本科毕业设计（论文）On the Application of Total Physical Response in Kindergarten English Vocabulary Teaching

ContentsTOC\o"1-3"\h\u13404Abstract I27980摘要 II2183Introduction 132981TheoreticalBasis 3176941.1DefinitionofTPR 3138721.2TheFeaturesofTPR 463011.3TheAdvantagesofTPR 519441.4RelevantResearchesofTPRatHomeandAbroad 646842ImplementationofTPRinKindergartenEnglishVocabularyTeaching 12235402.1ActionTeachingPattern 12121972.2GameTeachingPattern 1363462.3TrainingAidTeachingPattern 1423616.4SituationalTeachingPattern 16172752.5PaintingTeachingPattern 16113313BenefitsofTPRinKindergartenEnglishVocabularyLearning 19155073.1DeepeningStudents’UnderstandingofVocabulary 19153843.2ImprovingStudents’InterestinLearningEnglishVocabulary 20150703.3CreatingaGoodEnvironmentinLearningEnglishVocabulary 2223165Conclusion 2411255Bibliography 2623030Acknowledgments 28AbstractAstheglobalizationcontinuestostrengthen,English,asauniversallanguage,hasbecomeincreasinglyimportantinvariousfields.OurcountryalsopaysmoreandmoreattentiontoEnglish,andkindergartenEnglisheducationhasalsoreceivedmoreandmoreattention.Ithasalsobecomeahottopicintoday’ssociety.However,thestartingofkindergartenEnglisheducationinChinahascausedthedevelopmentoftheory,whichisfarfrommeetingtheactualneeds.Atthesametime,thereisnorelativelycompleteeducationsystemtothelevelofpreschoolEnglishteaching.Atpresent,thekindergartenEnglishteachingmethodsofourcountrymainlyincludethenaturalteachingmethod,thesituationalteachingmethod,andtheTotalResponsePhysicalteachingmethod.Theseteachingmethodshavehighrequirementsforteachingfacilitiesandteachers.Basedontheteachingenvironmentandcharacteristicsofchildren’sEnglishinChina,ingeneral,theteachingmethodwiththepossibilityofpromotionistheTotalResponsePhysical,TPRinshort.TheTPRteachingmethodadvocatesthecombinationofspeechandbehavior,whichisinlinewiththeruleofchildren’slanguagedevelopment.TPRusedinEnglishvocabularyreferstotheteacherexpressingtheEnglishvocabularythroughoralinstructionandsupplementalphysicalmovement.Afterlearnerscanunderstandthemeaning,theyrespondwithbodylanguage，whichhelpstudentsunderstandtheclassroomteachingvocabularybetterandfurtherdeepentheircognitionandunderstandingofEnglishvocabulary.Inthispaper,theauthorwillanalyzetheapplicationofTPRinthekindergartenEnglishvocabularylearning.ThroughthebriefintroductionandtheimplementationanalysisoftheTPRteachingmethod,readerscanhaveamorecomprehensiveandclearunderstandingoftheTPRmethod.Keywords:kindergartenEnglisheducation;theTPRmethod;teachingmodel摘要随着世界经济全球化进程的持续加强，英语作为一种通用语言，在各个领域变得越来越重要。我国对英语重视程度也越来越高，幼儿英语教育受到了越来越多的关注，幼儿英语教育也因此成为了当今社会热点话题。然而幼儿英语教育在我国刚刚起步引起了理论的发展，远远不能满足实际需求。同时，在幼儿英语的教学层面没有一套比较完整的教育体系。目前我们国家幼儿英语教学的方法主要有自然教学法、情景教学法，全身反应法等。这些教学方法对于教学设施和师资水平都有较高的要求。基于我国幼儿英语教学环境和幼儿特点，综合而言，具有推广可行性的教学方法是全身反应法，即TPR教学法。全身反应法提倡把言语和行为联系在一起，通过身体反应动作来教授外语，符合儿童语言发展规律。TPR在英语词汇教学中的运用是指教师通过口头指令并辅以肢体动作将教学中的英语词汇表达出来，学习者理解其意义后用肢体语言给予回应，以此帮助学生更好地理解课堂词汇内容，进一步加深学生对英语词汇的认知和理解。本文将分析TPR在幼儿园英语词汇学习中的应用。通过对TPR教学方法的简要介绍和实施分析，读者可以对TPR教学方法有更全面、更清晰的认识。