Plan. Introduction 1Main functions of word-building. 2Types of word-building

Plan.
Introduction

1.1Main functions of word-building.
1.2Types of word-building.

2.1Affixation.
2.2Conversion.

Composition (compound words).
Abbreviation (shortening)

Library


Traditional strategies for vocabulary education overemphasize types of vocabulary and syntax rather than word implications, which contributes to understudies losing their enthusiasm for learning English. The Total Physical Response technique to enrich vocabulary learning effectiveness, set forward by James Asher, is a language learning approach which urges individuals to consolidate language learning with physical activities. One of the pedagogical tricks that has been popularly used and in particular for juveniles is to demonstrate that the English language sounds melodious, beautiful and charming. In doing so, there ought to be fitting techniques for instructing English to them. One of the strategies that can be utilized in the classroom is the total physical response. This technique integrates some language abilities in an activity in which an instructor serves in three different roles: as a director, as a role player, and a judge; whereas learners fill in as listeners and performers until they are ready to talk. This paper explores the basics of the total physical response technique.

English, as an international language, plays an increasingly crucial role in daily life in the world. The reason is that the significance of English is recognized by more and more people who learn this language as their second language (L2). Therefore, in many countries, English as Second Language (ESL) has been taught to children since their early age. Vocabulary plays an important role in English acquisition, especially for young children. According to the Critical Period Hypothesis, there is a relationship between age and successful L2 acquisition (Lightbown&Spada 1999: 27). How to make use of young children’s age advantage in L2 acquisition is a matter that linguists and researchers are all concerned with. The core of language is communication. Comprehending the meaning of words is the foundation of communication (Perry 2002). Therefore, finding an efficient teaching
method for the meaning of words is necessary.

Traditional approaches of vocabulary teaching lay stress on grammar instead of meanings. David Paul (2003:25) summarizes several problems emerging from English teaching in the book Teaching English to Children in Asia. First, class activities appear to be monotonous. Teachers actually got used to the same teaching techniques and exercises in each class. Students often get bored in

class. Second, teachers overemphasize the grammar of vocabulary instead of the meaning itself. Moreover, the traditional teacher-centered methods possess the leading position in English teaching. Students are asked to follow teachers’ order or just repeat what teachers’ saying. We all know that youngsters are playful, and they can barely concentrate and they can control themselves, usually they easily give up their interest in learning English (Paul, 2003:49).What methods teachers should adopt to teach English effectively turns into a question. Total Physical Response (TPR) holds that language learning should resort to physical actions (Asher, 2012). Also should be mentioned that it involves diverse teaching techniques, involving drawing, music, game, role play, competition, etc. Children are more likely to remember words which associate with a fun game, an interesting picture, a song, or an absurd situation. This thesis will discuss this approach and investigate the application of this approach in vocabulary teaching.

TPR, put forward by James Asher in 1960s, a professor of psychology at San Jose State University, California, is a language teaching method which originates from his observation (Asher, 2012). He found out thatcommunication between parents and children often appeared in the form of speech from an adult followed by a physical reaction as response from a kid. He also observed that children typically are not able

to speak until they listen to language for a long time, and they can apprehend their parents’ utterances and respond to them by physical movement (Asher, 2012). From this, he was able to make three hypotheses. First, language is learned primarily through listening. Second, language learning must engage right hemisphere of brain. Moreover, studying process shouldn’t be depressing but instead it should bring joy. These assumptions led to his first experiment in 1965 with Japanese language. In 1969, James Asher implemented in life way more than 30 tryouts. By observation and analysis of the process of Japanese and Russian teaching, he found that the applications of TPR approach in teaching can induce students’ high-speed understanding. What's more, through the change for completing activities, individuals require hazard ought to convey what needs be Eventually Tom's scrutinizing strategy for physical exercises. However Asher at present plausibility that because of those suspicious property of the left cerebrum, it might be fundamental to the people who take a "watch-the- execution" mindset ought to appreciate the execution Also a tiny bit at a time make headway through finishing exercises. Asher tried will make sense of the reasons the reason TPR Might Push high-sounding seeing and improve an incredible memory. He rejected a couple components which could impact the ampleness about TPR. These components join area, which strategies those territory of the teaching bolster instruments

in the room through exercise; interflow, which infers the learner gets under action going before he require finished tuning into guidelines; succession, which suggests that those course book may show the thing that the last individual will be (Asher, 1969:3). At long last, through those Investigation about information, he drew the Decision that learners' physical developments require help those A vast segment basic part. Done 1977, Asher released the book, taking into consideration an extra vernacular through developments which held the guideline tests for TPR.

