全身反应法PPT课件.ppt

ChapterFive 刘虹 Content Approach Background Design Procedure ModelTeaching 2 5TotalPhysicalResponse WhatisTotalPhysicalResponse TotalPhysicalResponse TPR isalanguageteachingmethodbuiltaroundthecoordinationofspeechandaction itattemptstoteachlanguagethroughphysical motor activity 3 JamesAsher 美国圣加州约瑟大学心理学教授20世纪60年代 4 Asherstatesthat mostofthegrammaticalstructureofthetargetlangugeandhundredsofvocabularyitemscanbelearnedfromtheskillfuluseoftheimperativebytheinstructor Asherseesastimulus responseviewasprovidingthelearningtheoryunderlyinglanguageteachingpedagory Approach Theoryoflanguageandlearning 5 Inaddition Asherhaselaboratedanaccountofwhathefeelsfacilitatesorinhibitsforeignlanguagelearing Hedrawson3ratherinfluentiallearninghypotheses Thebio program Brainlateralization Reductionofstress 6 Thebio program Thereexistsaspecificinnatebio programforlanguagelearningwhichdefinesanoptimalpathforfirstandsecondlanguagedevelopment 7 Thebio program Childrendeveloplisteningcompetencebeforetheydeveloptheabilitytospeak Children sabilityinlisteningcomprehensionisacquiredbcausechilrenarerequiredtorespondphysicallytospokenlangugeintheformofparentalcommandsOnceafoundationinlisteningcomprehensionhasbeenestabilished speechevolvesnaturallyandeffortlesslyoutofit 8 Parelleltotheprocessofthefirstlanguagelearning theforeignlanguagelearnershouldfirstinternalizea cognitivemap ofthetargetlangugethroughlisteningexercises Listeningshouldbeaccomplishedbyphysicalmovement 9 Brainlateralization Brainlateralizationdefinesdifferentlearningfunctionsintheleftandright brainhemispheres 10 Brainlateralization AsherseesTotalPhysicalResponseasdirectedtoright brainlearning whereasmostsecondlanguageteachingmethodsaredirectedtoleft brainlearning Similarly theadultshouldproceedtolangugematerythroughright hemispheremotoractivities whilethelefthemispherewatchesandlearns 11 12 13 Reductionofstress Stress anaffectivefilter intervenesbetweentheactoflearningandwhatistobelearned thelowerthestress thegreaterthelearning 14 Reductionofstress Animportantconditionforsuccessfullanguagelearningistheabsenceofstress Firstlangugaeacquisitiontakesplaceinastress freeenvironment accordingtoAsher whereastheadultlanguagelearningenvironmentoftencausesconsiderablestressandanxiety Thekeytostress freelearningistotapintothenaturalbio programforlanguagedevelopmentandthustorecapturetherelaxedandpleasurableexperiencesthataccompanyfirstlangugelearning 15 Design ObjectivesGeneralObjectivesSpecificObjectives 16 SyllabusSentence basedSyllabusMeaningfirstInductivegrammarteachingLanguagechunksImperative 17 Typesoflearningandteachingactivities ImperativedrillsConventionaldialoguesRoleplaysSlidespresentationsReadingandwriting 18 Rolesoflearners ListenerPerformer ActorProducerMonitorandevaluateSpeak 19 Rolesofteachers ActivedirectorDecidewhattoteachModelsandpresentsteachingmaterialsSelectssupportingmaterialsProvideopportunitiesforlearningGivingfeedbackstolearners 20 Theroleofinstructionalmaterials NobasictextTeacher svoice actionsandgesturesCommonclassroomobjectsSupportingmaterialsTPRKits 21 Procedure AnamountofacourseprovidedbyAsher 1977 onPage77 A ReviewB NewdemandsC AsksimplequestionsD RolereversalE Readingandwriting 22 23 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 24 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 25 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 26 Conclusion AsherstressedthatTotalPhysicalResponseshouldbeusedinassociationwithotherm