Total Physical Response method teaching young learners.

4.How English teaching and learning differs, working with 2-3 grade pupils and 4 grade pupils, integrating TPR method into lessons?	1. All activities, working with 2-3 grade pupils are based on games and other active tasks because children learn through experience. However the older children should be allowed to be self-sufficient, think of their own, be independent, get more creative tasks, learn more words and take the lead.	All five respondents agree that young learners, children 7-11 years old are very active and need activities where they can pour the energy out. The best resort is games. However activities differ a little bit according to experience of children cognitive process. Older children are more mature. Some activities might be too childish for them. They need less activities and get more thinking tasks. 2-3 grade pupils are still little children. They need more activities involving games, songs, role plays, dances. For this reason teacher needs to be prepared very well and consider the complexity of materials and tasks working with different age gropes.
	2. Teaching children depends on the children's cognitive process. Tasks for 2-3 classes must be easier than for classes 4. Teacher also needs to consider complexity and amount of words giving tasks to children. However all pupils needs to be active and get as many visual material as possible to make learning effective
	3. Little children are very susceptible in learning if the lessons are interesting through different games. Older ones, who are 10-11years old think that some activities might be too childish. So teacher must be very creative and prepared for the lessons very well. Little ones should have more task than the older children, because 2-3 grade pupils can concentrate on one thing not longer than 10 minutes therefore bigger children get less tasks as they are more mature.
	4.Children love playing games and moving around instead of sitting in their desks not depending of their age. So teachers role doe not differ considering the fact that everybody, even adults love to do everything what is fun
	5.Children cognitive development from the age of 7 and up to 11 does not really differ, so all of them need more creative and tasks and games where they could gush the energy and learn at the same time. 2-3 grade pupils learn through games, songs and other active activities. Older children are little more serious and get tasks for thinking and creating things, ex. dialogues, role-play.
6. How TPR method stimulates children’s motivation and interest to learn English language?	1.Interesting and memorable	The results showed that this method motivates to learn English because it is interesting, creative, memorable and fun, without lots of thinking and much writing
	2.Creative and memorable
	3.Pupils learn through senses and experience. It is always interesting when you can participate and experience things on your own
	4.Children like and need to be active instead of sitting in their desks.
	5.Interesting fun activities which do not require logical thinking, writing and learning by heart.
7.What is your opinion about the statement " 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, once listening comprehension has been developed, speech develops naturally and effortlessly out of it; delaying speech reduces stress; teachers should be very tolerant towards pupils mistakes and do not force them to speak until they are ready second language " Do you go by these principles and why?	1.I agree with a statement and adopt the principles partially. I think children must be forced to respond and speak.	Four respondents partially agree with a statement. However they do not go by these principles. Most of the teachers have strong opinion that children must be forced to speak and respond. They also say that correction of mistakes is necessary. Only 1 teacher totally agrees with a statement and goes by it’s principles.
	2. I agree with a statement but do not go by these principles because of lack of the time.
	3.I agree with a statement and go by these principles. In my opinion, the good teaching results will not be reached if we do it forcibly.
	4.I agree with a statement. However mistakes should be tolerantly corrected and children should be encouraged to speak.
	5.I agree with a statement but do not go by it. Correction of the mistakes is a must. Children must be encouraged to talk.
8.Will teaching English language through TPR will be effective if: 1. spoken language will be emphasized over written language; 2.language will be taught in chunks; 3.children will not be forced to memorize;	1.Children should equally learn writing, speaking, reading and listening and it should be taught in chunks. However nowadays we should force children to learn.	Teachers thoroughly agree with these teaching principles. However the most of them think that nowadays children must be forced to memorize the material they learn.1 respondent think that spoken language should not be emphasized over written language. She states that reading, speaking, writing and listening must be taught equally.
	2. I agree with these principles but I think children need to be forced to memorize.
	3.I agree with all principles
	4. I agree with these principles but I think children need to be forced to memorize.
	5. I agree with these principles but I think children need to be encouraged or forced to memorize.
9. What is yours and your pupils roles integrating TPR method into the lesson?	1.I am not the leader in the class. Children must participate. I give the instructions until children get involved in activities.	More or less the results show that the teacher is the leader in the classroom, who presents new material, shows an example and involves children in activities. Firstly all children do activity chorally with a teacher then they are groped or work as a whole class. Only 1 teacher told that she is involved in all the process playing together with children and not only giving directions.
	2.My job is to be well prepared so the lesson would flow smoothly and children would willingly perform all the tasks. After presenting new words, we repeat chorally, and work as a whole class or in small gropes creating dialogues, role-pays and playing games.
	3. After presenting new material we repeat it chorally then I show an example and then I call a volunteer to demonstrate how the task should be done. I do it in order so the other students would be encouraged to participate. I do all tasks with my students participating together in all activities.
	4.I show the example, how the task should be done and call volunteer one by one or in gropes to demonstrate, play or act. I try to speak less encouraging pupils to speak on their own. I observe them, correct their mistakes and try to encourage them all the time.
	5.I creatively prepare the tasks for the lesson, show the example for the pupils. We do the first task together as a whole class and when we feel confident we play games.
11.What materials do you usually use teaching children through TPR?	1. Objects in the classroom, mimes, body movements.	Materials, which teachers use in classroom activities are usually objects in the classroom, body movements and all visual and sound materials like video, pictures, drawings.
	2.Visual and sound materials which could be used for games, role-plays, songs dialogues and dances.
	3. Objects in the classroom, mimes, body movements.
	4.Objects in the classroom, drawings, pictures.
	5.All visual and sound materials which allow children to move.
12.What are disadvantage of TPR?	1. It is hard working with big classes. 4th grade pupils reluctantly do acting.	The disadvantages teachers exclude are very different: requires lots of preparation may be childish for older children not appropriate for big classes is very limited as only vocabulary, some nouns and verbs can be learnt.
	2.This method requires lots of preparation and hard work.
	3.I is very limited because through this method only some verbs and nouns can be taught.
	4.This method is not appropriate for older children.
	5.TPR teaches only vocabulary.

