Total Physical Response_全身反应教学法.ppt

TotalPhysicalResponse byZhangWenjing Background AdvantagesandDisadvantages Approach Approach RelatedThesis Content Design Procedure 1 Background TPRwasdevelopedbyJamesAsher aprofessorofpsychologyatSanJoseStateUniversity California itdrawsonseveraltraditions includingdevelopmentalpsychology learningtheory humanisticpedagogy andlanguageteachingprocedures Inadevelopmentalsense Asherseessuccessfuladultsecondlanguagelearningasparallelprocesstochildfirstlanguageacquisition Heclaimsthatspeechdirectedtoyoungchildrenconsistsprimarilyofcommands whichchildrenrespondtophysicallybeforetheybegintoproduceverbalresponses 1 Background Asherfeelsthatadultsshouldrecapitulate 总结 theprocessesbywhichchildrenacquiretheirnativelanguage Ashershareswiththeschoolofhumanisticpsychology 人本主义心理学 aconcernfortheroleofaffective emotional factorsinlanguagelearning Amethodthatisundemandingintermsoflinguisticproductionandthatinvolvesgamelikemovementsreduceslearnerstress hebelieves andcreatesapositivemoodinthelearner whichfacilitateslearning 1 Background 2 Approach CONTENTS TPRreflectsagrammar basedviewoflanguage Asherstatesthat mostofthegrammaticalstructureofthetargetlanguageandhundredsofvocabularyitemscanbelearnedfromtheskillfuluseoftheimperative 祈使句 bytheinstructor Heviewstheverb andparticularlytheverbintheimperative asthecentrallinguisticmotifaroundwhichlanguageuseandlearningareorganized 2 1Theoryoflanguage Stimulus responseview learningistheresultofaseriesofstimuliandresponses childrenlearnlanguagethroughachainofstimulus responsereinforcement andadults useoflanguageisalsoaprocessofstimulus response Trace theory ofmemoryinpsychology themoreoftenorthemoreintensivelyamemoryconnectionistraced thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled Retracingcanbedoneverballyand orinassociationwithmotoractivity 2 2Theoryoflearning 2 2Theoryoflearning 2 2Theoryoflearning 1 Thebio programThereexistsaspecificinnatebio programforlanguagelearning whichdefinesanoptimalpathforfirstandsecondlanguagedevelopment Threecentralprocesses A Childrendevelopmentlisteningcompetencebeforetheydeveloptheabilitytospeak Attheearlystagesoffirstlanguageacquisition theycanunderstandcomplexutterancesthattheycannotspontaneouslyproduceorimitateB Children sabilityinlisteningcomprehensionisacquiredbecausechildrenarerequiredtorespondphysicallytospokenlanguageintheformofparentalcommands C Onceafoundationinlisteningcomprehensionhasbeenestablished speechevolvesnaturallyandeffortlesslyoutofit SoAsherthinksthattheforeignlanguagelearnershouldfirstinternalizea cognitivemap ofthetargetlanguagethroughlisteningexercisesaccompaniedbyphycicalmovement 2 2Theoryoflearning 2 BrainlateralizationAsherseesTPRasdirectedtoright brainlearning whereasmostsecondlanguageteachingmethodsaredirectedtoleft brainlearning Hethinksthatchildlanguagelearneracquireslanguagethroughmotormovement arighthemisphereactivity Theadultshouldproceedtolanguagemasterythroughright hemispheremotoractivities whilethelefthemispherewatchesandlearns Whenasufficientamountofright hemispherelearninghastakenplace thelefthemispherewillbetriggeredtoproducelanguageandtoinitiateother moreabstractlanguageprocesses 2 2Theoryoflearning 3 ReductionofstressAnimportantconditionforsuccessfullanguagelearningistheabsenceofstress Firstlanguageacquisitiontakesplaceinastress freeenvironment accordingtoAsher whereastheadultlanguagelearningenvironmentoftencausesconsiderablestressandanxiety Thekeytostress freelearningistotapintothenaturalbio programforlanguagedevelopmentandthustorecapturetherelaxedandpleasurableexperiencesthataccompanyfirstlanguagelearning Byfocusingonmeaninginterpretedthroughmovement ratherthanonlanguageformsstudiedintheabstract thelearnerissaidtobeliberatedformself consicousandstressfulsituationsandisabletodevotefullenergytolearning 3 Design 3 2Syllabus 3 1Objectives 3 3LearningActivities 3 4RolesofLearners 3 5RolesofTeachers 3 6InstructionalMaterials 3 1Objectives Comprehensionisameanstoanend andtheultimateaimistoteachbasicspeakingskills ATPRcourseaimstoproducelearnerswhoarecapableofanuninhibitedcommunicationthatisintelligibletoanativespeaker Specificinstructionalobjectivesarenotelaborated forthesewilldependontheparticularneedsofthelearners Whatevergoalsareset