全身反应法ppt.ppt

,ChapterFive,刘虹,Content,Approach,Background,Design,Procedure,ModelTeaching,5TotalPhysicalResponse,WhatisTotalPhysicalResponse?TotalPhysicalResponse(TPR)isalanguageteachingmethodbuiltaroundthecoordinationofspeechandaction;itattemptstoteachlanguagethroughphysical(motor)activity.,JamesAsher,美国圣加州约瑟大学心理学教授20世纪60年代,Asherstatesthat“mostofthegrammaticalstructureofthetargetlangugeandhundredsofvocabularyitemscanbelearnedfromtheskillfuluseoftheimperativebytheinstructor”.Asherseesastimulus-responseviewasprovidingthelearningtheoryunderlyinglanguageteachingpedagory.,Approach:Theoryoflanguageandlearning,Inaddition,Asherhaselaboratedanaccountofwhathefeelsfacilitatesorinhibitsforeignlanguagelearing.Hedrawson3ratherinfluentiallearninghypotheses,Thebio-program,Brainlateralization,Reductionofstress,Thebio-program,Thereexistsaspecificinnatebio-programforlanguagelearningwhichdefinesanoptimalpathforfirstandsecondlanguagedevelopment.,Thebio-program,Childrendeveloplisteningcompetencebeforetheydeveloptheabilitytospeak.ChildrensabilityinlisteningcomprehensionisacquiredbcausechilrenarerequiredtorespondphysicallytospokenlangugeintheformofparentalcommandsOnceafoundationinlisteningcomprehensionhasbeenestabilished,speechevolvesnaturallyandeffortlesslyoutofit.,Parelleltotheprocessofthefirstlanguagelearning,theforeignlanguagelearnershouldfirstinternalizea“cognitivemap”ofthetargetlangugethroughlisteningexercises.Listeningshouldbeaccomplishedbyphysicalmovement.,Brainlateralization,Brainlateralizationdefinesdifferentlearningfunctionsintheleftandright-brainhemispheres.,Brainlateralization,AsherseesTotalPhysicalResponseasdirectedtoright-brainlearning,whereasmostsecondlanguageteachingmethodsaredirectedtoleft-brainlearning.Similarly,theadultshouldproceedtolangugematerythroughright-hemispheremotoractivities,whilethelefthemispherewatchesandlearns.,Reductionofstress,Stress(anaffectivefilter)intervenesbetweentheactoflearningandwhatistobelearned;thelowerthestress,thegreaterthelearning.,Reductionofstress,Animportantconditionforsuccessfullanguagelearningistheabsenceofstress.Firstlangugaeacquisitiontakesplaceinastress-freeenvironment,accordingtoAsher,whereastheadultlanguagelearningenvironmentoftencausesconsiderablestressandanxiety.Thekeytostress-freelearningistotapintothenaturalbio-programforlanguagedevelopmentandthustorecapturetherelaxedandpleasurableexperiencesthataccompanyfirstlangugelearning.,Design,ObjectivesGeneralObjectivesSpecificObjectives,SyllabusSentence-basedSyllabusMeaningfirstInductivegrammarteachingLanguagechunksImperative,Typesoflearningandteachingactivities,ImperativedrillsConventionaldialoguesRoleplaysSlidespresentationsReadingandwriting,Rolesoflearners,ListenerPerformer/ActorProducerMonitorandevaluateSpeak,Rolesofteachers,ActivedirectorDecidewhattoteachModelsandpresentsteachingmaterialsSelectssupportingmaterialsProvideopportunitiesforlearningGivingfeedbackstolearners,Theroleofinstructionalmaterials,NobasictextTeachersvoice,actionsandgesturesCommonclassroomobjectsSupportingmaterialsTPRKits,Procedure,AnamountofacourseprovidedbyAsher(1977)onPage77.A.ReviewB.NewdemandsC.AsksimplequestionsD.RolereversalE.Readingandwriting.,TPR教学的主要特点,1）听力理解领先。首先培养学生的听力理解能力，然后再要求学生用口语表达。2）学生应通过身体对语言的反应动作来提高理解力。这种身体反应应该由教师用有计划的指令来控制。学生根据教师的指令做出相应的动作，从而感知并理解掌握语言。3）允许学生在预先做好准备的情况下发言。教师不强迫学生发言。4）教学应强调教学的意义而不是形式，这样可以降低学生的紧张情绪。,TPR教学的主要优点,1）抓住学生的注意力，吸引学生参加活动，让他们在身临其境的实验体验中学习英语。2）它能够提供一个与实际生活紧密相连的学习环境，使学生在多种多样的活动中、在循环反复的练习中学会英语。3）协调学生的左、右脑，有助于学生的左脑发展以及语言学习的成效。4）主张以句子为教学单位，整句学、整句用，重视语言内容和意义，有利于培养学生实际运用语言进行交际的能力。5)采用大量挂图、小纸条等教具，创设语言情境。,TPR教学的主要缺点,1）对成人学习的特点注意不够2）对读写能力的培养重视不够3）比较抽象的单词和句子很难用TPR来表述,Conclusion,AsherstressedthatTotalPhysicalResponseshouldbeusedinassociationwithot