关键词：幼儿英语教育；TPR教学法；教学模式IntroductionWiththedevelopmentofeconomyandtheprogressofsociety,internationalcommunicationismoreandmorefrequent.OurcountrypaysmoreandmoreattentiontoEnglish,andprimaryandsecondaryschoolsatalllevelshavealsosetupEnglishcourses.Atthesametime,theeducationdepartmenthaspaidmoreandmoreattentiontothelanguageeducation,andthesocietyhasalsostirredtheconcernoftheearlychildhoodeducation.ThechildrenstarttolearnEnglishgraduallyfromtheearlychildhoodstage.However,therearegreatregionaldifferencesinearlychildhoodeducationinChina,andthelevelofeducationvariesfromgoodtobad.Duetotheinfluenceofchildren’sage,childrenlearnmainlybyinterestinthelearningprocess.Theyareveryinterestedinwhattheylike,andoftenignorewhattheydon’tlike.Therefore,Englishteachingforchildrenisquitedifferentfromthatforotheragegroups.IftheteacheronlyusesthesimplecrammingteachingmethodinthekindergartenEnglishteaching,itwillmakethechildrenintheforcedlearningsituation,andmakethechildrengraduallyproducethedisgustingmood,evennotinterestedinEnglish.Therefore,kindergartenEnglishteachersshouldknowandmakeuseofchildren’sagecharacteristics,sothatchildrencanlearninarelaxedstate.Accordingtotheanalysisoftheenvironmentofkindergarteneducationandpsychologicalcharacteristicsofchildren,wefindthattheteachingmethodwithbetterteachingeffectshouldbetheTPRteachingmethod.Asalanguageteachingmethod,theTPRteachingmethodhasbeenwidelyusedallovertheworld.JamesAsher,thefounderofthisteachingmethod,proposesthatchildrenshouldlearnEnglishaseasilyastheirmothertongue,andunderstandthemeaningofwordsbyobservingthebodylanguageofpeoplearoundthem.InAsher’sbook,heconsideredthisteachingmethodasarightbrainteachingstrategy.Withitsuniqueadvantages,TPRteachingmethodhasgraduallybecomeanindispensablemethodintheworld.Themainpurposeofthisstudyistorefertothepreviousstudiesonthissubject,torevealtheimportanceoftheTPRteachingmethodforchildren’sEnglisheducation.ByreadingaseriesofarticlesontheTPRteachingmethod,theauthorcandefinetheTPRteachingmethod,thetheoreticalbasisandthefeatures.Theteachersshouldhaveacomprehensiveunderstandingoftheinfluenceandorigin.EveryEnglishteachershouldknowthatstudentsneedtolayasolidfoundationinEnglishlearningbeforetheycanhaveaqualitativeleap.Therefore,teachers’Englishteachingskillsandlearningabilityareparticularlyimportant.TeachersshouldmakestudentsbeinterestedinEnglishlearning,andimprovetheteachingability.Thispaperisbasedonthepreviousresearchresults,andtheauthorgetssomeoftheauthor’sownviewsandopinions.Throughtheauthor’skindergartenteachingexperience,theauthorfoundthatmanystudentswereinterestedinEnglishlearning,buttheabilityoftraditionalclassroomteachingstimulatethestudents’classroomlearningatmosphereisnotverywell.Childrenaretooyoungandtheclassroomatmosphereistooactive,andtheywillnothaveagoodabsorptionforthetraditionalteaching.Asaresult,theauthorthinkstheclassroomteachingmethodisveryimportant.UndertheguidanceoftherelevanttheoryoftheTPRteachingmethod,combinedwiththeauthor’experienceinthepracticeofEnglishtraininginstitutions,thispaperaimstoteachhowtohelpchildrenlearnEnglishvocabularythroughtheresearchoftheTPRteachingmethod.Thispaperisdividedintothreeaspects.Thefirstpartistheoreticalbasis,whichdescribesthedefinitionandtheresearchesandpracticeofTPRteachingmethodathomeandabroad.ThesecondpartisthepracticalapplicationoftheTPRteachingmethodinchildren’sEnglishvocabularyteaching,includingthegameteachingmethod,thetrainingaidteachingmethod,andsoon.ThethirdpartanalysesthebenefitsofTPRteachingmethodinkindergartenEnglishvocabulary,includingtheimprovementofstudents’classroomparticipation,andimprovementofunderstandinginvocabulary.1TheoreticalBasisAsanimportantbranchofforeignlanguageteachingmethod,theTPRmethodhasattractedmoreandmoreattentionofdomesticeducationresearchersandEnglishteachersinrecentyears,andhasbeenwidelyusedinchildren’sEnglishteaching.Thispartbrieflyintroducesthetheoreticalbackground,advantages,characteristicsandrelatedresearchesathomeandabroadoftheTPRteachingmethod.Atthesametime,itsummarizestheevaluationandresearchoftheTPRteachingmethodbyChineseeducationresearchersandEnglishteachersinrecentperiod,thencombinesthesestudiestodrawaconclusionthatinteachingpractice.Asaresult,theTPRteachingmethodmustbeorganicallycombinedwithotherteachingmethods,whichbetterreflectitsadvantagesandimprovementtheEnglishlevelofthekindergartenstudents.1.1DefinitionofTPRTheTPRmethodwasputforwardbyJamesAsher,aprofessorofpsychologyin1960.HeusedthisnameinhisworkLearningAnotherLanguageActionsforthefirsttime.Languageteachingmethodsalltendtofollowthelawsofsecondlanguageacquisition.Secondlanguageacquisitionreferstoaprocessthatpeoplegraspasecondlanguagethroughconsciouslearningwithguidanceorunconsciousabsorptioninanaturalway.Theprocessincludestwotypes,onebeingthatstudentsacquiresecondlanguagethroughdailycommunication,whichmeanslearningasecondlanguagethroughdirectinteractionwithnativespeakersofthetargetlanguage;theothertypeisthatstudentsgraspasecondlanguagethroughclassroomteaching,whichmeansobtaininglanguagethroughteachers’instructionsinaclassroom.Asher’stheorymainlyadvocatesthatteacherslinklanguageandbehaviourintheteachingprocessandteachlanguagethroughphysicalactions[1].Teachersusecertainlimbsduringclassroomteachingactionsandgivestudentssomeinstructions.Atthesametime,theyexpectstudentstomakecorrespondingactionsthroughinstructions.Theprocessisaimstohelpstudentsbetterunderstandtheteachingcontentoftheclassroom,andtodeepenstudents’understandingandcognitionofEnglishknowledge.Thisisarapidlanguageteachingmethodthatisbasedontheharmonyoflanguageandaction.Atthesametime,itisalsoanewtypeofEnglishteachingmethod.Inaword,theTPRteachingmethodcanhelpchildrenunderstandabstractwordsbyaction.1.2TheFeaturesofTPRThemaincharacteristicsoftheTPRteachingmethodincludetheseaspects:Thefirstistheabilitytotrainlisteningcomprehension.TheTPRteachingmethodcultivatesthestudents’listeningcomprehensionabilityfirstly,andthenusesthisasabasistoenablestudentstouseoralexpressionwhenexpressing.Forexample,beforethechildcanspeak,children’sabilitytounderstandlanguageshouldbedevelopedfirst.Afteracquiringsufficientlisteningcomprehension,theycannaturallytransfertobeingabletoexpress.Ifyoutrainbothlisteningandspeakingskillsatthesametime,itmaybringstresstostudents.Theresultisthatyoucannotexpressyourthoughtsinaccuratelanguage.Secondly,whenstudentsreceivelanguageinstructions,thebodywillmakecorrespondingactionstoreachtheleveloflanguageunderstanding.Theinstructordesignsthebodymovementsaccordingtothespecificsituationoftheclassroom,andthensendsthecorrectinstructionstomakethestudentsrespond[2].Inthisway,thestudent’sunderstandingofthelanguagewilldeepenandthememorywillbemoreprofound.Third,toallowstudentstospeakinadvance,teachersshouldallowandencouragethemtospeakactively,butthisstatementisnotmandatory.Fourth,TPRteachingmethodadvocatesthatthefocusistoemphasizethesignificanceofteaching,ratherthantheformofteaching,sothatstudentscanbemorerelaxedandactivelytakepartinthelearningactivitiestoachievebetterlearningoutcomes.Fifth,inthetraditionalteachingmethod,themothertongueistheteachingtoolwhileTPRonlyusesthetargetlanguage.Thetraditionalteachingmethodisunitary,whileTPRmethodtendstobediversifiedandhasstrongsituationalnature.Sixth,thetraditionalteachingmethodemphasizesthestandardizationandaccuracyoflanguagebasedonauthoritativeprinciple,andmistakesareabsolutelyintolerable.Sotheteachinggoaloftraditionalteachingmethodrequiresstudentstolearnmanywords,whiletheteachinggoalofTPRistoaskstudentstoformagoodsenseoflanguageandagoodunderstandingofthelanguageasawhole.TPRmeasuresstudents’learningachievementmainlybyexaminingstudents’comprehensivelanguageability,whiletraditionalteachingmeasuresstudents’learningachievementbyquantifyingexaminationpapersandcorrectanswers.Atthebeginningofteaching,TPRonlyemphasizesthatstudentscanunderstandthelanguageandmakecorrectresponse,andtrytoexpresstheirthoughtsinlanguage.Therefore,intheprocessofteaching,italwaysencouragesstudentstoactivelyparticipateinteachingactivities,boldlypractice.Atthesame,itdoesn’tpaymuchattentiontocorrectstudents’grammaticalerrors,andpreventstudents’handsandfeetfromhurtingtheirenthusiasmoflearninglanguages[3].TheTPRteachingmethodisbasedonlanguageandbodybehavior.Intheteachingprocess,thereisalotofinteraction.Throughtheconstructionofstrongteachingsituation,itcanattractstudents’attention,arousestudents’interestinlearning,andmakestudentsinvoluntarilyparticipateintheteachingprocess.Thiskindofteachingmethodishumorous,relaxed,immediateandlong-term.ItiscomposedofrichandinterestingbodymovementsandChineselearningknowledgepoints.Comparedwithboringknowledgepoints,studentsaremoreeasilyattractedbyrichandinterestingbodymovements.Atthesametime,intheprocessofusingtheTPRteachingmethod,theenthusiasmandpassionburstoutwillalsopromotetheenthusiasmofstudents.WhenitcomestoTPRandEnglishvocabularyteaching,theTPRcanshowthatits’advantages.TheTPRteachingmethodadvocatesstudentstolearnvocabularyinthecontext,andadvocatestakingsentencesastheteachingunit.Sentencelearningandsentenceusecaneffectivelyhelpstudentsunderstandandusevocabulary,andexerciseandimprovestudents’initiativeinEnglishthinking,therebyimprovingStudents’abilitytouselanguageforcommunication.1.3TheAdvantagesofTPRTheadvantagesoftheTPRteachingmethodmainlyincludesixaspects.Firstly,duetotheTPRmethodfocusesonthecultivationofstudents’listeninglevel,itfirsttrainsstudents’listeningcomprehensionability.Itmakesgreatprogressinstudents’listeninglevel,andalsoimprovesstudents’orallevel.Secondly,thiskindofpracticaloperationismoreconducivetostudents’understandingofwhattheyhavelearned,andstudents’understandingabilityhasbeencomprehensivelyimproved.Thirdly,afterusingthismethod,students’attentionwillbecomemorefocused,andtheirlimbswillbecomemorecoordinated.Atthesametime,theirlearningefficiencywillbeimprovedsignificantly,andtheirlearningeffectwillbeimprovedsignificantly.Fourth,theTPRteachingmethodadvocateslearninginhappiness,andmakesstudentsmorerelaxedinlearning,activelyparticipatinginlearningactivitiesandexperiencingthesenseofpleasureinteachingactivities.Fifthly,whenthestudentsarenotready,theteacherwillnotforcethemtospeak,butencouragethemthroughvarioushints.Afteralotoftrainingandpractice,thestudentswillbeinvitedtospeakaftertheyhaveacertainunderstandingofwhattheyhavelearned.Thiskindofapproachenablesstudentstolearnmoreconfidentlywithoutworryingaboutbeinglaughedatbytheirclassmates,whichisconducivetoeliminatingthestudents’tensionandenablingthemtohaveabetterlearningenvironment[4].Sixth,thelearningenvironmentcreatedbythismethodiscloselyrelatedtoourdailylife.Studentscancarryoutrepeatedpracticeinavarietyofdifferenttypesofteachingenvironment,whichdeepensstudents’cognitionandunderstandingoftheknowledgetheyhavelearned.1.4RelevantResearchesofTPRatHomeandAbroad1.4.1RelevantResearchesatHomeSinceJamesAsherfoundedtheTPRmethod,Chinahasintroducedthisteachingmethod.Atthebeginning,scholarswerestillcautiousabouttheTPRteachingmethod.Bytheendofthe20thcentury,mostscholarshavegenerallyacceptedTPR.Theybelievedthatthisteachingmethodcanbeappliedtoforeignlanguagelearning,butonlyintheinitialstage.TheTPR,anewforeignlanguageteachingmethodworthyofpromotion,waspublishedintheChineseJournalofScienceandTechnologyTranslationin2000byHuTieqiu.HebelievesthatTPRisanEnglishteachingmethodbasedontheharmonyofspeechandaction,andalsoseessomeproblemsinthepracticeofTPR,suchasinsufficientemphasisontheusageofwordsandgrammar,andlearning[5].Itisalsodifficulttoquantifythelearningeffectfromtheexamination,anditisdifficultforstudentstoachieveidealresults.HeadvocatesthatthetraditionalteachingmethodandTPRteachingmethodcanbeusedtogether,whichcanfurtherdeepenthereformofforeignlanguageteachinginChinaandachievetheideallearningeffect.WangYimingalsobelievesthattheTPRmethodcanmakethelanguagemove,butitshouldbeusedwithotherteachingmethodstoachieveahigherlearningeffect.In2001,ZhongJinganalyzedtheviewsofTPRinthemindsofbeginnersandconductedatwo-yearinvestigation.ItwasfoundthatallstudentsinthesameclasshaddifferentattitudestowardsEnglishclasses,andsomestudentshadapsychologicalrejectionofEnglishlearning.HethoughtthatTPRmethodcouldchangethispsychologicalrejection.In2004,LiuNingstudiedhowtouseTPRtoreducestudents’resistancetolearningintheprocessofforeignlanguageteachinginprimaryschoolsinChina.Theconclusionisthatthepositivefactorssuchasattention,sensibilityandacquiredabilitywillmakeTPRmoresuitableforchildren’sgrowthandlearning.Throughtheexperiment,itisfoundthattheTPRteachingmethodhasthebesteffectintheprocessoflearningaforeignlanguage[6].Forexample,in2005,WeiHongpublishedTPRTeachingMethod-ANewEffectiveMeansofEnglishTeachinginPrimaryandSecondarySchools,WeiHongheldthatTPRmethodcanmakestudentseasiertogetstartedinlearningEnglish,anddeveloptheirself-confidenceandinterestmorequickly.Meanwhile,itcantrainstudents’abilitytoanalyzeanduseallkindsofwords,actionsandsentences,deepeningtheirunderstandinglevelandcombiningscientificandreasonablethinkingmeanstomakelearningeffectbetter[7].Throughthismethod,studentscanchangethewrongwayofEnglishandChineselanguage,andlearnmoreactively.Atthesametime,theTPRteachingmethodcancultivatethestudents’communicationandlanguageability.ZhongJingthinksthattheTPRteachingmethodisgoodforcultivatingtheinterestofEnglishbeginners.Throughtwoyearsofexperimentandanalysis,shefoundthatthestudentsintheclasswhousethisteachingmethodaremuchmoreinterestedinEnglishthanthoseinthetraditionalteachingmethodorotherteachingmethods.ManystudentsbegintolikeEnglishclass,andthestudentswhohaveinaccuratepronunciationorspeakingrestoretheirself-confidence.Fromtheabovediscussion,itcanbeseenthatthegeneralviewofEnglishteachingprofessionalsinChinaatthisstageisthatTPRmethodhasauniquetheoreticalbasisandsoundsystem,whichhasbeenprovedtobehighlyapplicableintheinitialEnglishlearnersafteralargenumberofpractices.Withitsuniqueadvantages,TPRcanbeextensivelyusedinEnglishteachinginChina.1.4.2RelevantResearchesAbroadThemainresearchontheTPRmethodinforeigncountriesisfromAsher,theauthoroftheTPRmethod.HeputforwardthecoreideaoftheTPRmethod,thatis,understandingbeforespeaking.Whenstudentsdon’tunderstoodanddigestedknowledge,theyshouldnotbeforcedtoexpressinlanguage,soastoreducethepressureandpsychologicalburdenoflearning.Inarelaxedstateofmind,studentswillexpressthemselvesinbodylanguage,andenhanceself-confidence.Theywillbeinterestedinitandreleaselearningpressure,improvingtheiroralEnglishexpressionability.ThemainexpressionoftheTPRteachingmethodislisteninganddoingactions,whichcoversalargenumberofbodylanguage[8].Byusingthismethod,thestudents’memorycanbestrengthened.BasedonthegoodresultsoftheTPRmethod,Asherconductedexperimentsonmorethan30peoplein1969,usingtheTPRmethodtoteachFrench,Englishandotherforeignlanguages.Theresultsshowthat:first,nomatterhowmanykindsoflanguagesandhowdifficultreadingandwritingare,theTPRteachingmethodcanhelppeoplequicklygraspitsmeaningeveniftheyarelearningintermittently[9].Second,intheprocessoflearningwiththemethodofTPR,studentscanjudgethemeaningofthepropositionthroughthelanguageofbehavior,nomatterwhetherthereisarelationshipbetweenstudentsandteachers'physicalbehaviors.However,Asherstillinterpretsitas:duetothecriticalnatureofhumanbrainforobjectivethings,itisnecessarytoletstudentswithlowenthusiasmforbehaviorperformanceactivitiesparticipateinit,sothattheycanunderstandthatbehaviorlanguageisagreatlanguageart[10].Third,theaccuracyoftheresultsshowstheabilityoffastunderstandingandefficientmemoryofthemethod.Asherproposesthatgeographicallocation,smoothness,sequenceandsummaryarethefourmajorconstraintsoftheTPRmethod,whichneedtobedeleted.Theso-calledgeographicallocation,thatis,thespecificlocationoftheobjectthatcanbeseenduringthepractice;smoothnessisthebehaviorthatreflectsthatstudentscanusethebodyexpressioninadvanceaccordingtotheirunderstandingofthecommand;priorityisthattheformercommandcanexpressthespecificcontentofthelattercommand;conclusionisthatthebodybehaviorisveryimportantforlanguagelearning.Inthemeantime,heindicatesthatthereareotherfactorsthatarenotconsideredcanalsoprovetheimportanceoftheTPRmethodinkindergartenEnglishvocabularyteaching.Otherscholarsarealsodeeplyexploringtheroleofothermethodsinteaching,butsofar,bodybehaviorlanguageisstillthemosteffectiveteachingmethod.AsherandhisteammembersnotonlystudiedtheinfluenceofTPRteachingmethodonchildren’sforeignlanguagelearning,butalsomaderelevantexperimentsonadultforeignlanguagelearningbasedontheresultsofthisstudy.TheytakeKoreanlearningasanexample.ThisexperimentisaimedatKoreanstudentsandtheotherstudentincollegesanduniversitiestotraintheminlistening,speaking,readingandwriting.Intheprocessofteaching,theKoreanmajoristhecontrolgroup,andtheothermajoristhevariablegroup.Theformerexpressesthecommandinbodylanguage,whilethelatterrecordstheEnglishofbodyexpressioninwrittenlanguage.Theresultsshowthatnomatterwhatkindoflanguagethecommandisconveyedin,nomatterwhatkindofenvironment,thecontrolgroupexpressesthecommandinbodymorethanthevariablegroup[11].In1995,Asherrepeatedtheexperimentmanytimes,butonlyusedotherlanguagestoreplaceKorean,buttheconclusionwasbasicallyconsistent.ThentheTPRteachingmethodisintroducedintoadultnightschool,and32hoursofFrenchlearningisputforward,anditslearningmethodisexplainedinanall-roundway.Theexperimentalresultsareasfollows:first,mostofthesentencepatternsinFrenchcanbeimitatedbydeclarativesentences;second,studentscan'tjudgethemeaningofFrenchregularsentencessubjectively,andusetheTPRteachingmethodtostrengthentheFrenchlearnersfor32hours,comparedwiththosewhodon’tuseTPRbutuseothermethods,theformerhasastrongerunderstandingofFrench.Thirdly,thetrainingoflisteningandspeakingabilitycanimprovethestudents’abilityofwrittenexpressionandlanguageunderstanding,whichcansparealotoftimeforotheraspectsoflearning,andthenimprovetheefficiencyoftheclassroom[12].ItisworthmentioningthatAsherfoundinthecourseoftheexperimentthatstudentsshoulduseclearsentencestoexpressfuzzyphrasesorcommands,andthenunderstandthat,becausefuzzyphrasesdonotneedtogodeepintotheirsentenceforms.Ifstudentsgrasptherulesofsuchphrases,theycanskillfullyapplythem,sothatstudentscanusethelanguagemorethoroughly.In2000,RichardsandRogersfoundthatAsher’sclaimaboutlanguagewasveryinteresting,butitisnotdetailedenoughtotest.TheypaidmuchmoreattentiontothelaterspeechinwhichtheyounglearnershavelearnedmuchmorecomplexgrammaraboutEnglish.Whenthechildrenmakeprogress,theteachingapproachshouldbechangedoradjustedtoadapttotheirlaterspeech.In2005,Arnoldheldthatlanguagelearningislargelyinfluencedbystress.Itnotonlyhaseffectsonthelearners’motivation,butalsocausesnegativeattitudesandproduceslanguagebarrierstothelearners.In2009,AsherhaspaidmoreandmoreattentiontotheresearchesonusingTPRapproachinadults’secondlanguageacquisition.Heheldtheviewthatlanguagelearningabilityshowedbyadultscanbeaswellasthatshowedbychildrenbyusingthestudymodelof“language-body”.Thispointofviewisdifferentfromthepopularopinionthatchildrenarealwaysbetterthanadultsinlanguageacquisition.Asherbelievedthatchildrenjusthaveabettersecondlanguagelearningatmosphereratherthanhavingtalentsforlanguagelearning.Whenadultsstudyasecondlanguage,theyoftenstudyinanon-gameenvironment,andtherearenophysicalactionsintheprocessoflearning.Besides,Asherdemonstratedthefactbydoingempiricalresearchthatwhenadultshavetheopportunitytostudylanguagethroughphysicalactions.Theresultisthattheycanaccomplishaswellas,evenbetterthanchildren.Nevertheless,wefoundaresultthatadolescenceisthecrucialperiodforlearnerstostudypronunciationinthelaterexperimentscarriedoutbyAsher