TPR教学法.doc

Applied LinguisticsA Study of the Application of TPR Teaching Method in English Classroom of Primary School 系别：外语系 班级：1101班 姓名：吴婷婷 学号：2011030112 日期：6月18日 A Study of the Application of TPR Teaching Method in English Classroom of Primary SchoolAbstract：This study based on the conclusion demonstrated in Ashers studies that display oral practice with actions brings considerable effectiveness. TPR would be an appropriate and effective teaching method that will promote acquisition of comprehensible input in a natural way; it is a good way to learn a second language, not just for children, but also for adults as well. At the same time, its a great helper to the teachers, who can use it in their classes to make the studying environment active and dynamic. Thus it can help teachers solve many problems in English class. Help young children learning English, make them found English learning very interesting. They love English class. Its a good beginning to learn English in their future.Key Words：TPR (Total Physical Response ) ; Long-term Memory; zero stress; developing interests. 摘要：本文建立于美国著名心理学家詹姆斯阿士尔（Dr. James J. Asher）提出的通过口语实施最有效的伴随肢体运动的全身学习法理论上。TPR是一种有效的教学方法，在自然的情况下通过可理解性输入习得语言。此方法，不仅适合于孩子同样适合成年人学习语言。同时对于老师的课堂教学起着很重要的作用，能使课堂更加生动活跃，从而使学生喜爱英语学习，有一个良好的开端，为今后的英语学习打下坚实的基础。关键词：TPR全身直接式沟通教学法；长期记忆；零压力；激发兴趣。I. IntroductionTPR（Total Physical Response）is an effective and helpful method being used in primary school. It can be developed to reduce children stress when they are studying foreign languages. Also it can arouse students interests of learning English, and develop their intelligence.Meanwhile, TPR is an efficient and appropriate way that is a great helper for teachers in organizing classes, using TPR will make classes active and dynamic. 1.1 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 (motor) 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. 1.2 Background of the StudySome educators believe that one of the most important aspects of foreign language acquisition depends on listening comprehension first. The importance of the language learning order was emphasized by Harold E. Palmer. He suggested that in order to acquire main speech skills, listening and speaking, learners should study step by step through the four phases: perception, recognition, imitation and reproduction. (Palmer, 1925) He further claimed that perception and recognition should come before imitation and reproduction. Imperative drills he proposed aimed at establishing the foundation for internalizing a foreign language through the first two phases. In this sense, some similarities can be found between imperative drills and TPR.（WATANABE and KAWABUCHI; p53-54）Palmer also referred, such as subconscious comprehension, which is defined as the art of understanding connected speech (spoken or written) without conscious effort, analysis or translation and the incubation period, during which time a vast number of units are cognized in all their aspects: sounds, combinations, and successions of sounds, and the semantic values represented by all of these. (Palmer, 1917)More recently, Krashen could be seen to have agreed Palmer in proposing similar constructs: the input hypothesis and the silent period. Krashen assumed that learners can acquire the target language through large quantities of comprehensible input, which is slightly above the learners present level of competence. (Krashen, 1982)II. The Benefits of TPR2.1 Success with Childrens English Learning Dr. James J. Asher first described the TPR method in his book “Learning Another Language through Actions”. He and other linguists observed the following Characteristics about successful language learners:1. Good language learners achieve fluency faster when they are immersed in activities that involve them in situational language use.2. Good language learners often start their language learning with a period of silence as they watch the effect of language on others.3. Good language learners show comprehension by successfully accomplishing language-generated tasks.4. Good language learners focus on overall sentence meaning rather than a sentences grammatical parts.5. Good language learners make faster progress when the language of instruction is consistent (though limited) on a daily basis.6. Good language learners make faster progress when the content involves language that is clearly usable or valuable outside the classroom.2.2 Three Obvious FeaturesTPR has three strong features for English learning. 