Effective methods in teaching english language for young learners

Weaknesses of TPR
- Language input is largely limited imperative because it is much harder to give
instructions without the use of imperatives.
- This is because of the primary use of the command limited benefit to the reader.
- Not usually given to students Opportunity to express one's views a
creative way.
- It is very difficult to understand what this approach is may go beyond the initial level.
- Real-world relevance of TPR activities the needs of students are questionable.
- Unlike the L1 environment where the child is located surrounded by native speakers, here language learning environment only classroom.
- Assume you will be an L2 student Able to learn a language like an L1 student
is a lie. The reason for this is that for the L1 reader, there is more to language learning than that just respond to commands.
- It can be annoying.
- Not a convenient method for someone who should learn the language in a short
time period.
- This is a childish method to use for advanced students.

CONCULISION
Foreign language teaching to young learners is a rapidly growing field all over the world. Very young age in acquiring a language is an advantage unless the presentation is done accordingly. Most of the teachers or respondents gave positive responses on remote teaching and they were ready to conduct it on their own. It could generally be interpreted that the majority of the respondents possessed sufficient knowledge in conducting remote teaching since this pandemic had started more than a year ago. It is supported stated that along the pandemic, the government had provided various trainings necessary for remote teaching by organising some courses and programmes for the teachers to increase their knowledge on remote teaching. That is why this statement received positive feedbacks from the respondents who answered this questionnaire. There was also another good response from the respondents or teachers regarding their beliefs or acceptances on remote teaching are the new norm during this period also had the same point of view that since the pandemic started; the styles of teaching among the teachers had changed tremendously as they started to accept this kind of teaching method and kept on improving their teaching methods in order to suit their student’s level. This shows that majority of the teachers now are well-prepared and have the capabilities to perform in the next remote teaching. This statement is in line with the literature review from which mentioned that this pandemic has taught the teachers and educators to be ready in all the consequences in order to ensure the teaching continues no matter what. This study aimed to investigate the motivation of TESL primary school teachers towards the implementation of remote teaching during the period. Therefore, based on the results, majority of the teachers were motivated to conduct and perform in their remote teaching because of both internal and external factors which required them to do so. Apart from that, the findings also revealed that most of the teachers or respondents had commonly positive perception towards remote teaching as they are now believed that remote teaching is the new style of teaching. The limitation found in this study is that in order to collect the data, the researchers need to have various research instruments instead of using questionnaire only for example interviews and observations. Therefore, the researchers might need to join the other teachers remote teaching for interview and observation sessions in order to get clearer view regarding the teachers’ motivation towards the implementation of remote teaching. This might help the researchers to improve this study in the future. As for the recommendations, one major change that can be made is increasing the size samples of the respondents among the teachers for the whole country. Language development is fast in early years and for the beginning level in a foreign language teaching, The TESL Program emphasizes the importance of helping teachers understand both instructional and research principles to assist them in adapting to the changing face of ESL. We provide professional development to both pre-service and experienced teachers. Teachers who use TPR typically use it together with a variety of other activities and techniques. In line with Asher's recommendations for using the method, it is most often used for introducing new vocabulary. This is the case in The Polis Institute, a school for ancient languages and the humanities in Jerusalem (Israel), which employs TPR within the Polis Method of teaching ancient and modern languages.
TPR to help students acquire non-physical language, creating the foundation of the method known as Teaching Proficiency through Reading and Storytelling (TPRS) built on some theories of language acquisition. Total Physical Response is a suitable technique which is built around the coordination of speech and action. It is to teach language through activity Young learners do not know reading and writing yet so they learn through activities, songs, stories and games mostly. There are no texts so the classroom objects can be used easily. The class is full of actions which appeals to those kinesthetic learners. TPR activities will ensure that young learners can hear the new vocabulary in a meaningful context and respond nonverbally first. When these are considered cumulatively TPR is said to be the most effective technique which can be used in foreign language classrooms for young learners. Total Physical Response is in a sense a revival and extension updated with references to more recent psychological theories. It has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition. for example, regards provision of comprehensible input and reduction of stress as keys to successful language acquisition, and it seems to perform physical actions in the target language as a means of making input comprehensible and minimizing stress. The experimental support for the effectiveness of Total Physical Response is sketchy (as it is for most methods) and typically deals with only the very beginning stages of learning. Proponents of Communicative Language Teaching would question the relevance to real-world learner needs of the TPR syllabus and the utterances and sentences used within it. Asher himself, however, has stressed that Total Physical Response should be used in association with other methods and techniques. Indeed, practitioners of TPR typically follow this recommendation, suggesting that for many teachers TPR represents a useful set of techniques and is compatible with other approaches to teaching. TPR practices therefore may be effective for reasons other than those proposed by Asher and do not necessarily demand commitment to the learning theories used to justify them.