Effective methods in teaching english language for young learners

1.2 Total Physical response for young learners
Total physical response is a systematic method of language teaching based on the innate theory of language learning. Emphasis is placed on grammatical structures and precision that lead to communicative competence and fluency, so students are encouraged to speak when they feel comfortable. The main activity in practice is verbal exercises performed in conjunction with physical activity. Similarly, situational language teaching is also a structural approach to language teaching. This is related to the method of learning behavioral language, so avoiding mistakes, grammar and accuracy are very important to develop competence in the 4 basic skills of language. Vocabulary and sentences are used in the lessons exercises in conjunction with visual aids such as patterns and pictures and cards. These language teaching methods create a classroom environment that is easy to learn, effective in teaching elementary second language skills, emphasizes structured and semi-structured practice, and reduces students' use of their mother tongue (L1).
TPR and SLT teaching methods In order to effectively learn a language, it is important to maintain a conducive environment for learning, according to condition-oriented theories that focus on the appropriate environmental factors. The total physical response, on the other hand, introduces new concepts through directives and actions. Using humor in some of his instructions, it involves extensive listening along with movement when learning the first language. Students are encouraged to follow the instructions modeled by the teacher, but may give oral instructions at their discretion. This factor of free will can reduce anxiety, student stress, and students ’frustrations allow them to speak when they are confident they understand what is being taught. When used in language teaching, for example: Directives can be implemented in the early stages of a course. More complex structures will be introduced if all students are comfortable enough and can read the initial directives aloud.
At the beginning of the language learning process, students focus on and process specific aspects of language. This stage is characterized by repetition and is mainly teacher-centered because students ’language skills are limited. The procedures of the general physical response method include the use of simple instructions and visual weapons along with movement. Similarly, the situational language teaching approach contextualizes the target language using sample sentences and vocabulary exercises. In addition, the task of students at the elementary level is listening and repetition, so these approaches are suitable for lower level students and young learners.
Teaching easily language structures and vocabulary such as colors, fruits, body parts, sports, shapes. For example, in sports teaching: The teacher can include multiple flash cards in different sports, such as tennis, volleyball, and football. The teacher can then point to the sport. Then write "I can't / can't play tennis".
Raise your thumb for "maybe" or raise your thumb for "impossible" and a tennis sign for "playing tennis." Tennis can be replaced by other sports. After extensive practice and rehearsals, students are asked, “Can you play tennis?” they may begin to ask relevant questions such as. Using this approach, students imitate every behavior modeled by the teacher. Learning Conditions The procedures highlighted in Total Physical Response and Situational Language Teaching emphasize the controlled introduction of new structures that move from a semi-systemic practice to a more unstructured practice involving student interaction . Given its importance to exercise maintenance in the learning process, students have many opportunities to practice language, starting with more control by teachers. As Davies and others point out, they are more qualified and confident. Richards and Roger,⁴ give students more independence so they can formulate questions and respond to warnings. The process is more allows students to test a newly mastered language to help reinforce it in a variety of contexts or scenarios. In addition, role-playing during the internship phase allows low-skilled students to interact and learn from high-level students. Using L1 in class L2 is a popular argument as to whether to use L1 in ESL classes in lessons. One of the arguments against the use of L1 is that it limits students ’ability to experience the sense of success and motivation that results from solving problems independently. Given this evidence,TPR methods are suitable for teaching second-language learners difficult specific concepts.
For example, in special-purpose classrooms, which include functional English or task-based learning in English, students may have content knowledge of their L1, but may not be able to express the required functions in English. Because SLT and TPR teach with examples rather than explanations, it may be easier to connect with students. Previously acquired knowledge leads to knowing and learning the target language without the use of L1 language, which further enhances motivation, confidence, and ultimately autonomous learning. In summary, the procedures outlined in both methods build confidence and facilitate autonomous learning through modeling, drilling, and contextualization.
In addition, these methods are suitable for teaching elementary and young students. In addition, given that students can speak aloud when they are confident about the overall physical response, this method can reduce students ’anxiety and stress, thus allowing appropriate learning.
The use of L1 is limited by teaching through examples instead of explanation, so students are given more opportunities to identify unknown concepts and structures, which further increases motivation. The Total physical response approach takes into account the importance of the environment, practice, motivation, and student autonomy for learning and mastering a second language These methods of language teaching are easy to apply when teaching in different classroom situations.