The TPR technique has many points of interest. Widodo (2005) has gathered the upsides of the TPR technique as takes after:

1. 
   It is an effective instructing strategy that can be utilized for both kids and
   

grown-ups.

2. 
   It is extremely effective at helping students recall expressions or words.
   
3. 
   It is a great deal of fun, learners appreciate it. It can really lift the pace and inclination.
   
4. 
   They can make the showing more charming for both educators and understudies.
   
5. 
   It is reasonable for the youngsters who are required to be dynamic in the class.
   
6. 
   There is regardless of with what number of understudies required, the length of the instructors are set up to lead the pack, the learners will take after.
   
7. 
   It likewise can be utilized as a part of the blended capacity classes.
   

The physical activities and the pictures empower every one of the learners to understand the objective dialect viably.

Understudies who are not used to such things may think that its humiliating. This can be the situation at first that if the educator is set up to play out the activities, the understudies feel more joyful about replicating. Moreover, the understudies are in a gathering and don't need to perform for the entire class. This joy is saved for the educator;
It is just truly reasonable for fledgling levels. While, obviously it is significantly more valuable at lower levels in light of the fact that the objective dialect fits such exercises despite the fact that it can effectively be connected at Intermediate and Advanced levels. In this regard, it is basic to adjust the dialect, appropriately. For instance, when instructing 'methods for strolling' (lurch, stun, and tiptoe) to a propelled class and cooking verbs to halfway understudies (whisk, blend, and mesh), TPR can be utilized; It is not adaptable used to educate everything, and if utilized a ton, it would wind up plainly redundant. This strategy is a fun method for changing the flow and pace of a lesson utilized as a part of conjunction with different strategies and procedures.
In spite of the fact that the utilization of TPR in the classroom has regularly been powerful, it has its defects. One of this strategy defects is that when an educator utilizes TPR in their lesson, they will experience difficulty showing unique vocabulary or expressions. As a cure, the instructor can compose the word on cards with a photo if material. Another defect is that TPR can be insufficient if the instructor utilizes it for a drawn out stretch of time without exchanging it with different exercises that help educate the objective dialect. Since TPR is comprised of essentially of charges, it tends to disregard account, depictions, and discussion types of dialect.

TPR is connected to neuroscience, learning hypothesis and instructional method. It is identified with the follow hypothesis which is a piece of brain science. The follow hypothesis considers that the memory will be all the more effortlessly reviewed when the memory association can be followed. In this way, joining verbal practice with activities can improve the likelihood of reviewing the words' significance by the learners. We can advance three learning theories for his hypothesis: Bio- program, Brain lateralization and Stress (Richards and Rodgers 2001: 73- 74). James Asher holds the feeling that there is a particular natural Bio- program for dialect discovering that makes conceivable the

