The Research Of Total Physical Response Of Children’s Chinese Teaching In Hungarian-Chinese Bilingual School In Hungary

Total Physical Response (TPR) was formulated by American scholar James Asher of the University of California in the1960s. It bases on the theory of children’s first language acquisition and advocates that language learning should be linked to physical action and body movements. This method emphasizes teaching the second language in a real scenario, such as games, role-playing, dialogues, shows, etc.This paper firstly reviews and studies the basic theory, the teaching principles and the research status of TPR method, then discusses the possibility and necessity of application of TPR to the Hungarian--Chinese bilingual school in Hungary from multi-level multiple perspectives including the analysis of the student’s characteristics, the Chinese teachers’ teaching difficulties, the student questionnaires and the teacher interviews. According to the real own teaching experience in the school, the author describes ten typical teaching cases and three teaching counter-examples of TPR application in Chinese classes in detail under the framework of four aspects including before class teaching, pronunciation teaching, vocabulary teaching and grammar teaching, and analyzes and discusses each case in depth. In the last, the author raises some questions that teachers should pay attention to when using TPR method in the children’s Chinese teaching class, and reminds us children of different ages should be treated different in the application of TPR, including choosing different teaching contents, teaching forms, and following different teaching principles and tactics.Other questions include how to control the classroom discipline, pay attention to students’safety, how to deal with the class emergencies, and the TPR method should be combined with other teaching methods.