全身反应法在小学英语中的应用研究岳小宇.docx

山西大同大学毕业论文全身反应法在小学英语中的应用研究A Study of the Application of Total Physical Response in Primary School English Teaching学生姓名岳小宇学院名称外语学院专业名称英语班 级11级七班学 号110502011738指导教师力明霞2015年3月25日A Study of the Application of Total Physical Response in Primary School English TeachingAbstract: In recent years ,the education departments and parents has been following awfully with the primary school English teaching .The Traditional English teaching mode is the teacher lead students to read and write words, sentences, and grammar rules again and again as to master the content and eventually pass the final exam. However, with the advance of quality education and the implementation of new curriculum standards implementation, the traditional English teaching mode is widely discredited and some new methods of English teaching in primary school has mushroomed all over the country. The Total Physical Response(TPR) is one of the representatives. The TPR promotes students to learn English in a relaxed situation then makes students found English learning very interesting. Besides, TPR puts English learning forward to be a daily utility rather than merely serves for exam. During the practice teaching in the third grade in Luo Zhuang center primary school in Ying Xian country of Shuo Zhou city, I considered the textbooks in depth and made a summary about the TPR teaching method. This article combines the definition, characteristics, classifications of TPR and some specific practice examples to explain how to apply TPR in primary school English teaching. The article aims to discuss the feature and advantage of the TPR used in primary school English teaching. Finally the article points out some misunderstandings of the application of the TPR in primary school and provides some suggestions.Key words：TPR methodology ; English teaching in primary school ; applicationCONTENTSAbstract1. Introduction.12. The definition of TPR.13. The characteristic of TPR.14. The classification of TPR.15. TPR used in primary school English teaching.15.1 The significance of the application of TPR in primary school English teaching.15.2 The practical examples of the application of TPR in primary school English teaching.15.2.1 The experimental condition15.2.2Word teaching: class A （TPR teaching）、class B（traditional teaching）.15.2.3 Phrase teaching: class A （TPR teaching）、class B（traditional teaching）.15.2.4 Sentence teaching: class A （TPR teaching）、class B（traditional teaching）.15.3The different influence between two classes as the TPR used in teaching15.3.1The influence on class A as TPR used in teaching.15.3.2The influence on class B in the traditional teaching model.16. Conclusion.1Reference .11.IntroductionIn the 21th Century, With the economic reforming and the development of economic globalization ,China contacts more and more closely with countries around the world . As the most widely used language in the world, English has naturally become the bridge of communicating and cooperating between our country and others. In order to answer the call to promote English education, Since 2001, the primary school English teaching in our country has started from scratch and got great development. However, the problems exist among the primary school students are that their attention cannot concentrated adequately and their abstract thinking is not sufficiently developed, besides, English is a very new subject. Therefore,how to carry out the primary school Englishteachinghas becomeatopic discussed in the educational field. If teachersfollow the prescribed orderto instillthe knowledge of English in students, students will feel bored and loss their interest in English. On the contrary,if teachersstimulate students interest in English learning,cultivatetheir positive attitude towards English as far as possible, of course, students will establishtheir confidence in English,and try to use English flexiblyin their daily lives. In this way, the goalof English learning isreached. In manyteaching methods,TPRjust to meetstudents psychology.It can not onlycreate a positive learning environmentandatmospherefor students,so that students can learn English from playing games with a more relaxed and comfortable mood, the whole teaching and learning process reach to the most harmonized state, but also canexert studentscreativity,enhance their memory and so on. So the TPR teaching method inprimary schoolEnglishis playing an more and more importantrole. Through the teachers personal practiceinteaching with TPRin recent years, it is sure that the TPR teaching methodcan been used as aneffectiveteachingmethod applied to theprimary English teaching.2.The definition of TPRTotal physical response (TPR) is a language teaching method built around the coordination of speech and action. It attempts to teach language through physical activities (Asher,1966;79-84)developed by James Asher, a professor of psychology at San Jose State University, California, people can acquire a foreign language by acquisition of comprehensible input through reacting imperative drills and other activities in classes, which is just like babies learn their first language.(Asher 1996)Asher pointed out that Humanlanguage learning is in a certain order,namely theunderstandingfirst,then the speaking. The understanding of languageand bodyaction should be combined together.TPR is such alanguage teachingmethod that based on the speaking and acting cooperate with each other by facial expressions, eyes,bodyposture to transmit information. Itcan not only eliminate theanxiousmood,create arelaxed and pleasantatmosphere of learning, but also can coordinate the logic language analysis of left brain and the imagination andcreativity of right brain. (Asher 1969)TPR is when students initially hear commands in their second language, respond physically to the commands(liking raising their hands，jumping in place, or walking to the door) and then later produce this commands orally and in writing.TPR lessons have students complete activities by using physical motions or visual aids. They practice new material by seeing, touching, or performing the concepts taught. It seemed like a really fun way to learn English(Degregori and Trithart ,2004)3.The characteristics ofTPRThe TPR emphasizesto carry on teaching in a truesituation.Students acquire knowledge through the full range ofperception，makingphysical activity repeatedly in the class, rather than juststay inthe usual audio-visual way to learn. Forlanguagelearning,the first step is to acquirethe ability of listening,and thenon this basis, to developtheability ofspeaking gradually andthen further develop theability of reading and writing. The specificfeatures of TPR can be summarized as follows:(1) First of all,cultivating studentsability of listening. The time when students can fully understand the content, they can turn to study expression. In other words, studentsenhance their comprehensionabout the content through the bodyreact to thelanguage input,and thenexpress it in their own oral way. In this way, students practical ability of using language to communicate has been improved.