全身反应法在小学英语教学中的应用毕业论文

1、学学 号：号： north china university of science and technology 毕毕 业业 论论文文 graduate thesis 论文题目：论文题目：全身反应法在小学英语教学中的应用全身反应法在小学英语教学中的应用 学生姓名：学生姓名： 专业班级：专业班级：11 英语英语 2 班班 学学 院：外国语学院院：外国语学院 指导教师：指导教师： 2015 年 05 月 21 日 application of tpr approach in primary school english teaching by a graduate thesis submitted

2、 in partial fulfillment of the requirements for the degree of bachelor of arts to the college of foreign languages north china university of science and technology may 21st, 2015 摘 要 -20- 摘 要 随着世界的国际化，通用的交际工具英语一如既往的重要，或者说更甚 以往。然而随着中国人们生活水平的提高、综合国力的增强，英语在中国教育 系统中的地位却逐渐降低。可以预见的是，中国学生学习英语的时间 将会变少。 同时，小

3、学英语教育存在缺乏科学教育理论的问题，教学方法不足，虽然有着 寥寥的方法却也不是为小学生量身定做的。这些不科学教育方法的教学效果并 不理想，甚至有可能导致，孩子们在学习英语的起步阶段就对其失去兴趣。 本课题将在大量阅读、研究国内外前人研究的基础上总结归纳全身反应法 的定义、特点及相关理论依据，并研究其一般教学模式、教学形式。 并根据其 教学模式设计出教学实验，实践研究，分析数据，得出结论，以验证全身反应 法是否能在第二语言词汇的快速理解、记忆率的保持及无压力学习这三点上帮 助到学生。 关键词：关键词：全身反应法；小学英语教育；儿童英语教学 abstract -21- abstract our

4、world is becoming more and more international .with the development of international communication, the most general language in the world english is considered more and more important. but the role of english in chinese education system is getting down. the studying time for english will be less. m

5、eanwhile, primary school english teaching system lacks scientific knowledge .teaching modes of children english is very few. even if there are several ,they are not designed specially on children specific features. the teaching effect of these modes are not satisfying, even led to the result that ch

6、ildren are loosing their interest in english while the starting period is especially important. in this situation, learning and promoting a english teaching form designed for children on their physiological and psychological features is very important. this thesis will summary the features of total

7、physical response approach based on predecessors researches through reading large amount of material and study its common teaching patterns ， forms and related theories. then according to the teaching pattern, this thesis will design an experiment to testify three advantages the tpr approach may hav

8、e: first, it can make students high- speed understanding of the second languages vocabulary and more important, sentences. second, it is helpful to second language long-term retention. third, it can make student study the second language under no pressure. keywords total physical response approach;

9、primary school english education; children english teaching contents -20- contents 摘 要.i abstract.ii chapter 1 introduction .1 1.1 backgrounds.1 1.2 purpose of the research.2 chapter 2 literature review.3 2.1 features of tpr approach .3 2.2 teaching design of tpr approach.4 2.1.1 teaching pattern of

10、 tpr.4 2.1.1 teaching steps of tpr.5 2.3 current studies of tpr at home and abroad.6 2.3.1 researches of tpr abroad.6 2.3.2 researches of tpr at home.7 2.4 related theories of tpr approach.8 2.4.1 physiological theory bais.8 2.4.2 memory trace theory basis.9 2.4.3 second language acquisition theory

11、basis.9 2.4.4 humanism psychology.10 chapter 3 empirical research design .11 3.1 experimental subject.11 3.3 teaching design.11 3.4 specific teaching plan .14 chapter 4 results and discussion.16 4.1 results and analysis.16 4.2 further thoughts about the research.17 chapter 5 conclusion.18 bibliograp

12、hy.19 acknowledgements.21 chapter 1 introduction -20- chapter 1 introduction because chinas international role became more significant, countless international communication is taking place in our country. english is widely used in our country. though it is reported that the score of english will cu

13、t down in the university entrance exam, the teaching of english cannot be abandoned. schools of different period still lay great attention on english teaching. research of english teaching has achieved some success. but those studies are mainly about high school and university english teaching, chil

14、dren english teaching is seldom mentioned. this led to the lack of theoretical knowledge of primary school english teachers. teaching modes of children english is very few. even if there are several ,they are not designed specially on children specific features. in this situation, learning and promo

15、ting a english teaching form designed for children on their physiological and psychological features is very important. now, tpr(total physical response) is the most reputable and widely used children english teaching method. 1.1 backgrounds in recent years, the english major graduates students empl

16、oyment situation is not very good. schools and parents lay more attention on other subjects for their children. the development of english teaching is slowing down. it can be foreseen that the time of students for learning english will not be that long as before. but how to master this tool with lit

