TotalPhysicalResponse全身反应法PPT精品文档

1、 2 DefinitionProcedure and ExampleBackgroundApproachSummary123456ApproachDesign3 Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. TPR was developed by James Asher, aprofess

2、or of psychology at San JoseState University, California, it draws onseveral traditions, includingdevelopmental psychology, learningtheory, humanistic pedagogy, andlanguage teaching procedures. 4 2. Background2.1 Sources of TPR“Trace theory” of memory in psychology: the more often or the more intens

3、ively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled. In a developmental sense, successful adult L2 learning is seen as a parallel process to child L1 acquisition: command physical response verbal response. In a sense of humanistic

4、psychology, TPR shows a concern for the role of affective factors in L learning:No linguistic demandGamelike movements that reduce stress and create a positive mood5Comprehension Approach: developing comprehension skills before learners speaking based the following beliefs: Comprehension abilities p

5、recede productive skills in learning a language; Speaking delayed until comprehension skills established; Skills acquired through listening transfer to other skills; Teaching should emphasize meaning rather than form; Teaching should minimize learner stress.The use of physical action: Action-based t

6、eaching strategy has a long tradition -Gouin advocated a strategy in which a chain of action verbs serve as the basis for introducing and practicing new language items. -Palmer experimented with an action-based teaching strategy in his book English through Actions.6Dr. Asher developed the approach i

7、n 30 years of research in the laboratory. This research has resulted 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!TPR i

8、s based 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 inf

9、ant.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 the target language. When the child has decoded enough of the target language, speaking appears spontaneously.2.2 The Emerg

10、ence of the TPR73. ApproachApproachApproach8 TPR reflects a grammar-based view of language. 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,

11、and particularly the verb in the imperative, as the central linguistic motif around which language use and learning are organized. 3. 1 Theory of language 9 Asher sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. TPR can also be linked to the “trac

12、e theory” of memory in psychology, which holds that the more often 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 ac

13、tivity. Combined tracing activities, such as verbal rehearsal accompanied by motor activity, hence increase the possibility of successful recall. 3. 2 Theory of learning 10 In addition, Asher has elaborated an account of what he feels facilitates or inhibits foreign language learning. For this dimen

14、sion of his learning theory he draws on three rather influential learning hypotheses:3. 2 Theory of learning a. There exists a specific innate bio-program for language learning, which defines an optimal path for first and second language development.b. Brain lateralization defines different learning

15、 functions in the left- and right-brain hemispheres.c. Stress (an affective filter) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.114. Design124.1 Objectives General objectives: oral proficiency at the beginning level basic speaking

16、skills uninhibited communication intelligible to native speakers Specific objectives: not elaborated but depend on learners particular needs. Goals are attainable through the use of action-based drills in the imperative form.13 Sentence-based syllabus, with grammatical and lexical primary in selecti

17、ng items based on the situations and ease in which they are learned and used in the classroom Meaning first Inductive grammar teaching Language chunks 12-36 new lexical items per hour The imperative is powerful facilitator of learning, but used in combination with other 4.2 Syllabus 14 Conversationa

18、l dialogues are delayed until after about 120 hours of instruction. 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 le

19、arners. 15 Listener Performer/actor Produce novel combinations of their own. Monitor and evaluate their own progress. Speak when ready, when a sufficient basis in the language has been internalized.4.4 Roles of Learners164.5 Roles of Teachersselect supporting materials for classroom use model and pr

20、esent the new materials active and direct role decide what to teach 17 4.6 Instructional MaterialsNo basic textT voice, actions and gesturesCommon classroom objects such as books, pens, cups or furnitureSupporting materials including pictures, realia, slides and word chartsTPR Kits (a set of tools o

21、r equipments) focusing on specific situations18 1）Review. This was a fast-moving warm-up in which individual students were moved with commands such as: Pablo, drive your car around Miako and honk your horn. 2) New commands. (These verbs were introduced.) wash your hands. look for a towel. your face.

22、 the soap. your hair. a comb. 3)Simple questions Examples: Where is the towel? Eduardo, point to the towel! 4)Role reversal. 5)Reading and writing.5. Procedure and Example 6. SummaryAdvantagesIt is fun and easy. Students will enjoy getting up out of their chairs and moving around. Simple TPR activities do not require a great deal of preparation on the part of the teacher. However, some other more complex applications might. It is inclusive working well with a mixed ability class. It is good for learners who