The thesis discusses early foreign language teaching (EFLT). The reasons for early foreign language teaching, some theoretical background on child development and the approaches in EFL are presented. James J. Asher’s Total Physical Response (TPR) method is presented in more detail. The Method is mostly based on teaching foreign language through movement, which affects students’ motivation and tranquillity.
In the empirical part of the thesis, I researched how frequently teachers use TPR in classroom, in what way and which kind of activities based on the TPR method they use the most. Furthermore, I researched which language structures and skills they teach with TPR the most. Also, I wanted to know how much of the lesson is focused on TPR, which problems teachers have to deal with and where they get ideas for TPR in class. I gathered all data with a questionnaire, which I sent to different Slovene schools. The questionnaire was filled in by teachers of the first triad. The research showed that the majority of teachers use TPR in the first grade. They often use TPR songs, most frequently they teach vocabulary and speaking. Most teachers use TPR in one third of a lesson, for introduction, revision and teaching a new topic. The most frequent problem for teachers who use TPR is lack of space in the classroom. Most teachers adapt known songs and rhymes so they include TPR elements. The study shows that teachers, especially in lower grades use the TPR method very often.
|