17、tle time? as is known to all, the best time to study a language is when we are children. in that period, studying language can be more efficient. but in actual life, the teaching methods used in primary schools are a little old-fashioned. they doesnt suit children well. we all know that children cul

18、tivated by the chinese education system is good at english paper tests but weak in oral communication. children is the future of our country. if we cannot find a appropriate method to solve this problem, it will affect the development of china in a long time. so it is vital to study a approach that

19、suit college of foreign languages, north china university of science and technology -21- childrens physiological and psychological features well. the total physical response method （tpr） was proposed by james asher in the 1960 s, a professor of psychology at the university of california san jose . t

20、his method advocates associating language and body action, and teaching foreign language through body action. according to the regularity of language studying, for children, the ability to listen should be learned first, and then on this basis, the ability of speaking can be developed, and last deve

21、lop the ability to read and write. total physical response conforms to this regularity. it emphasis on training students ability to listen to first. after a period of time of hearing practice, children will be willing to speak the foreign language happily and easily because they have no difficulty i

22、n doing that. trough this way, students do not feel nervous anymore when speaking a second language. actually, they can do it fluently and naturally. 1.2 purpose of my research in this dissertation, the author will summary the tpr approachs features and theory basis through reading related books and

23、 study those experiments carried out by frontiers of this field. also i will test and verify whether the tpr approach have these advantages: first, it can make students high-speed understanding of the second languages vocabulary and more important, sentences. second, it is helpful to second language

24、 long-term retention. third, it can make student study the second language under no pressure. chapter 2 literature review -20- chapter two literature review in order to design a teaching experiment of tpr approach, we have to master the basic knowledge of it. and the best way to do that is studying

25、the researches carried out by scholars both at home and abroad so that we can learn the features, common teaching forms of tpr approach. 2.1 features of tpr approach the tpr approach is a language-learning approach which uses the right brain because its principle is teaching language through physica

26、l action. and from the beginning, it doesnt ask students to speak but to show that they understand the language with body action. according to roger sperry and his assistant, both of humans left half and right half brain are conscious. the left brain is critical, arbitrary, lingual and not willing t

27、o cooperate. it is not easy to accept new viewpoint. but the right brain is silent and easy to accept new views. it is non-lingual and tends to listen and do physical action to show the understanding of instructions. if the language enter the left half brain first, the learning will be slow. without

28、 any knowledge foundation of the target language and mastering its structure rule, students start to try to pronounce, memory the words. this will make the learning process boring and annoying, and not easy to keep long-term memory rate. second, the tpr approachs teaching is mainly in the form of li

29、sten-action. tpr is built on childrens mother-tongue acquisition theory. before speaking the language, children have already understood a lot of complex content of the language. it is because that during this silent period, adults give large amount of instructions to children and they do related phy

30、sical actions, thus they understand the language content. when the calculation of the understanding is fair enough, children open their mouth and speak. though other forms of teaching are used in tpr approach, such as college of foreign languages, north china university of science and technology -21

31、- painting, game, story, the listen-action is always the main form. and last, the form of its teaching content is mainly imperative sentences. imperative sentence lead to other material. a lot of study proves that most of the second language grammar structure and hundreds of vocabulary can be taught

32、 in imperative sentence. in the teaching process, other sentence patterns can only be subordinate to imperative sentence. not only when teaching new verbs, teaching new nouns, adjective or prepositions should be like that. whats more, language grammar can also be taught with imperative sentence. for

33、 example, when teaching the simple future tense, the teacher can give instructions like this:” john, if jack hits your arm, you will run to the whiteboard and draw his face and an angry face there”. 2.2 teaching design of tpr approach teaching design, or we can put it this way, the teaching form or

34、teaching process, is the concrete form of the application of the tpr approach. in order to carry out a teaching experiment of tpr approach, we have to master the main teaching form of it. 2.2.1 teaching patterns of tpr in a classic class of tpr approach, imperative sentences are mostly employed in c

35、lassroom activities. they are used to induce young learners body actions, while conversational speeches are delayed until 20 hours of instructions, so that the young learners will be instilled enough information to make language output. asher (1979) pointed that daily conversations are highly abstra

36、ct and disconnected. therefore to understand them requires a rather advanced internalization of the target language. other activities in class include role plays and slide presentations. certain situations are designed by the teacher in advance, such as in the library, in a park or railway station,

37、going to see a doctor, or asking for something and then children are asked to act them out. the slide presentations are employed to supply a visual topic for teacher chapter 2 literature review -20- to narrate what to teach, which is followed by instructions and questions. for instance, which one in

38、 the picture is the driver? or what can you see in the slide? reading and writing can also be used for further consolidation of structures and vocabulary. according to ashen there are no certain materials in a tpr course at the beginning. as time goes on, the role that materials play will become inc

