TotalPhysicalResponse全身反应法.ppt

TotalPhysicalResponse 2 Definition ProcedureandExample Background Approach Summary Content Approach Design 3 TPRwasdevelopedbyJamesAsher aprofessorofpsychologyatSanJoseStateUniversity California itdrawsonseveraltraditions includingdevelopmentalpsychology learningtheory humanisticpedagogy andlanguageteachingprocedures 4 2 Background 2 1SourcesofTPR Tracetheory ofmemoryinpsychology themoreoftenorthemoreintensivelyamemoryconnectionistraced thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled Inadevelopmentalsense successfuladultL2learningisseenasaparallelprocesstochildL1acquisition command physicalresponse verbalresponse Inasenseofhumanisticpsychology TPRshowsaconcernfortheroleofaffectivefactorsinLlearning NolinguisticdemandGamelikemovementsthatreducestressandcreateapositivemood 5 ComprehensionApproach developingcomprehensionskillsbeforelearnersspeakingbasedthefollowingbeliefs Comprehensionabilitiesprecedeproductiveskillsinlearningalanguage Speakingdelayeduntilcomprehensionskillsestablished Skillsacquiredthroughlisteningtransfertootherskills Teachingshouldemphasizemeaningratherthanform Teachingshouldminimizelearnerstress Theuseofphysicalaction Action basedteachingstrategyhasalongtradition Gouinadvocatedastrategyinwhichachainofactionverbsserveasthebasisforintroducingandpracticingnewlanguageitems Palmerexperimentedwithanaction basedteachingstrategyinhisbookEnglishthroughActions 6 Dr Asherdevelopedtheapproachin30yearsofresearchinthelaboratory ThisresearchhasresultedinTPRbeingusedsuccessfullyinthousandsofclassroomswithchildrenandadultslearninglanguagessuchasEnglish Spanish French German Chinese Korean Japanese Arabic Hebrew andeventhesignlanguageofthedeaf TPRisbasedonthepremisethatthehumanbrainhasabiologicalprogramforacquiringanynaturallanguageonearth includingthesignlanguageofthedeaf Theprocessisvisiblewhenweobservehowinfantsinternalizetheirfirstlanguage Thesecretisaunique conversation betweentheparentandinfant Althoughtheinfantisnotyetspeaking thechildisimprintingalinguisticmapofhowthelanguageworks Silently thechildisinternalizingthepatternsandsoundsofthetargetlanguage Whenthechildhasdecodedenoughofthetargetlanguage speakingappearsspontaneously 2 2TheEmergenceoftheTPR 7 3 Approach CONTENTS 8 TPRreflectsagrammar basedviewoflanguage Asherstatesthat mostofthegrammaticalstructureofthetargetlanguageandhundredsofvocabularyitemscanbelearnedfromtheskillfuluseoftheimperative 祈使句 bytheinstructor Heviewstheverb andparticularlytheverbintheimperative asthecentrallinguisticmotifaroundwhichlanguageuseandlearningareorganized 3 1Theoryoflanguage 9 Asherseesastimulus responseviewasprovidingthelearningtheoryunderlyinglanguageteachingpedagogy TPRcanalsobelinkedtothe tracetheory ofmemoryinpsychology whichholdsthatthemoreoftenorthemoreintensivelyamemoryconnectionistraced thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled Retracingcanbedoneverbally e g byroterepetition and orinassociationwithmotoractivity Combinedtracingactivities suchasverbalrehearsalaccompaniedbymotoractivity henceincreasethepossibilityofsuccessfulrecall 3 2Theoryoflearning 10 3 2Theoryoflearning 11 4 Design 4 2Syllabus 4 1Objectives 4 3LearningActivities 4 4RolesofLearners 4 5RolesofTeachers 4 6InstructionalMaterials 12 4 1Objectives Generalobjectives oralproficiencyatthebeginninglevelbasicspeakingskillsuninhibitedcommunicationintelligibletonativespeakersSpecificobjectives notelaboratedbutdependonlearners particularneeds Goalsareattainablethroughtheuseofaction baseddrillsintheimperativeform 13 Sentence basedsyllabus withgrammaticalandlexicalprimaryinselectingitemsbasedonthesituationsandeaseinwhichtheyarelearnedandusedintheclassroomMeaningfirstInductivegrammarteachingLanguagechunks12 36newlexicalitemsperhourTheimperativeispowerfulfacilitatoroflearning butusedincombinationwithother 4 2Syllabus 14 Conversationaldialoguesaredelayeduntilafterabout120hoursofinstruction Otherclassactivitiesincluderoleplaysandslidepresentations 4 3LearningActivities Imperativedrills themajorclassroomactivityinTPR whicharetypicallyusedtoelicitphysicalactionsandactivityonthepartofthelearners 15 ListenerPerformer actorProducenovelcombinationsoftheirown Monitorandevaluatetheirownprogress Speakwhenready whenasufficientbasisinthelanguagehasbeeninternalized 4 4RolesofLearners 16 4 5RolesofTeachers selectsupportingmaterialsforclassroomuse modelandpresentthenewmaterials decidewhattoteach 17 4 6InstructionalMaterials NobasictextTvoice actionsandgesturesCommonclassroomobjectssuchasbooks pens cupsorfurnitureSupportingmaterialsincludingpictures realia slidesandwordchartsTPRKits asetoftoolsorequipments focusingonspecificsituations 18 1 Review Thiswasafast movingwarm upinwhichindividualstudentsweremovedwithcommandssuchas Pablo driveyourcararoundMiakoandhonkyourhorn 2 Newcommands Theseverbswereintroduced washyourhands lookforatowel yourface thesoap yourhair acomb 3 SimplequestionsExamples Whereisthetowel Eduardo pointtothetowel 4 Rolereversal 5 Readingandwriting 5 ProcedureandExample 6 Summary AdvantagesItisfunandeasy Studentswillenjoygettingupoutoftheirchairsandmovingaround SimpleTPRactivitiesdonotrequireagreatdealofpreparationonthepartoftheteacher However someothermorecomplexapplicationsmight Itisinclusiveworkingwellwithamixedabilityclass Itisgoodforlearnerswhoneedtobeactiveintheclass Itisagoodtoolforbuildingvocabulary Itismemorable Actionshelpstrengthentheconnectionsinthebrain Classsizeneednotbeaproblem DisadvantagesTPRismostusefulforbeginners Itisalsoatthehigherlevelswherepreparationbecomesanissuefortheteacher Studentsarenotgenerallygiventheopportunitytoexpresstheirownthoughtsinacreativeway ItiseasytooveruseTPR Anynovelty ifcarriedontoolong willtriggeradaptation Asherwrites Nomatterhowexcitingandproductivetheinnovation peoplewilltireofit Theteachermayfindthatitislimitedintermsoflanguagescope Certaintargetlanguagesmaynotbesuitedtothismethod Itcanbeachallengeforshystudents ThankYou