A Study Of The Application Of TPR Teaching Method In Spoken English Teaching In Primary School

The implementing suggestions of Chinese “English Curriculum Standards for Compulsory Education（2011-year Edition）”（Hereinafter “Curriculum Standards”）put forward that choosing appropriate teaching methods,grasping the difficulty of learning and mobilizing the enthusiasm of students can not only maintain their confidence and enjoy the fun and the feeling of success in learning English,but also prompt them to make progress at the same time.The Total Physical Response（hereinafter TPR）was first proposed by James Asher,a famous American psychologist.His experiments showed that TPR was suitable for teaching students in junior grades in primary school.This thesis mainly discusses the application of TPR teaching method in oral English teaching in primary schools.To fulfill the implementing suggestions of Curriculum Standards and provide a better foundation for students’ oral output and then improve their oral English ability,this thesis aims to find out how to apply TPR in teaching to achieve the desired effect,and test whether it can help students improve their memory such as memorizing more words and more sentences to improve students’ oral English,which was based on the theory of Memory Trace,Input and Output Hypothesis and the teaching practice in a Primary School of Yuelu District,Changsha.First of all,this thesis introduces the teaching background and significance of TPR in oral English teaching and summarizes the study methods used.Secondly,this thesis designs two questionnaires.They are questionnaire of situation of oral English learning in primary schools and questionnaire of application of TPR in oral English teaching in primary schools.300 students are chosen to finish the students’ questionnaire.The main purpose of this questionnaire is to understand the students’ current oral English learning attitudes,learning methods and learning feelings.Questionnaire for teachers has reflected their perception,emotional attitude and difficulties towards TPR in oral English teaching in junior grade.Meanwhile,this study also has an oral test.80 students are randomly selected to conduct a oral English proficiency pretest,and the data are summarized.Then they are divided into the comparative group and the experimental group.The comparative group adopts the traditional teaching method,and the experimental group adopts the TPR teaching method.After 14 weeks,the involved students will be tested again and the results will summarized and analyzed.The study finds that compared with traditional teaching methods,TPR has more advantages in oral English teaching in primary schools,which mainly manifested in the following three aspects: The first one is it can create a more active classroom atmosphere.The classroom environment is endowed with vigor and vitality through listening and speaking training,the cooperation between teachers and students.The second one is the students follow the teacher’s instructions and cooperate with the action,which can deepen the students’ memory.Also they can easily master new words when playing games.Last but not least,it can practice their oral English.Because the repeated words in listening and speaking training is easier,the students will be more willing to speak.Generally speaking,TPR teaching method in primary school oral English class can create a more active classroom atmosphere,attract students’ attention,enhance students memory and self-confidence in speaking English.