全身反應(yīng)法及其在對(duì)外漢語教學(xué)中的運(yùn)用

1、全身反應(yīng)法(TPR,TotalPhysicalResponse)是美國(guó)心理學(xué)家詹姆士阿歇爾(J.T.Asher)于20世紀(jì)60年代提出的。這種方法倡導(dǎo)把言語和行為聯(lián)系在一起,通過身體動(dòng)作教授外語。教師先把教學(xué)內(nèi)容設(shè)計(jì)成一系列指令式語言項(xiàng)目,然后讓學(xué)生對(duì)這些項(xiàng)目用身體作出反應(yīng)。Total Physical Response was proposed by the American psychologist J.T.Asher in 1960s. The method advocates to connect speech with behavior and to teach foreign la

2、nguage by body language. The teacher firstly design the content of courses into a series of instructions type language items, then make students react to those projects.1. 教學(xué)原則：Teaching principles:（1）聽力理解領(lǐng)先。首先培養(yǎng)學(xué)生的聽力理解能力,然后再要求學(xué)生用口語表達(dá)。(1)Listening comprehension comes first.Firstly, we need to develop

3、 students abilities of listeningcomprehension. Then we can require them to express vocally. （2）全身動(dòng)作是發(fā)展理解性能力的關(guān)鍵。(2) The whole body action is the key to the development of understanding ability（3）學(xué)生應(yīng)通過身體對(duì)語言的反應(yīng)動(dòng)作來提高理解力。這種身體反應(yīng)應(yīng)由教師用有計(jì)劃的指令來控制。學(xué)生根據(jù)教師的指令做出相應(yīng)的動(dòng)作,從而感知并理解掌握語言。研究表明,教師通過嫻熟地運(yùn)用指令,可以使學(xué)生學(xué)到大部分目標(biāo)語言的語法

4、結(jié)構(gòu)和成百的詞匯。(3) Students can improve their comprehension abilities by responding to the language through their body language. This response should directed by the planned order. They respond according to the teachers order so that they can percept, understand and master the language. Some researches sh

5、ow that students can learn most part of the grammatical structure of the targeting language and hundreds of vocabulary underthe teachers skilled use of the order.（4）允許學(xué)生在預(yù)先做好準(zhǔn)備的情況下發(fā)言。教師不應(yīng)強(qiáng)迫學(xué)生發(fā)言。學(xué)生通過對(duì)聽到的語言材料的理解,內(nèi)化了目標(biāo)語言的認(rèn)知結(jié)構(gòu),到一定時(shí)候自然會(huì)開口說話。(4) Let the student speak when they are well prepared. Teachers

6、should not enforce the student to speak. The student will naturally lip up his voice when they comprehend the language materials and internalize thecognitive structure of the targeting language.2.教學(xué)程序2. Teaching procedures（1）演示，教師一邊發(fā)指令，一邊做示范動(dòng)作，學(xué)生只做動(dòng)作，不說話。（1）to demonstrate. The teacher performs the d

7、emonstration action while sending instructions. The student does what the teacher tells them to do without any talking.（2）教師只說不做，要求學(xué)生按指令做相應(yīng)的動(dòng)作。(2) The teacher tells students to do the homologous action instead of doing the action.（3）教師將新舊指令混在一起發(fā)布，同時(shí)做示范動(dòng)作，讓學(xué)生邊聽邊做。(3) The teacher mixes the old orders

8、with new ones and performs thedemonstration action to make students do the action while listening. （4）教師將新舊指令混在一起發(fā)布，不做示范，讓學(xué)生按指令做動(dòng)作。(4)The teacher mixes old orders with new ones, but does not perform theorder but let the student make action according to his order. （5）某個(gè)學(xué)生發(fā)指令，教師和其他學(xué)生按指令做出反應(yīng)。(5) Let a

9、student make order, the teacher can react to the order with students.3.主要優(yōu)點(diǎn)3. The main advantages:它能夠一下子就抓住學(xué)生的注意力,吸引學(xué)生參加活動(dòng),讓他們?cè)谏砼R其境的實(shí)際體驗(yàn)中學(xué)習(xí)英語。(1) It can gasp the students attention at once, and absorb them in joining activities. It helps them to learn English through practicalexperience.它能夠提供一個(gè)與實(shí)際生活

10、緊密相連的學(xué)習(xí)環(huán)境,使學(xué)生在多種多樣的活動(dòng)中、在循環(huán)反復(fù)的練習(xí)中學(xué)會(huì)英語。(2) It can provide a learning circumstance which well linked to the practical life. It helps students to learn English from diversified activitiesand recycling exercises.協(xié)調(diào)學(xué)生的左、右腦,有助于學(xué)生的左腦發(fā)展以及語言學(xué)習(xí)的成效。(3) To coordinate the students left and right brain which help

