TotalPhysicalResponse全身反應(yīng)法課件

TotalPhysicalResponse2

DefinitionProcedureandExampleBackgroundApproachSummary123456ContentApproachDesignTotalPhysicalResponse全身反應(yīng)法3

1.DefinitionTotalPhysicalResponse(TPR)isalanguageteachingmethodbuiltaroundthecoordinationofspeechandaction;itattemptstoteachlanguagethroughphysical(motor)activity.TPRwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniversity,California,itdrawsonseveraltraditions,includingdevelopmentalpsychology,learningtheory,humanisticpedagogy,andlanguageteachingprocedures.TotalPhysicalResponse全身反應(yīng)法4

2.Background

2.1SourcesofTPR“Tracetheory”ofmemoryinpsychology:themoreoftenorthemoreintensivelyamemoryconnectionistraced,thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled.

Inadevelopmentalsense,successfuladultL2learningisseenasaparallelprocesstochildL1acquisition:command—physicalresponse—verbalresponse.Inasenseofhumanisticpsychology,

TPRshowsaconcernfortheroleofaffectivefactorsinLlearning:NolinguisticdemandGamelikemovementsthatreducestressandcreateapositivemoodTotalPhysicalResponse全身反應(yīng)法5ComprehensionApproach:developingcomprehensionskillsbeforelearnersspeakingbasedthefollowingbeliefs:

Comprehensionabilitiesprecedeproductiveskillsinlearningalanguage;

Speakingdelayeduntilcomprehensionskillsestablished;

Skillsacquiredthroughlisteningtransfertootherskills;

Teachingshouldemphasizemeaningratherthanform;

Teachingshouldminimizelearnerstress.

Theuseofphysicalaction:Action-basedteachingstrategyhasalongtradition

-Gouinadvocatedastrategyinwhichachainofactionverbsserveasthebasisforintroducingandpracticingnewlanguageitems.

-Palmerexperimentedwithanaction-basedteachingstrategyinhisbookEnglishthroughActions.

TotalPhysicalResponse全身反應(yīng)法6Dr.Asherdevelopedtheapproachin30yearsofresearchinthelaboratory.ThisresearchhasresultedinTPRbeingusedsuccessfullyinthousandsofclassroomswithchildrenandadultslearninglanguagessuchasEnglish,Spanish,French,German,Chinese,Korean,Japanese,Arabic,Hebrew,andeventhesignlanguageofthedeaf!TPRisbasedonthepremisethatthehumanbrainhasabiologicalprogram

foracquiringanynaturallanguageonearth—includingthesignlanguageofthedeaf.Theprocessisvisiblewhenweobservehowinfantsinternalizetheirfirstlanguage.Thesecretisaunique"conversation"betweentheparentandinfant.Althoughtheinfantisnotyetspeaking,thechildisimprintingalinguisticmapofhowthelanguageworks.Silently,thechildisinternalizingthepatternsandsoundsofthetargetlanguage.Whenthechildhasdecodedenoughofthetargetlanguage,speakingappearsspontaneously.2.2TheEmergenceoftheTPRTotalPhysicalResponse全身反應(yīng)法73.ApproachCONTENTSTheoryoflanguageTheoryoflearningApproachTotalPhysicalResponse全身反應(yīng)法8TPRreflectsagrammar-based

viewoflanguage.Asherstatesthat“mostofthegrammaticalstructureofthetargetlanguageandhundredsofvocabularyitemscanbelearnedfromtheskillfuluseoftheimperative(祈使句)bytheinstructor”.Heviewstheverb,andparticularlytheverbintheimperative,asthecentrallinguisticmotifaroundwhichlanguageuseandlearningareorganized.3.1TheoryoflanguageTotalPhysicalResponse全身反應(yīng)法9Asherseesastimulus-responseviewasprovidingthelearningtheoryunderlyinglanguageteachingpedagogy.TPRcanalsobelinkedtothe“tracetheory”ofmemoryinpsychology,whichholdsthatthemoreoftenorthemoreintensivelyamemoryconnectionistraced,thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled.Retracingcanbedoneverbally(e.g.,byroterepetition)and/orinassociationwithmotoractivity.Combinedtracingactivities,suchasverbalrehearsalaccompaniedbymotoractivity,henceincreasethepossibilityofsuccessfulrecall.3.2Theoryoflearning

