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1、,Total Physical Response,by Songzi,Guilin University of Technology,Total Physical Responseby Son,Background,Procedure and Example,The Emergence of the TPR,Approach,Advantages and Disadvantages,Content,Approach,Design,BackgroundProcedure and Examp,1. Background,TPR was developed by James Asher, aprof
2、essor of psychology at San JoseState University, California, it draws onseveral traditions, includingdevelopmental psychology, learningtheory, humanistic pedagogy, andlanguage teaching procedures.,1. Background DefinitionTotal,In a developmental sense, Asher sees successful adult second language lea
3、rning as parallel process to child first language acquisition. He claims that speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses.,1. Background,Asher feels that adults should recapitulate(总结) the proces
4、ses by which children acquire their native language.,In a developmental sense, Ashe,Asher shares with the school of humanistic psychology a concern for the role of affective (emotional) factors in language learning. A method that is undemanding in terms of linguistic production and that involves gam
5、elike movements reduces learner stress, he believes, and creates a positive mood in the learner, which facilitates learning.,1. Background,Asher shares with the school o,2. The Emergence of the TPR,Dr. Asher developed the approach in 30 years of research in the laboratory. This research has resulted
6、 in TPR being used successfully in thousands of classrooms with children and adults learning languages such as English, Spanish, French, German, Chinese, Korean, Japanese, Arabic, Hebrew, and even the sign language of the deaf!,2. The Emergence of the TPRDr.,2. The Emergence of the TPR,TPR is based
7、on the premise that the human brain has a biological program for acquiring any natural language on earthincluding the sign language of the deaf. The process is visible when we observe how infants internalize their first language. The secret is a unique conversation between the parent and infant.,Bab
8、ies dont learn by memorizing lists;why should children or adults?,2. The Emergence of the TPRTPR,2. The Emergence of the TPR,Although the infant is not yet speaking, the child is imprinting a linguistic map of how the language works. Silently, the child is internalizing the patterns and sounds of th
9、e target language. When the child has decoded enough of the target language, speaking appears spontaneously.,Babies dont learn by memorizing lists;why should children or adults?,2. The Emergence of the TPRAlt,3. Approach,CONTENTS,3. ApproachCONTENTSTheory of T,TPR reflects a grammar-based view of la
10、nguage. Asher states that “most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative(祈使句) by the instructor”. He views the verb, and particularly the verb in the imperative, as the central linguistic motif around
11、which language use and learning are organized.,3. 1 Theory of language,TPR reflects a grammar,Asher sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. TPR can also be linked to the “trace theory” of memory in psychology, which holds that the more of
12、ten or the more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled. Retracing can be done verbally (e.g., by rote repetition) and/or in association with motor activity. Combined tracing activities, such as verbal rehearsal a
13、ccompanied by motor activity, hence increase the possibility of successful recall.,3. 2 Theory of learning,Asher sees a stimulu,3. 2 Theory of learning,In addition, Asher has ela,4. Design,4.2 Syllabus,4.1 Objectives,4.3 Learning Activities,4.4 Roles of Learners,4.5 Roles of Teachers,4.6 Instruction
14、al Materials,4. Design4.2 Syllabus4.1 Objec,4.1 Objectives,Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. A TPR course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker. Specific instructiona
15、l objectives are not elaborated, for these will depend on the particular needs of the learners.,Whatever goals are set, however, must be attainable through the use of action-based drills in the imperative form.,The general objectives of TPR:,The type of syllabus Asher uses can be inferred from an an
16、alysis of the exercise types employed in TPR classes. This analysis reveals the use of a sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items. Total Physical Response requires initial attention to meaning rather that to the form of items. Grammar i
17、s thus taught inductively(诱导地).,4.2 Syllabus,The type of syllabus A,Asher also suggests that a fixed number of items be introduced at a time, to facilitate ease of differentiation and assimilation(吸收). “In an hour, it is possible for students to assimilate 12 to 36 new lexical items depending upon t
18、he size of the group and the stage of training”. A course designed around Total Physical Response principles, however, would not be expected to follow a TPR syllabus exclusively.,4.2 Syllabus,Asher also suggests that a fix,Conversational dialogues are delayed until after about 120 hours of instructi