advancement of L1 and L2. It is viewed as that learning L1 and L2 as parallel procedures. He proposes three procedures as the key focuses:
(1) After getting the appreciation of tuning in, youngsters can build up their talking capacity. It is the same as their initial securing of L1. That is, without the cognizance of the mind boggling articulation, the infants can't deliver or copy this expression. (2) Children's capacity in listening cognizance is obtained on the grounds that they normally need to create physical reaction to talked dialect after their folks' summons. (3) After the establishment of listening appreciation has been fabricated, the discourse included can be delivered actually and easily (Richards and Rodgers 2001: 73 74). The explanation behind this theory is that the human mind and sensory system are organically customized to obtain dialect in a specific arrangement - tuning in before talking and in a specific mode which is to synchronize dialect with the individual's body (James 2001: 4). Since the procedures of L1 and L2 procurement are parallel, the TPR strategy empowers the L2 learners to utilize listening activities to disguise a subjective guide for the objective dialect (Richards and Rodgers 2001: 74).
It is acknowledged that learners, particularly kids, procure language through engine activity, which is regarded as a correct side of the equator action. The right-half of the globe exercises happening before the left-side of the equator exercises can enhance the dialect
creation. On the off chance that the right-half of the globe learning is adequate, the left side of the equator will be incited to deliver dialect (James Asher 2001: 2-24). Most L2 showing techniques are coordinated to one side cerebrum learning, while TPR is a showing strategy which is coordinated to one side mind dialect learning (Richards and Rodgers 2001: 75). Language tension is a negative feeling that emerges when a learner needs to utilize a moment or remote dialect. The feeling is connected to the execution of the objective dialect specifically (Gardner and Macintyre 1993). Stress is such a component, to the point that impacts dialect adapting to a great extent; it impacts on the learner's inspiration, as well as produces negative mentalities and dialect execution obstructions to the learners (Arnold 2005:58-59). Similarly as James expresses, the peaceful environment assume an essential part in taking in a moment or remote dialect. Clearly there is uncommon worry in the procurement of the principal dialect. Be that as it may, taking in a moment or remote dialect frequently brings extensive anxiety and nervousness which is destructive to the accomplishment and execution of the objective dialect (Richards and Rodgers 2001: 75).

Vocabulary is an essential indicate start and to make somebody comprehend the dialect. Acing vocabulary is basic in learning English since it is the fundamental part to take in the four dialect aptitudes.

Without adequate vocabulary, one can't impart successfully or express his thoughts in both oral and composed shape. The general population can't impart or fathom and express words and sentences. For instance, some of the time the understudies need to state something, however, they don't know how to state what they need to state it, since they have less vocabulary and comprehension in learning vocabulary. Streams (1983:125) and Nunan (1995:117) states that the obtaining of a sufficient vocabulary is fundamental for effective second dialect utilize in light of the fact that without a broad vocabulary, we will be not able utilize the structure and capacities we may have learned for conceivable correspondence. Learning vocabulary is an essential matter for youngsters, particularly for understudies in Elementary School. When showing vocabulary, the instructors just compose on the whiteboard. At that point, understudies revamp the vocabulary on their journal and they ought to rehash the words or vocabulary after the educators say. Really, it has the great goes for understudies. Be that as it may, it can make the understudies get exhausted. Weariness makes the understudies just rehash without comprehension of what they said and the vocabulary is overlooked. In any case, the educators additionally get numerous issues in getting new vocabulary. The understudies are anything but difficult to overlook the vocabulary. In light of the reasons, Elementary School educators require fitting techniques to instruct the understudies. Gone
for making the understudies don't feel exhausted when they think about in the class and can't overlook the vocabulary effortlessly. Along these lines, the educators utilize TPR to instruct the understudies of Elementary School. TPR is one of techniques for showing dialect by utilizing physical action to react a summon. TPR is connected to the "follow hypothesis" of memory in brain research which holds that the all the more frequently on the all the more seriously a memory association is followed, the more grounded the memory affiliation will be reviewed (Richards and Rodgers, 1993:87).
There are a few preferences of the utilization of TPR. Right off the bat, dialect learning will be straightforward by kids if related with physical action on a specific word and they tend to like physical reaction than verbal reaction. Furthermore, in learning vocabulary, the activities or exercises can help the kids for recalling vocabulary and reinforcing the association in the cerebrum. Thirdly, TPR that includes amusement like developments make the kids ended up plainly dynamic, successful, and makes a positive inclination.
It has been found that the objective of showing English vocabulary utilizing TPR particularly at the essential review is to help the understudies get and retain vocabulary effortlessly in English. In the usage of showing English vocabulary utilizing TPR, the English educator utilizes and presents vocabulary utilizing activity in light of basic bores
and fortifies their motoric framework. The educator helps understudies increment their capacity in vocabulary authority and their insight utilizing a simple and fun way. In this way, understudies don't just remember the vocabulary additionally rehearse it in the learning of English. The Materials in Teaching English Vocabulary utilizing TPR ought to be founded on syllabus. Syllabus has essential part in educating learning. The materials in showing taking in can be taken from course-book or reading material. The Procedure of Teaching English Vocabulary utilizing TPR occurs through the procedure that comprise of 6 phases ; survey, new charges, different things presented, physical react, part inversion, perusing and composing. In educating learning process the English educator utilized three stage strategy; opening action, fundamental action, and shutting action. The instructor clarifies the material utilizing English to the learners. The educator additionally utilized pictures to make the understudies simple in accepting the vocabulary.
The parts of educator are instructor as drillmaster, instructor as executive, instructor as inspiration. As drillmaster, The instructor ought to attempt to illuminate the material to the understudies. In this way, the understudies can appreciate it effortlessly. The educator turned into a model and rehearsed the movement to the understudies before the class. As Director, The educator ought to give the material to the understudies and the instructor gave the summons to the understudies
and they ought to perform it by physical development. As helper, the instructor offered inspiration to the understudies to make the agreeable circumstance and she requested that the understudies address on the off chance that they experience issues in the material. The understudies as audience, they should tune in and appreciate what the educator says and does. They don't deliver the expression, however what they do is tuning in and appreciating. The understudies as entertainer, they would get understanding from the educator. The educator would give the summon to them about the material given. The educator gives a few summons to the understudies and they should answer the order by utilizing physical development.
The understudies are exceptionally eager in learning vocabulary by utilizing TPR. Understudies delighted in well ordered and had some good times during the time spent learning. Moreover, the understudies end up plainly not exhausted in the class when utilized TPR in learning vocabulary. The understudies additionally end up plainly dynamic in educating learning process. Youngsters appreciate and are keen on the educating learning process since they don't just learn perusing, composing, and tuning in additionally she can play out the vocabulary by physical development. Likewise understudies feel upbeat in learning English in light of the fact that the strategy can be called playing while at the same time examining in the class. The strategy can remember the

