Specialized education of the republic ofuzbekistan termez state university foreign philology faculty

The principles of TPR
It is also important to recognize some principles that guide this method. Previous to applying the TPR method for teaching a foreign language, a teacher must comprehend its principles to use it properly in the teaching learning process.
Diane Larsen-Freeman (2000) propose the following principles in order to depict better ideas about teaching learning process by using TPR:

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  Through action the meaning of a word can be conveyed. Moreover, memory is activated trough learners’ response.
  
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  Before developing speaking students should develop listening and the understanding of the target language.
  

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  By the kinesthetic abilities, the students can begin to learn parts of the target language rapidly.
  
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  The teacher can direct student behavior through the imperative voice as a powerful linguistic device.
  
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  By observing and performing actions, students can learn vocabulary.
  
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  Sensation of success and tranquility eases learning.
  
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  Correction should not frustrate students; it should be carried out in an encouraging way .
  
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  Students` language learning is more effective when it is enjoyable.
  
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  Speaking skill development should be emphasized over writing skill development.
  
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  Speaking skill development process will begin when learners are ready.
  
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  The correction procedure of students` errors should be postponed until students have become proficient at some extent.
  

Naturally, the TPR emphasizes physical activities, movement, and even play, as essential factors in the development of pedagogical processes. The association of these factors with the consolidation of vocabulary learning is fundamental in the method. Asher conceives TPR as directed to right-brain learning, most foreign language teaching methods are directed to the left-brain learning. In addition, Asher, based on the work by Jean Piaget, reports that the child-learner acquires language through kinesthesia; “Asher holds that the child language learner acquires language through motor movement - a right-hemisphere activity. Right-hemisphere activities must occur before the left hemisphere can process language for production. Therefore, when an amount of learning has been developed in the right hemisphere, then the left hemisphere will be activated to produce language and to initiate other language processes.” According to the beliefs above, it can be concluded that learners will understand the meaning of the words easily if they use their kinesthetic abilities while they are learning a new language. Moreover, when students use physical movement in the process of language learning it is appropriate to the characteristic of the children because they like to be constantly engaged in kinesthetic activities.
Young children are physically active; they like to be in motion; besides they do not like to stay in a place which constricts them to be in a state of stillness. Additionally, children will pay attention to other people and try to imitate just what other people do and say, they also like to imitate and mime. This is the manner how children learn and acquire new knowledge; they like to be involved in active situations. To make them active in the learning process, the teacher should create the appropriate conditions suitable to the characteristics of the children which may raise motivation on students towards effective learning. Learners should feel successful and not feel pessimistic. A teacher should be careful in correcting the students’ mistakes, since correcting mistakes improperly will make the students feel frustrated. Therefore, an English teacher must be able to create flexibility in the classroom in this way; the goal of the learning can be well achieved.

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