TotalPhysicalResponse全身反應(yīng)法10

Inaddition,Asherhaselaboratedanaccountofwhathefeelsfacilitatesorinhibitsforeignlanguagelearning.Forthisdimensionofhislearningtheoryhedrawsonthreeratherinfluentiallearninghypotheses:3.2Theoryoflearning

a.Thereexistsaspecificinnatebio-programforlanguagelearning,whichdefinesanoptimalpathforfirstandsecondlanguagedevelopment.b.

Brainlateralization

definesdifferentlearningfunctionsintheleft-andright-brainhemispheres.c.Stress(anaffectivefilter)intervenesbetweentheactoflearningandwhatistobelearned;thelowerthestress,thegreaterthelearning.TotalPhysicalResponse全身反應(yīng)法114.Design4.2Syllabus4.1Objectives4.3LearningActivities4.4RolesofLearners4.5RolesofTeachers4.6InstructionalMaterialsTotalPhysicalResponse全身反應(yīng)法124.1ObjectivesGeneralobjectives:oralproficiencyatthebeginninglevelbasicspeakingskillsuninhibitedcommunicationintelligibletonativespeakersSpecificobjectives:notelaboratedbutdependonlearners’particularneeds.Goalsareattainablethroughtheuseofaction-baseddrillsintheimperativeform.TotalPhysicalResponse全身反應(yīng)法13?

Sentence-basedsyllabus,withgrammaticalandlexicalprimaryinselectingitemsbasedonthesituationsandeaseinwhichtheyarelearnedandusedintheclassroomMeaningfirstInductivegrammarteachingLanguagechunks12-36newlexicalitemsperhourTheimperativeispowerfulfacilitatoroflearning,butusedincombinationwithother

4.2Syllabus

TotalPhysicalResponse全身反應(yīng)法14Conversationaldialoguesaredelayeduntilafterabout120hoursofinstruction.Otherclassactivitiesincluderoleplaysandslidepresentations.4.3LearningActivities

Imperativedrills

—themajorclassroomactivityinTPR,whicharetypicallyusedtoelicitphysicalactionsandactivityonthepartofthelearners.

TotalPhysicalResponse全身反應(yīng)法15ListenerPerformer/actor

Producenovelcombinationsoftheirown.Monitorandevaluatetheirownprogress.Speakwhenready,whenasufficientbasisinthelanguagehasbeeninternalized.4.4RolesofLearnersTotalPhysicalResponse全身反應(yīng)法164.5RolesofTeachersselectsupportingmaterialsforclassroomusemodelandpresentthenewmaterials

activeand

directrole

decidewhattoteachTotalPhysicalResponse全身反應(yīng)法17

4.6InstructionalMaterialsNobasictextTvoice,actionsandgesturesCommonclassroomobjectssuchasbooks,pens,cupsorfurnitureSupportingmaterialsincludingpictures,realia,slidesandwordchartsTPRKits(asetoftoolsorequipments)focusingonspecificsituationsTotalPhysicalResponse全身反應(yīng)法181）Review.

Thiswasafast-movingwarm-upinwhichindividualstudentsweremovedwithcommandssuchas:Pablo,driveyourcararoundMiakoandhonkyourhorn.2)

Newcommands.

(Theseverbswereintroduced.)washyourhands.lookforatowel.yourface.thesoap.yourhair.acomb.

3)Simplequestions

Examples:

Whereisthetowel?[Eduardo,pointtothetowel!]

4)Rolereversal.

5)Readingandwriting.5.ProcedureandExampleTotalPhysicalResponse全身反應(yīng)法'LOGO'COMPANYLOGOTYPEINSERT

6.SummaryAdvantagesItisfunandeasy.Studentswillenjoygettingupoutoftheirchairsandmovingaround.SimpleTPRactivitiesdonotrequireagreatdealofpreparationonthepartoftheteacher.However,someothermorecomplexapplicationsmight.Itisinclusiveworkingwellwith

amixedabilityclass.Itisgoodforlearners