vocabulary. Additionally understudies don't care for learning English as learning English makes kids exhausted and rest. In any case, after the strategy TPR has been presented, it has been seen that understudies are occupied with English and delighted in to learn English. Showing English vocabulary utilizing Total Physical Response gives the best change and it is ended up being powerful.


To sum up our research we came up to several conclusions. Concerning kids' qualities, an educator needs to make lesson and the process of learning more interesting and fascinating and persuade kids to learn. The elementary school learners need a particular guide from teacher and individuals around them so as to comprehend and absorb the lesson well. Children can learn English in an intriguing way and learn it through the Total Physical Response technique. And we found out the particularly TPR method is the most suitable way of teaching EFL for kids as it provides some benefits: it is very productive because pupils acquire new words easily, and it is very fascinating as it involves learners into study process in a playful form for the reason of being presented as a game.
Learners in TPR have the essential parts of audience members and entertainers. They listen mindfully and react physically to directions and
instructions given by the tutor. Learners are additionally anticipated of how they would perceive and react to new techniques of beforehand instructed things. They are required to create new techniques and physical movements of their own. Learners screen and assess their own particular advance. They are urged to talk when they feel prepared to talk and act.
The objective of showing English vocabulary through TPR particularly to youngsters is to help pupils remember English vocabulary effectively. The system of showing English vocabulary by using TPR comprises five methods; survey, different things presented, physical reaction, part inversion, perusing and composing..Undoubtedly TPR is the most appropriate method for expanding learner’s vocabulary in primary EFL classes.

1. 
   Arnold, J. (2005). Affect in Language Learning. Cambridge: Cambridge University Press
   
2. 
   Gardner, R. and MacIntyre, P. (1993). A Pupil's Contributions to Second-Language Learning.Cambridge: Cambridge University Press.
   
3. 
   James, J.A. (2012) "What is TPR?" in TPR-World. Retrieved on 2012-05
   

-29

4. 
   James, J. A. (2001). Learning Another Language Through Actions.Los Gatos: Shy Oaks Productions, Inc.
   
5. 
   James, J. A. (1996). The Learning Strategy of the Total Physical Response: A review Modern Language Journal. http://wwwstaff.eva.mpg.de/~haspelmt/2001wcl.pdf
   
6. 
   Lightbown, P. M. &Spada, N. (1999). How Languages are Learned.
   

Oxford: Oxford University Press

7. 
   Nunan, David (1995) Language Teaching Methodology: a Textbook for Teachers. Europe: Prentice Hall Europe