(2)Giving enough preparation time to students before they make a statement. It is unwise for a teacher to force any student to speak constrainedly.(3)Teacher is act as a leader who is in charge of making a perfect teaching plan, while students are the real control of the class.4、The classification of TPRNew curriculum promotesto apply English on primary school classas much as possible.But for the primary school students whofirst contactEnglish,may feel English is astrange and difficult field.If teachersuseunfamiliarvocabularyblindly in teaching ,the whole classwillbecome too boring to be accepted by students,and students mightlosetheir interest in learning English.If teacherscould combine body languagewith English teaching,it will absolutely produce a different effect.Students can guess andunderstand the content according tothe teachers gestures,facial expressions and body movements .TPRis not restricted by the time and place,so onecanuse it whenever and wherever if he wants to. The classification of TPR methodsare as follows:(1) Designing proper games ,such as ()(2)Using directvisual teaching tools, such as()(3)Organizing more performance, such as (painting and singing)(4)Using a competition between two groupsto test thelearning effect5.TPR used in primary school English teaching5.1 The significance of the application of TPR in primary school English teachingThe new curriculum standardsof primary and middle school English teaching point out that the students should achieve their goals through the perception, experience, practice,participation,cooperation in teachers guidance. Itis stressed the interaction betweenteachers and students in class.Teachersshould not only cultivate the independence of students, but also guide students to grow together in cooperation with each other. TPR advocatesthe participation and experience, with physical activityappears repeatedly inthe classroom. Studentsno longerhaveto sit on the benchto learn English,but throughrunning,jumping,playing gamesto learn.In such an active atmosphere , students interest in learning developed and they also can keep their attention on class for a long time. In additions, applying the TPRin English teaching effectively can provide more opportunity for both teachers and students to communicate with each other, while a harmonious atmosphere can shorten the distance between teaching and learning. Teachers appropriate behavior will leave a deep impression on students. Thus students may think thatteachersare accessible and amiable, thereby they will fell in love with English and the whole class effect can be enhanced. The application of TPR in English teaching can also cultivatethe thinking ability of students. As is known to us that language thinking abilityis essential tolanguage learning.The primary school students who have superrichimagination and whose ability to imitate is strong ,are also active .Using TPR in primary school English teaching, to some extent, can stimulate the studentsthinking and lead students from the“ learn to to to learn ”.In a word, TPR brings infinitevitality toclassroom. During my practice in teaching ,I put TPR into English class, to be honest, the efficiency was obviously improved. In other words, the practice provedthesuperiority of TPR in primary school English teaching.5.2 The practical examples of the application of TPR in primary school English teaching5.2.1The experimental conditionHow tostimulate students interest in learning andeffectivelyimprove the efficiency in primary school English class? With this question, I did such a surveyin the internship period. I selected two classes whose basic knowledge of English are in the same level, then taught them in two different methods. The class A was taught in the traditional teaching method, while the class B was taught in the TPRteaching mode. The teaching contents includingthree aspects,words,phrases and sentences. After a period of time, I made a test to compare the difference between two class.5.2.2 word teaching: class A （TPR teaching）class B（traditional teaching）In primary schoolEnglish teaching,vocabulary teachingis an essential part.When taught words in class A,I applied theTPR model,and took differentmethods of teaching according to the differentcategories ofwords .For example,the animal words,Iwould usesuch a method called I imitate andyou guess to teach.Animals like dog,cat,pig and chicken,I wouldimitatetheir sounds,because these sounds were easy to be distinguished .While animals like elephant,bear,panda ,monkey and tiger,whose sound were difficult to imitate ,I wouldimitatetheir appearance characteristics, for example, I would shape my hands with fierce plastic nails, open my mouth with a cruel expression when I taught the word Tiger. In the whole teaching process, I would give much time for students to guess which king of animal it was at first, then I taught them the correct pronunciation of this word. In this way, students couldeasily grasp thenew word. For food andcolorwords,such as apple,banana,orange,red,yellow,blueetc.I would take the visual demonstration method.In this method, I often showed picturesof the objecton the PPT or showed the matter itself in front of students firstly and then taught them the correct pronunciation. In most of time, students attention could be caught by the pictures and the matter itself but sometimes their interest in the same thing might disappearsoon, therefore,I often transformedthe different styles ofpictures orobjects tocatch their eyes ,so that their