11、to improve the development of their left brain and the efficiency of theirlanguage study.主張以句了為教學(xué)單位,整句學(xué)、整句用,重視語言內(nèi)容和意義,有利于培養(yǎng)學(xué)生實(shí)際運(yùn)川語言進(jìn)行交際的能力。(4)Advocate beginning with sentences, such as to learn the whole sentence and to use it, to focus on the content and the meaning of the language. It can develop

12、students ability of communicating with practical language.4.TPR教學(xué)法也存在著一些不足:4. TPR also has some disadvantages:1、TPR動(dòng)作及言語大都是簡(jiǎn)單的活動(dòng)，不可能單靠它學(xué)習(xí)較深的內(nèi)容。1. The action and the speech of TPR are quite simple, we cannot acquire deeper content by it.2、TPR教學(xué)中包含了大量的游戲活動(dòng)、角色表演、小組競(jìng)賽等，很難配合好課堂的教學(xué)管理。2, TPR includes a lar

13、ge number of game activities, role playing, Group Competition and so on. Which are difficult to well cooperate with the teaching management.3、典型的教師中心論。教師拼命的說，就意味著把有限的，寶貴的外語教學(xué)課堂時(shí)間都讓老師說掉了，學(xué)生就沒有時(shí)間練了。3, Its a typical teacher-centered theory. The teacher keeps on talking which would result in a waste of

14、the limited and precious teaching class time of the foreign language study, and the student have on time to practice.教師在編寫一個(gè)以全身反應(yīng)教學(xué)法為基礎(chǔ)的教案時(shí),首先應(yīng)該有一個(gè)完整的構(gòu)思,設(shè)計(jì)好全部的步驟,然后把每個(gè)步驟按先后順序一寫下來。下面提供幾個(gè)指導(dǎo)性的問題,供教師編寫教案時(shí)參考:是否把活動(dòng)的全部步驟都考慮到了、都包括進(jìn)來了?在一個(gè)活動(dòng)中,包含的步驟是否過多?(一般來說,一個(gè)活動(dòng)中有六到八個(gè)步驟就夠了。再多的話,可以一分為二)每個(gè)步驟的指令是否簡(jiǎn)短明了?如何示范、怎樣演示

15、活動(dòng)過程?是否需要使用教具或預(yù)先做一些特別的準(zhǔn)備工作?在編寫指令時(shí),關(guān)鍵是要把握先后順序，本著聽力先行的原則。三、TPR在初級(jí)對(duì)外漢語教學(xué)中的實(shí)踐在TeachingForeignLanguageinContext的課上，本人嘗試TPR的漢語教學(xué)如下（學(xué)生有韓國(guó)，美國(guó)，日本）：第一步：用漢語說出指令(起來)，讓學(xué)生加深聽力理解，并做示范動(dòng)作，學(xué)生邊聽邊觀察。第二步：說出指令（起來）并做示范動(dòng)作，然后讓學(xué)生跟著做。第三步：說出指令(起來)，不示范動(dòng)作，讓學(xué)生按照老師的指令去做。我根據(jù)學(xué)生的動(dòng)作來檢查他們的理解程度。在進(jìn)行第二、三步驟過程時(shí)，通過變換語調(diào)來介紹指令，調(diào)整學(xué)生做動(dòng)作的速度和節(jié)奏。（這可

16、以激發(fā)學(xué)習(xí)者學(xué)習(xí)的興趣。）第四步：說出指令(起來)，不示范動(dòng)作，要求學(xué)生復(fù)述指令，完成動(dòng)作。第五步：請(qǐng)一位學(xué)生說出指令，我和其他學(xué)生一起執(zhí)行指令。組織“發(fā)指令、做動(dòng)作”活動(dòng)在小組之間開展。令不同表現(xiàn)能力的學(xué)生相互之間形成互動(dòng)，能“邊做邊說”。（彌補(bǔ)TPR教學(xué)法只是機(jī)械的完成指令動(dòng)作的缺點(diǎn)。這可以訓(xùn)練他們的組織能力和協(xié)作能力。）第六步：通過上述步驟，演練其他的動(dòng)作。先單詞，后詞組，最后句子。如：?jiǎn)蝹€(gè)動(dòng)詞：跳，走，停，轉(zhuǎn)等；詞組：跳起來，走過來，停下來，轉(zhuǎn)過來等；最后將指令串聯(lián)起來進(jìn)行運(yùn)用，我提出要求：“小剛，跳起來。走過來，然后停下來”。擴(kuò)展學(xué)生表達(dá)的范圍，提高學(xué)生語言運(yùn)用能力。（這樣避免學(xué)的只是零碎的知識(shí)。體現(xiàn)了教師靈活的串聯(lián)所學(xué)的，使之變成更多有意義的連續(xù)動(dòng)作。）注意，教師給學(xué)習(xí)者一句激勵(lì)的語言和一個(gè)動(dòng)作，無疑是至關(guān)重要的，對(duì)能迅速反應(yīng)和示范指令的學(xué)