A definition of Total Physical Response (TPR) James Asher’s Total Physical Reaction (TPR), based on his research, we will discuss in detail here to see how the principles of the comprehension approach are applied in practice. , According to Asher, the fastest, The least stressful way to understand any target language is to follow the instructions given by the teacher . We learn about TPR through its usual method of tracking the class it uses. TPR combines a number of other concepts in its rationale. It was the principles of mastering a child’s language important. Asher points out that when children learn their first language, they listen a lot before speaking, and their listening is accompanied by physical responses (hand stretching, holding, moving gaze, etc.). He also paid some attention to studying the right brain. According to Asher, motor activity is a function of the right brain should be before processing the left brain language. It was also convinced that language departments were often a hotbed of over-anxiety, so he wanted to develop a way that was as stress-free as possible so that students did not feel overly conscious and protective. So the TPR class was a class where students could listen a lot and acting. The teacher gave a lot of guidance in organizing the play: “The teacher is the director of the play where the students are actors. TPR is one of the approaches and methods of teaching English developed by Dr. James Asher⁵. It has been in use for almost thirty years. This method tries to focus attention on stimulation students listen to and respond to their teachers ’target language commands. In other words, TPR is a language teaching method built around speech and movement coordination; it seeks to teach language through physical (motor) activity. Asher’s overall physical response is the “natural method” because Asher has a first and second appearance language learning as parallel processes. In his view, the teaching and learning of a second language should reflect the naturalistic processes of learning the first language. Therefore, there are three central processes: a. before children develop speech skills, they develop the ability to listen. In the early stages of the first language.
By mastering, they are able to understand complex words that are difficult to produce or imitate on their own. Asher takes into account that the reader may be developing a mental plan of language, which allows for the subsequent creation of oral speech during this period of listening; children's ability to listen comprehension is achieved because children have to physically respond to spoken language in the form of parental commands; and c. When the foundation of listening comprehension is laid, speech develops from it naturally and without difficulty. It is very important to base foreign language learning on how children learn mother tongue learning. In other words, TPR was developed based on the way children learn their mother tongue. In this context, TPR believes that a person learns better when they are actively involved and understand what they are hearing. From the above descriptions, the author concluded that the overall physical response is a great way to teach language because it’s about learning what kids do. TPR helps them understand and master the target language. Total Physical Response Principles (TPR) Proponents of TPR believe that language learners should understand the target language before speaking. Language learners can learn through observation action, as well as by performing the action themselves. By observing and performing movement, they understand the language they are learning. The meaning of words can be understood by the connection between the words they hear and the action they observe. They are internally perceived by the meanings of the words they can guess to act in accordance with orders. Although often associated with TPR, both through action execution and observation, the tradition of teaching a foreign language through commands was used long before TPR was introduced.
Economical or successful, it does not involve a very large portion of classroom work, which consists of following the instructions given by teachers in the first period. This principle implies that speech teaching should be delayed until the comprehension skills are strengthened. Students at the beginning of a language lesson spends a lot of time understanding the target language, especially represented by the verbs of command and definite nouns. Speech is introduced later when language learners have a good understanding of the target language. Like other methods, TPR also deals with error correction. The correction is made in an inconspicuous state method. When students make a mistake, the teacher repeats the command. Asher believes that a teacher should have a wide tolerance for distortions, but ultimately he should reduce tolerance for grammatical errors. The teacher almost excels in correction. Teachers ’corrections seem unique a method of dealing with correction. The teacher does not delay the correction; he corrects it as soon as he senses the error. Although the teacher finally gives the student a turn to repeat the commands, he does so only to check if the student has executed the command correctly. Peer correction is not performed; this it seems to be avoided so as not to cause confusion among the students.
Imperative exercise is a useful class activity in TPR .Students play the main roles. One is a listener and the other is a performer. They hear respond carefully and physically to the teacher’s command . Students should respond individually and collectively as they have little impact on the learning content. This content is mainly addressed by the teacher . At the beginning of the study, students are expected to recognize and respond to the novel. a combination of previously taught elements.. These new statements are a recombination of the components that the teacher uses directly for the lesson. For example, in the classroom, students follow the teacher. The teacher tells the students, "Walk to the table!" and "Sit in the chair!". These are familiar to students because they have practiced answering they are. In addition, students need to create their own new combinations. Using this method, the teacher plays an active and direct role. He is the director of a stage play where students are actors.