In summary, the results from the tablet indicates that teachers know child‘s psichology and their limitation. TPR is a good way teacing children language as in this age they are very active and this method is interesting and fun.

Though the mosto of the teachers agree with the main TPR idea. However most of them do not go by principles of TPR. They prefere old teaching methods which require to force children to memorize, to speak and constantly correct their mistakes.

Integrating TPR to classroom activities teacher is the one who organizes the whole process, but not all of them are relly involved in activities. The materials used in schools are: different visual and sound materials, class objects , body gestures and mimes. Some teachers think that this method requires lots of preparation, is very limited, not appropriate for big classes and might be childish for older children.

Concerning those findings we can state that overall teachers agree that TPR method is usefull working with little children who are 7-11 years old, beacause children do not learn by thinking, but by doing things. However, teachers adopting TPR activities in teaching process teachers do not use common TPR teaching procedures and techniques as they are not familiar with them except presenting new material and choral drills. The results let us understand, that TPR method is comprehended as a cure just to add variety to English so children would not get bored very fast.

CONCLUSIONS

1. TPR method is based on the coordination of speech and action. According to child’s psychology language ability is developed through practical application. The research has shown that teachers know that children are interested to learn by doing or actively involved in the learning process. Teachers state that motivation and interest occurs through physical activities which are fun, interesting and memorable. In order to stimulate children motivation teachers chose activities considering child’s cognitive development and children taught differently. Second and third class children have more physical activities which include lots of games appropriate tasks for this age grope. Older children, may perceive some activities as childish and beside physical activities need more complex tasks which require thinking.

2. Learners in TPR have the primary roles of listeners and performers. However teacher in Total physical Response, is the one, who decides what to teach, who models and presents the new material. Teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictable. TPR method proposes some general teaching principles which should be applied in teaching-learning process. Even understanding that first and second languages are parallel and should be taught the same way, though not all the teachers go by these principles and still uses old teaching methods, which require children to memorize or learn by heart, forces children to speak and constantly corrects children mistakes. Because of lack of knowledge teachers think that TPR requires lots of preparation; may be too childish for older children; not appropriate for big classes and is very limited as only vocabulary, some nouns and verbs can be learnt.

3. The mostly used activities in schools through TPR are imperative drills, role plays, games and dialogues. Non of the teachers mentioned that they use TPR in teaching children reading and writing. All teachers use similar materials, which help teaching English through TPR: teacher’s voice, actions, gestures, classroom objects, different sound and visual materials. However teachers, adopting TPR method to classroom activities, are not familiar with all it’s principles, procedures and techniques. In result, they can’t succeed good teaching results and stimulate children’s motivation. On the other hand they agree that TPR is interesting, memorable and fun.

total physical response english pedagogical

BIBLIOGRAPHY

1. Asher, J. (1984). Language by command. The way of learning (IC#6), 35. Retrieved May 2, 2011, from http://www.context.org/ICLIB/IC06/Asher.htm.

2. Diaz, L. (2005). TPR foreign language instruction and dyslexia. Retrieved May 3, 2011, from http://www.dyslexia.com/library/tprlanguage.htm.

3. Garcia, Ramiro. Instructor’s Notebook: How to Apply TPR for Best Results. 2002. Sky Oaks Productions, 286pg.

4. Harmer, Jeremy. The Practice of English Language Teaching. 2001. New York: Longman. 370pg.

5. J. Allen Queen 2003 The block scheduling handbook. London: Sage publication Ltd. 251pg.

6. Larsen, Diane and Freeman. Technique and Principles in Language Teaching. 2000.

Second Edition. New York: Oxford University Press.189pg.

7. Lynne Cameron. Teaching languages to young learners. 2001 New York. Cambridge University Press. 258pg.

8. Richard Frost, (2007). British Council. TPR world. Total physical response – TPR. Retrieved March 13, 2009, from http://www.teachingenglish.org.uk/content/total-physical-response-tpr

9. Richads J.C., Rodgers T.S. 2001, Approaches and Methods in Language Teaching. Cambridge University Press, 270pg.

10. Sarah Phillips, Young learners. 2003. Oxford University Press. 176pg.

11. Shuhan C. Wang, Carol Ann Dahlberg, Chiachyi Chiu, Marisa Fang, Mei-ju Hwang Flying with Chinese Teacher Guide 2B. 2008. Published by Marshal Cavendish Education, Times graphics Pte. Ltd. From http://books.google.com/books

12. Slattery, Marry and Jane Willis. English for Primary Teachers. 2001. New York: Oxford University Press.148pg.

13. Tricia David, National Literacy Trust "Talk it through" Nursery World, 16 September 2004, Retrieved May 2, 2011 from http://www.literacytrust.org.uk/talk_to_your_baby/resources/1668_theories.

14. Wendy A. Scott and Lisbeth H. Ytreberg. Teaching English to Children. 1990. NewYork: Longman.115pg.

15. Soenjono Dardjowidjojo, Indonesian JELT. Volume 2, Number1, May 2006. ISSN 0216-1281, Retrieved May 24, from www.googlebooks.com

Размещено на Allbest.ru