TotalPhysicalResponse全身反应法ppt课件.ppt

,TotalPhysicalResponse,Definition,ProcedureandExample,Background,Approach,Summary,Content,Approach,Design,2,TPRwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniversity,California,itdrawsonseveraltraditions,includingdevelopmentalpsychology,learningtheory,humanisticpedagogy,andlanguageteachingprocedures.,3,2.Background,2.1SourcesofTPR“Tracetheory”ofmemoryinpsychology:themoreoftenorthemoreintensivelyamemoryconnectionistraced,thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled.Inadevelopmentalsense,successfuladultL2learningisseenasaparallelprocesstochildL1acquisition:commandphysicalresponseverbalresponse.Inasenseofhumanisticpsychology,TPRshowsaconcernfortheroleofaffectivefactorsinLlearning:NolinguisticdemandGamelikemovementsthatreducestressandcreateapositivemood,4,ComprehensionApproach:developingcomprehensionskillsbeforelearnersspeakingbasedthefollowingbeliefs:Comprehensionabilitiesprecedeproductiveskillsinlearningalanguage;Speakingdelayeduntilcomprehensionskillsestablished;Skillsacquiredthroughlisteningtransfertootherskills;Teachingshouldemphasizemeaningratherthanform;Teachingshouldminimizelearnerstress.Theuseofphysicalaction:Action-basedteachingstrategyhasalongtradition-Gouinadvocatedastrategyinwhichachainofactionverbsserveasthebasisforintroducingandpracticingnewlanguageitems.-Palmerexperimentedwithanaction-basedteachingstrategyinhisbookEnglishthroughActions.,5,Dr.Asherdevelopedtheapproachin30yearsofresearchinthelaboratory.ThisresearchhasresultedinTPRbeingusedsuccessfullyinthousandsofclassroomswithchildrenandadultslearninglanguagessuchasEnglish,Spanish,French,German,Chinese,Korean,Japanese,Arabic,Hebrew,andeventhesignlanguageofthedeaf!TPRisbasedonthepremisethatthehumanbrainhasabiologicalprogramforacquiringanynaturallanguageonearthincludingthesignlanguageofthedeaf.Theprocessisvisiblewhenweobservehowinfantsinternalizetheirfirstlanguage.Thesecretisauniqueconversationbetweentheparentandinfant.Althoughtheinfantisnotyetspeaking,thechildisimprintingalinguisticmapofhowthelanguageworks.Silently,thechildisinternalizingthepatternsandsoundsofthetargetlanguage.Whenthechildhasdecodedenoughofthetargetlanguage,speakingappearsspontaneously.,2.2TheEmergenceoftheTPR,6,3.Approach,CONTENTS,7,TPRreflectsagrammar-basedviewoflanguage.Asherstatesthat“mostofthegrammaticalstructureofthetargetlanguageandhundredsofvocabularyitemscanbelearnedfromtheskillfuluseoftheimperative(祈使句)bytheinstructor”.Heviewstheverb,andparticularlytheverbintheimperative,asthecentrallinguisticmotifaroundwhichlanguageuseandlearningareorganized.,3.1Theoryoflanguage,8,Asherseesastimulus-responseviewasprovidingthelearningtheoryunderlyinglanguageteachingpedagogy.TPRcanalsobelinkedtothe“tracetheory”ofmemoryinpsychology,whichholdsthatthemoreoftenorthemoreintensivelyamemoryconnectionistraced,thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled.Retracingcanbedoneverbally(e.g.,byroterepetition)and/orinassociationwithmotoractivity.Combinedtracingactivities,suchasverbalrehearsalaccompaniedbymotoractivity,henceincreasethepossibilityofsuccessfulrecall.,3.2Theoryoflearning,9,3.2Theoryoflearning,10,4.Design,4.2Syllabus,4.1Objectives,4.3LearningActivities,4.4RolesofLearners,4.5RolesofTeachers,4.6InstructionalMaterials,11,4.1Objectives,Generalobjectives:oralproficiencyatthebeginninglevelbasicspeakingskillsuninhibitedcommunicationintelligibletonativespeakersSpecificobjectives:notelaboratedbutdependonlearnersparticularneeds.Goalsareattainablethroughtheuseofaction-baseddrillsintheimperativeform.,12,Sentence-basedsyllabus,withgrammaticalandlexicalprimaryinselectingitemsbasedonthesituationsandeaseinwhichtheyarelearnedandusedintheclassroomMeaningfirstInductivegrammarteachingLanguagechunks12-36newlexicalitemsperhourTheimperativeispowerfulfacilitatoroflearning,butusedincombinationwithother,4.2Syllabus,13,Conversationaldialoguesaredelayeduntilafterabout120hoursofinstruction.Otherclassactivitiesincluderoleplaysandslidepresentations.,4.3LearningActivities,ImperativedrillsthemajorclassroomactivityinTPR,whicharetypicallyusedtoelicitphysicalactionsandactivityonthepartofthelearners.,14,ListenerPerformer/actorProducenovelcombinationsoftheirown.Monitorandevaluatetheirownprogress.Speakwhenready,whenasufficientbasisinthelanguagehasbeeninternalized.,4.4RolesofLearners,15,4.5RolesofTeachers,selectsupportingmaterialsforclassroomuse,modelandpresentthenewmaterials,decidewhattoteach,16,4.6InstructionalMaterials,NobasictextTvoice,actionsandgesturesCommonclassroomobjectssuchasbooks,pens,cupsorfurnitureSupportingmaterialsincludingpictures,realia,slidesandwordchartsTPRKits(asetoftoolsorequipments)focusingonspecificsituations,17,1）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,18,6.Summary,AdvantagesItisfunandeasy.Studentswillenjoygettingupoutoftheirchairsandmovingaround.SimpleTPRactivitiesdonotrequireagreatdealofpreparationonthepartoftheteacher.However,someothermorecomplexapplicationsmight.Itisinclusiveworkingwellwithamixedabilityclass.Itisgoodforlearnerswhoneedtobeactiveintheclass.Itisagoodtoolforbuildingvocabulary.Itismemorable.Actionshelpstrengthentheconnectionsinthebrain.Classsizeneednotbeaproblem.,19,DisadvantagesTPRismostusefulforbeginners.Itisalsoatthehigherlevelswherepreparationbecomesanissuefortheteacher.Studentsarenotgenerallygiventheopportunitytoexpresstheirownthoughtsinacreativeway.It