2.2.1 High-speed Understanding of Any Target LanguageSome former experts claimed that talking and comprehension are located in different parts of the brain. TPR will input some new information into peoples brain and then have reaction out immediately.2.2.2 Long-term RetentionThis method claims to guarantee the long-term retention of English, since the use of physical actions while or after listening helps to gain sound and meaning most effectively. This study reveals that TPR is an effective method to promote long-term retention of the target language in Japanese 7th graders.2.2.3 Zero StressIt is common that people probably can do a good job in a no stress atmosphere, so even are children when they are learning a new language. Fortunately, TPR make it come true. Students may acquire words, phrases, even sentences through physical actions, playing games, and storytelling. All in all, they feel happy when they are learning English; therefore they will become centered roles in classes. III. The Application of TPR Methods in ClassroomEveryone learns to comprehend much faster than they learn to produce. At any stage in the learning process, comprehension is always the most significant in foreign languages acquisition. Children may not be able to give a linguistic response to teachers instructions but they can give a physical response. For this reason, a teaching technique based on commands is often used with young children.3.1 The Pointing GameWith a small group of students, use a collection of pictures (such as those one might find in a mail order catalog) to instruct concepts that have been taught. Ask students to point to various specific body parts, colors, clothing items, etc. Children will be willing to present their comprehension through a physical action long before they are willing to give a linguistic response. Moreover, the use of real objects in the classroom and the use of picture flashcards allow the teacher and children to respond to language long before they can respond linguistically.This method also can improve students capability of response and develop their left brain, becoming more intelligent. Certainly, the most important thing is enhance those words teachers command repeatedly.3.2 Identifying EmotionsAfter students have acquired simple commands such as “cry” or “laugh,” pictures can be placed across the front of the room that clearly demonstrate such emotional reactions. Students can be asked to take the picture of a person displaying a specific reaction. Later, this same procedure can be extended to other kinds of descriptions of emotions. Later this same procedure can be extended to other kinds of descriptions of emotions, perhaps more subtle ones (someone who is sad, someone who is angry).This game is like a role play some times, being difficult to understand emotional words which are too abstract; teacher will use this action game to give their students hand to grasp these untouched words. When students acting trainers orders, they may comprehend what feelings are like.3.3 Following RecipesAt much later stages, making birthday cakes, baking cookies, or preparing dishes can provide a TPR experience, and it can also involve students in the cultures of other countries and those within the United States.First of all, display all the ingredients for any given recipe and introduce each item, one by one. And then, show each student with a written recipe. An extra large version to which you and the students can refer can be placed at the front of the room. While you or a student reads the recipe, other students can measure, mix the ingredients, and so on. As a follow-up, students can bring in favorite recipes to share. These can be put together to form a class recipe book to which others can be added.3.4 Information GapsInformation gaps can be created in which one student has information that another does not have but needs. One student may give a set of directions or commands to another student, who will carry them out to meet some stated goal (e.g. making a peanut butter and jelly sandwich). There are many kinds of information gaps, which include shopping information gaps, direction information gaps, puzzle information gaps, etc.IV. DisadvantagesThe TPR method applies to the nature of children and matches the principle of happy-learning, which enables children to learn easily, to learn fast and finally to feel the happiness of English study. But its disadvantages are as follow: 1. This method just suits for the first period of language learning, especially beginners. Because most of its contents are gestures, through which children may not get further knowledge, and it has to be carried out with some other approaches. 2. The TPR method contains of lots of game activities, role-playing and group competitions. But children will easily get excited when they are happy so it will be hard to accomplish the expected results even if they have good control of class, , in another place, it becomes a annoy to some shy students. Students are not generally given the opportunity to express their own thoughts in a creative way. The teacher may find that it is limited in terms of language scope. Certain target languages may not be suited to this method.V. ConclusionTPR is an effective way to learn English for ESL, especially primary school students. It based that the first thing to learn a foreign language is comprehensible input, and then have a respond to do teachers commands. And why this teaching pedagogy is so popular and successful? Because it will bring a zero stress atmosphere to children to learn English, they will not be afraid of speaking English, and then they are likely to be cheerful wh