【文章內(nèi)容簡(jiǎn)介】 proposing similar constructs: the input hypothesis and the silent assumed that learners can acquire the target language through large quantities of prehensible input, which is slightly above the learner39。s present level of petence.(Krashen, 1982) Benefits of TPR Success with Children’s English Learning first described the TPR method in his book “Learning Another Language through Actions”.He and other linguists observed the following Characteristics about successful language learners: 3 language learners achieve fluency faster when they are immersed in activities that involve them in situational language language learners often start their language learning with a period of silence as they watch the effect of language on language learners show prehension by successfully acplishing languagegenerated language learners focus on overall sentence meaning rather than a sentence’s grammatical language learners make faster progress when the language of instruction is consistent(though limited)on a daily language learners make faster progress when the content involves language that is clearly usable or valuable outside the Three Obvious Features TPR has three strong features for English Highspeed Understanding of Any Target Language Some former experts claimed that talking and prehension are located in different parts of the will input some new information into people’s brain and then have reaction out Longterm Retention This method claims to guarantee the longterm retention of English, since the use of physical actions while or after listening helps to gain sound and meaning most study reveals that TPR is an effective method to promote longterm retention of the target language in Japanese 7th Zero Stress It is mon that people probably can do a good job in a no stress atmosphere, so even are children when they are learning a new , TPR make it e may acquire words, phrases, even sentences through physical actions, playing games, and in all, they feel happy when they are learning English。therefore they will bee centered roles in Application of TPR Methods in Classroom Everyone learns to prehend much faster than they learn to any stage in the learning process, prehension is always the most significant in foreign languages may not be able to give a linguistic response to teachers’ instructions but they can give a physical this reason, a teaching technique based on mands is often used with young The Pointing GameWith a small group of students, use a collection of pictures(such as those one might find in a mail order catalog)to instruct concepts that have been students to point to various specific body parts, colors, clothing items, will be willing to present their prehension through a physical action long before they are willing to give a linguistic , the use of real objects in the classroom and the use of picture flashcards allow the teacher and children to respond to language long before they can respond method also can improve students’ capability of response and develop their left brain, being more , the most important thing is enhance those words teachers mand Identifying EmotionsAfter students have acquired simple mands such as “cry” or “l(fā)augh,” pictures can be placed across the front of the room that clearly demonstrate such emotional can be asked to take the picture of a person displaying a specific , this same procedure can be extended to other kinds of descriptions of this same procedure can be extended to other kinds of descriptions of emotions, perhaps more subtle ones(someone who is sad, someone who is angry).This game is like a role play some times, being difficult to understand emotional words which are too abstract。teacher will use this action game to give their students hand to grasp these untouched students acting trainers’ orders, they may prehend what feelings are Following Recipes 5 At much later stages, making birthday cakes, baking cookies, or preparing dishes can provide a TPR experience, and it can also involve students in the cultures of other countries and tho