Page 49 - Teaching English at Primary Level: From Theory into the Classroom

TotalPhysicalResponse

A number of benefits of using TPR with YLs have been pointed out (Bratož,
2015; Brewster et al., 2002; Davies and Pearse, 2000). First of all, the approach
is based on the development of listening skills which is especially important
at the pre-literacy level. And since the focus is on listening and developing
extensivelisteningcomprehension beforeproduction,thereisno immediate
pressure on the learners to speak. In time, some of the learners may take on
the role of the teacher and give instructions for the other children to follow.
Another advantage is that the new language is presented visually through
movement, and it is placed in a context which the children can easily under-
standandrelateto.Inaddition,theauthorssuggestthatusingactionrhymes,
songs and stories can also be regarded as a form of TPR. A number of efficient
TPR songs are well-known in the YL’s classrooms across the world, such as
‘Head, Shoulders, Knees and Toes’ or ‘If You’re Happy and You Know It.’ Also
telling stories, such as ‘Little Red Riding Hood’ or ‘The Enormous Turnip’ with
the help of movement facilitates the understanding of the story and makes
language learning an active process.
However, while TPR has been acknowledged as an approach which is par-
ticularly effective in initial stages of language learning and with beginners, it
has also been pointed out that it is far less useful when moving on to more
advanced levels and challenging contexts. On the other hand, we would like
to argue that rather than understanding TPR as a self-sufficient approach to
teaching a foreign language, it can be perceived as a useful tool, especially if
combined with other effective teaching strategies.

Learning English through Movement
There are many benefits of using physical action and movement to facilitate
the acquisition of an FL. Čok et al. (1999, p. 145) argue that when a child uses
words to say something and movements to demonstrate it, the experience of
movement enhances language acquisition. Physical play does not only facil-
itate cognitive, affective, and social development but also promotes positive
self-esteem and positive attitudes towards language learning (Tomlinson &
Masuhara, 2009). In terms of language input, involving physical activity in
language learning provides plenty of opportunities for rich and meaningful
contexts in which language is used for real purposes. In addition, teaching an
FL through bodily action is compatible with children’s needs of being physi-
cally active, boosting their attention span and thus facilitating verbal, visual,
and kinaesthetic learning (Čok et al. 1999; Videmšek et al., 2003).
In an FLT context, physical actions are commonly associated with play-
ing games which involve physical movement. By including different kinds of

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