interest in English was continuously improved. For actionwords,I would use amethod called Letsdo it togetherin teaching.Such Words like laugh,cry,jump,eat,runand others,I would teach the words as acting as speaking. Students could get the meaning of the word when I acted. Then I taught them the correct pronunciation. The next section was belong to students when they could eventually understand the word by acting with other students in different groups. Finally, I would set a competition to test them. In this way, the acting couldattract the attention of students,and the competitioncouldstimulate students interest in learning.For digitalvocabulary,Iwould adopt themethod ofcount them down.Such as one,two,threeand so on,the studentswere sequentiallyunder the guidance of teachers, counting down the number in a competitive situation. In this way, there would be a potential memory about the number ,which was good for remembering later. On the contrary,the class Bwas taught in thetraditional teachingmethod in which words read by teachers for at least three times, then it was the time for students toread aloud,write repeatedly. It would not stop until students could wrote words down without looking up to the book. 5.2.3 phrase teaching: class A （TPR teaching）、class B（traditional teaching） The phrases emerge in primary school English are mostly verb phrases, which can be taught in TPR mode properly. Verb phrase are easy to be performed through body language.For example, inPEP1,Unit1,phrases like “showmeinyourpen”,“showmeyourpencil”,“show meyourruler” are so simple to be made into a small action show. In teaching this part, for instance, “show me your pen” ,I did in such a way. Firstly, I did thedemonstrationfor the students, which was while saying the phrase, I took out a pen from my box and showed it to students.Then I would make this process a little changed. The second practice was when I said the phrase, students should take action immediately. The final part was called Let me do something. In this section, students were encouraged to give orders to their partners, and both of directors and being directed could practice the new phrase in a relaxed situation. From doing this, students could memorya phrase completely and avoid theinfluence of individual unfamiliar wordin it. Here is another example, in PEP1,Unit2,phrases like “lookatinmynose” ,“lookatmyear”, “lookatmyface” and so on also could be changed into some little performance. Here I used a method called talent show. After teaching students the pronunciation and the meaning of the phrase, I wouldlet the students act by themselves. Sometimes, studentsmight exaggerate theaction,adding morejoy tothe class.The last exampleinPEP1,Unit3.When I taught phrases like “turnleft”, “turn right” and “gostraight “,I wouldtake the method of A rabbit is dancing. In this way, students stood in a line, doing what they heard in the song. The orders in the song were often like this “left , left ,right, right, go, turn around, go, go, go.I could feel the happiness from students, and the most important is that I could see their progress in their listening. Relatively,in classB, students were taught in the traditional teaching mode, which means thatteachersjust simply taught the pronunciation and the meaning of the phrases,then it was students time to read them again and again until they could recite them without looking into books.5.2.4 sentence teaching: class A （TPR teaching）、class B（traditional teaching） Sentencelearning takes an important partin English learning.In the processof sentence teaching, I adopted the TPR in class as possibly as I could. sometimes,I would create a situation just like the commonlife.Sometimes, I would design some game links. Sometimes, I would usethe way of contestetc.For instance, when I taught the sentence ”Whats your name”, I firstlyused body language togive each word a definition. For whats,I woulddraw aquestion markover my head, and foryour, I wouldpoint gently to one of thestudentwith finger,then for the name, Iwouldpresent thearms in a surrounding shapewith fingers pointingmy bodywhich was just like “nei” in Pingyin standing for the outside and that had a similar pronunciation with the first letter of name. In this way, sentence learning became more convenient for students to understand. Secondly, I designed such a competition part to help students to grasp the sentence: dividing the whole class into some groups, and selecting one student from each group as ayoung reporter, what they were going to do was investigating the names of their partners in their groups and then completing the registration. The winner was who finished the investigation in the shortest time. As a reward, the winner could get a present. After doing listening and speakingpractice repeatedly,it is easy for students tomaster this sentence. Here is another example, “nice tomeetyou”.I did the followingdecomposition movement.For nice, smiling is the best way. And for to, I would act like a rabbit, which was just translated to Tuzi in Chinese that had a similar pronunciation with the word to. Besides, for meet, I would adopt the traditional way to show friendliness by shaking hands. And the last words, just as I said before, I wouldpoint gently to one of thestudentwith finger. It seemed that students were absorbed in performing, and completely ignored the difficulty oflearning sentence. On the contrary, the class B was taught in the traditionalmethod. The teaching process was that students lead by teachers to read and write sentences repeatedly until they understood them completely.5.3 The different influence between two classes as the TPR used in teachingDuring the internshipin the two months ,I could obviously feelthe difference between class A whom were taught in TPR mode and class B whom were taught in the traditional method. In order to make a detailed illustration, I collected a series ofresearch data from two classes including 40 new words,20 phrases,20 sentences. The results reflectedfroma test which including four parts as listening,speaking,reading and writing. The estimate standard was the average grade and the comprehensive learning ability of two classes.Statistical data were as follows:Class A:WordsPhrasesSentencesListening 93%92%92%Speaking 95%95%94%Reading 95%93%92%Writing 93%92%90%Avera