19、on.Other class activities include role plays and slide presentations.,4.3 Learning Activities,Imperative drills the major classroom activity in TPR, which are typically used to elicit physical actions and activity on the part of the learners.,Conversational dialogues are d,They listen attentively an
20、d respond physically to commands given by the teacher. Learners are also expected to recognize and respond to novel combinations of previously taught items. They are required to produce novel combinations of their own.Learners monitor and evaluate their own progress. They are encouraged to speak whe
21、n they feel ready to speakthat is, when a sufficient basis in the language has been internalized.,4.4 Roles of Learners,They listen attentively and re,Asher recommends detailed lesson plans: “It is wise to write out the exact utterances you will be using and especially the novel commands because the
22、 action is so fast-moving there is usually not time for you to create spontaneously”.,4.5 Roles of Teachers,decides what to teach,selects supporting materials for classroom use,models and presents the new materials,Asher recommends deta,Asher stresses, however, that the teachers role is not so much
23、to teach as to provide opportunities for learning. The teacher has the responsibility of providing the best kind of exposure to language so that the learner can internalize the basic rules of the target language. In giving feedback to learners, the teacher should follow the example of parents giving
24、 feedback to their children.,4.5 Roles of Teachers,decides what to teach,selects supporting materials for classroom use,models and presents the new materials,Asher stresses, however, that,4.4 Instructional Materials,1）For absolute beginners, lessons may not require the use of materials, since the te
25、achers voice, actions, and gesture may be a sufficient basis for classroom activities. 2）Later, the teacher may use common classroom objects, such as books, pens, cups, furniture. 3）As the course develops, the teacher will need to make or collect supporting materials to support teaching points. Thes
26、e may include pictures, realia, slides, and word charts.,There is generally no basic text in a TPR course. Materials and realia(教具) play an increasing role, however, in later learning stages.,Asher has developed TPR student kits that focus on specific situations, such as the home, the supermarket, t
27、he beach. Students may use the kits to construct scenes (e.g., “Put the stove in the kitchen”).,4.4 Instructional Materials,Asher (1977) provides a lesson-by-lesson account of a course taught according to TPR principles, which serves as a source of information on the procedures used in the TPR class
28、room. The course was for adult immigrants and consisted of 159 hours of classroom instruction. The sixth class in the course proceeded in the following way:,5. Procedure and Example,Asher (1977) provides,1）Review. This was a fast-moving warm-up in which individual students were moved with commands s
29、uch as: Pablo, drive your car around Miako and honk your horn. Jeffe, throw the red flower to Maria. Maria, scream. ,5. Procedure and Example,1）Review. This was a fast-m,2) New commands. (These verbs were introduced.) wash your hands. look for a towel. your face. the soap. your hair. a comb. hold th
30、e book. the cup. the soap. (Other items introduced were:) Towel Put the towel on Juans arm. Juan, put the towel on your head and laugh. Toothbrush Look for the toothpaste. Throw the toothpaste to Wing. ,5. Procedure and Example,Next, the instructor asked simple questions which the student could answ
31、er with a gesture such as pointing. Examples would be: Where is the towel? Eduardo, point to the towel! Where is the toothbrush? Miako, point to the toothbrush!,2) New commands. (These verbs,5. Procedure and Example,3）Role reversal. Students readily volunteered to utter commands that manipulated the
32、 behavior of the instructor and other students,4）Reading and writing. The instructor wrote on the chalkboard each new vocabulary item and a sentence to illustrate the item. Then she spoke each item and acted out the sentence. The students listened as she read the material. Some copied the informatio
33、n in their notebooks.,5. Procedure and Example3）Role,6. Advantages of TPR,Fun and easy: students enjoy activity.Easy to implement/no translation.It is inclusive and works well a class with mixed ability levels.Good for kinesthetic learners who need to be active in class.Good tool for building vocabu
34、lary.It is memorable. Actions help strengthen the connections in the brain.Works well for child and adult learners.Reduces pressure and stress for students., LOGO COMPANY LOGOTYPE INSER,6. Disadvantages of TPR,Most useful for beginners.Preparation becomes an issue for teachers at higher levels.Stude
35、nts are not generally given the opportunity to express their own thought in a creative manner.It is easy to over use TPR and begin to bore students.Teachers may find that it is limited in terms of language scope.Can be a major challenge for shy students., LOGO COMPANY LOGOTYPE INSER,Thank You,Thank You,
