Author(s)

Yuqi Yang ¹

Affiliation(s)

¹ School of English Language and Culture, Xi'an Fanyi University, Xi'an, China

Corresponding Author

Yuqi Yang

ABSTRACT

This essay explores the integration of songs and Total Physical Response (TPR) in teaching English as a Second Language (ESL) to young learners, aligning with educational policies advocating for motivating and enjoyable language learning experiences. The essay underscores the value of employing songs and TPR to enhance language acquisition among children. Songs, with their rhythmic and repetitive nature, engage young learners while fostering language awareness, motivation, and pronunciation skills. Similarly, TPR utilizes physical activities to reinforce language comprehension and memory retention. The combined use of songs and TPR creates an active and stress-free classroom environment, maximizing children's cognitive development and effectively facilitating the acquisition of action vocabularies in ESL classrooms.

KEYWORDS

English Learning; Young Learners; TPR; Teaching Approaches

CITE THIS PAPER

Yuqi Yang, Application of Total Physical Response and Songs in the ESL Classroom for Young Learners. Applied & Educational Psychology (2024) Vol. 5: 147-150. DOI: http://dx.doi.org/10.23977/appep.2024.050223.

REFERENCES

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[5] Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall International.
[6] Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 1(43), 1-55.
[7] Asher, J. (1969). The Total Physical Response to second language learning. Modern Language Journal, 53(1), 3-17.
[8] Rokhayati, A. (2017). Promoting Total Physical Response (TPR) For Young Learners in English Class. The 2nd TEYLIN International Conference Proceedings, 75-80.
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[10] Piaget, J. (1964). Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, (2), 176-186.

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