however mustbeattainablethroughtheuseofaction baseddrillsintheimperativeform ThetypeofsyllabusAsherusescanbeinferredfromananalysisoftheexercisetypesemployedinTPRclasses Thisanalysisrevealstheuseofasentence basedsyllabus withgrammaticalandlexicalcriteriabeingprimaryinselectingteachingitems TotalPhysicalResponserequiresinitialattentiontomeaningratherthantotheformofitems Grammaristhustaughtinductively 诱导地 3 2Syllabus Asheralsosuggeststhatafixednumberofitemsbeintroducedatatime tofacilitateeaseofdifferentiationandassimilation 吸收 Inanhour itispossibleforstudentstoassimilate12to36newlexicalitemsdependinguponthesizeofthegroupandthestageoftraining AcoursedesignedaroundTotalPhysicalResponseprinciples however wouldnotbeexpectedtofollowaTPRsyllabusexclusively 3 2Syllabus Conversationaldialoguesaredelayeduntilafterabout120hoursofinstruction Otherclassactivitiesincluderoleplaysandslidepresentations 3 3LearningActivities Imperativedrills themajorclassroomactivityinTPR whicharetypicallyusedtoelicitphysicalactionsandactivityonthepartofthelearners Theylistenattentivelyandrespondphysicallytocommandsgivenbytheteacher Learnersarealsoexpectedtorecognizeandrespondtonovelcombinationsofpreviouslytaughtitems Theyarerequiredtoproducenovelcombinationsoftheirown Learnersmonitorandevaluatetheirownprogress Theyareencouragedtospeakwhentheyfeelreadytospeak thatis whenasufficientbasisinthelanguagehasbeeninternalized 3 4RolesofLearners Asherrecommendsdetailedlessonplans Itiswisetowriteouttheexactutterancesyouwillbeusingandespeciallythenovelcommandsbecausetheactionissofast movingthereisusuallynottimeforyoutocreatespontaneously 3 5RolesofTeachers decideswhattoteach selectssupportingmaterialsforclassroomuse modelsandpresentsthenewmaterials Asherstresses however thattheteacher sroleisnotsomuchtoteachastoprovideopportunitiesforlearning Theteacherhastheresponsibilityofprovidingthebestkindofexposuretolanguagesothatthelearnercaninternalizethebasicrulesofthetargetlanguage Ingivingfeedbacktolearners theteachershouldfollowtheexampleofparentsgivingfeedbacktotheirchildren 3 5RolesofTeachers decideswhattoteach selectssupportingmaterialsforclassroomuse modelsandpresentsthenewmaterials 3 6InstructionalMaterials 1 Forabsolutebeginners lessonsmaynotrequiretheuseofmaterials sincetheteacher svoice actions andgesturemaybeasufficientbasisforclassroomactivities 2 Later theteachermayusecommonclassroomobjects suchasbooks pens cups furniture 3 Asthecoursedevelops theteacherwillneedtomakeorcollectsupportingmaterialstosupportteachingpoints Thesemayincludepictures realia slides andwordcharts ThereisgenerallynobasictextinaTPRcourse Materialsandrealia 教具 playanincreasingrole however inlaterlearningstages AsherhasdevelopedTPRstudentkitsthatfocusonspecificsituations suchasthehome thesupermarket thebeach Studentsmayusethekitstoconstructscenes e g Putthestoveinthekitchen Asher 1977 providesalesson by lessonaccountofacoursetaughtaccordingtoTPRprinciples whichservesasasourceofinformationontheproceduresusedintheTPRclassroom Thecoursewasforadultimmigrantsandconsistedof159hoursofclassroominstruction Thesixthclassinthecourseproceededinthefollowingway 4 ProcedureandExample 1 Review Thiswasafast movingwarm upinwhichindividualstudentsweremovedwithcommandssuchas Pablo driveyourcararoundMiakoandhonkyourhorn Jeffe throwtheredflowertoMaria Maria scream 4 ProcedureandExample 2 Newcommands Theseverbswereintroduced washyourhands lookforatowel yourface thesoap yourhair acomb holdthebook thecup thesoap Otheritemsintroducedwere TowelPutthetowelonJuan sarm Juan putthetowelonyourheadandlaugh ToothbrushLookforthetoothpaste ThrowthetoothpastetoWing 4 ProcedureandExample Next theinstructoraskedsimplequestionswhichthestudentcouldanswerwithagesturesuchaspointing Exampleswouldbe Whereisthetowel Eduardo pointtothetowel Whereisthetoothbrush Miako pointtothetoothbrush 4 ProcedureandExample 3 Rolereversal Studentsreadilyvolunteeredtouttercommandsthatmanipulatedthebehavioroftheinstructorandotherstudents 4 Readingandwriting Theinstructorwroteonthechalkboardeachnewvocabularyitemandasentencetoillustratetheitem Thenshespokeeachitemandactedoutthesentence Thestudentslistenedasshereadthematerial Somecopiedtheinformationintheirnotebooks Discussion Advantagesanddisadv