39、reasingly important. for a beginner of language learning, a tpr class may need the teachers actions, voice and gestures. later, the teacher may employ usual objects, such as rulers, pens and other instruments. with the lesson progressing, the teacher may need to use extra materials to support teachi

40、ng, which may include pictures, word charts, slide, etc. asher himself has produced a set of student kits which can be employed in some specific situations, such as the magic cube, the telescope, the classroom and the station. if necessary, students themselves can set up the scene accordingly. 2.2.2

41、 teaching steps of tpr approach the table bellow will show the specific steps of tpr approach: teaching procedure teachersstudents stage of presentation give instruction and do physical actionlisten and look stage of imitation repeat instruction and do physical action imitate language input stage of

42、 practice say instructions silent period do physical actions stage of role conversiondo physical action according to students instruction some students give instructions and others do physical actions language output college of foreign languages, north china university of science and technology -21-

43、 2.3 current study of tpr at home and abroad in the guidance of asher, scholars both at home and abroad made great progress in the study of tpr approach. relatively speaking, the development of tpr approach is a little later than western country. 2.3.1 researches on tpr approach abroad asher conduct

44、ed 30 to 40 experiments in1969. through the observation and analysis of the experiments on japanese and russian teaching, he concluded in the total physical response approach to second language that the tpr can lead to students high-speed understanding no matter how complicated the language system i

45、s and how long the interval is between exercises. second , in these exercises, whether students do actions themselves or just observe the others do does not matter. what matters is that students should have chance to express themselves by means of physical actions. (ashen 1969) even so, asher still

46、thought that because of the critical property of the left brain, it is important for those who take a watch-the- performance attitude to participate in the performance and gradually make progress through doing actions. ashers paper published on the modern language journal in 1972 made an elaborate s

47、tatement of the experiment in which he studied the process of adult students acquisition of german in the night school by means of tpr approach. the results of the experiment are as follows:1 .most grammar points in german can be instructed by imperative drills. 2. the understanding of german can be

48、 achieved without the involvement of the mother tongue. 3. owing to the fact that listening comprehension does definitely have positive effect on speaking, reading and writing, a large amount of teaching time can be saved and the learning efficiency in the class can also be improved. (ashen 1972) it

49、 is worth mentioning that in this experiment, he found that some abstract words and instructions should be introduced after students have internalized the cognitive chapter 2 literature review -20- map of target language. the learning of abstract words is unnecessary for the grammar study. once stud

50、ents have internalized the rules of language, they can learn abstract words and use target language to explain them. krashen thought highly of the tpr approach, he described it as an approach by which students can take part in realistic and meaningful language activities to receive the input languag

51、e knowledge. (krashen, 1989) h.e palmer pointed out that the two ways of what he called instruction practice suit best for total beginners, he even claimed that in the beginning period of english studying, the teaching method without a large number of “students executing teachers instruction” activi

52、ties is unsuccessful! (zhong jing, 2002) 2.3.2 researches on tpr at home after being introduced to our country, the tpr caused education scholars attention widely. first, the scholars take a cautious attitude of this teaching method, such as xie jings article discussing about the possibility of prom

53、otion of tpr teaching method in china, thinking that this method can only be tried on children. at the beginning of the 21th century scholars has accepted the tpr. after carefully studying the theoretical basis teaching form and teaching steps of this theoretic teaching method, they combined it with

54、 the characteristics of students english learning of primary school in china, and put into the classroom application, achieving remarkable effects. such as the tpr - - one new type of foreign language teaching method worth to be promoted, expressed by hu qiu translation on the journal of science and

55、 technology of china in 2000. in the several years followed, the related article mostly discussed the comprehensive understanding of tpr and how to use in primary and secondary school. for example, wei hong article tpr teaching method - - a new effective method in the teaching of primary and seconda

56、ry school english,2001. wang chunfen the total physical response teaching methods application in junior middle school english in 2005. zhang qins the application of tpr teaching method in college of foreign languages, north china university of science and technology -21- children english teaching in

57、 2006 and so on. the tpr was called by some scholars as the teaching method making language active, which attracted many students in the emotional aspects creative try their skills for students. but as one of the many teaching methods, the tpr should cooperate with other effective teaching methods t

58、o better complete the teaching mission. 2.4 related theories of tpr approach 2.4.1 physiological theory basis roger sperry, psychological biologists in the united states, the nobel prize winner in physiology or medicine in 1981, carried out brain-spliting experiment in the 1950 s which has proved th

59、at the left brain belong to language, can express human through language. but the right brain is non-language and silent, but it can express its understanding of language after hearing instruction from the target language conducting appropriate action . on this basis, the ashe proposed a bold assump

60、tion: the baby accomplish the understanding of the language in the right brain. when baby makes physical response to the oral instructions from the person looking after him or observes the change of the behavior of others, baby achieves the understanding of language. in this process, the babys left