TotalPhysicalResponse全身反應法...ppt

1、,Total Physical Response,2,Definition,Procedure and Example,Background,Approach,Summary,Content,Approach,Design,3,TPR was developed by James Asher, a professor of psychology at San Jose State University, California, it draws on several traditions, including developmental psychology, learning theory,

2、 humanistic pedagogy, and language teaching procedures.,4,2. Background,2.1 Sources of TPR “Trace theory” of memory in psychology: the more often or the more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled. In a developme

3、ntal sense, successful adult L2 learning is seen as a parallel process to child L1 acquisition: command physical response verbal response. In a sense of humanistic psychology, TPR shows a concern for the role of affective factors in L learning: No linguistic demand Gamelike movements that reduce str

4、ess and create a positive mood,5,Comprehension Approach: developing comprehension skills before learners speaking based the following beliefs: Comprehension abilities precede productive skills in learning a language; Speaking delayed until comprehension skills established; Skills acquired through li

5、stening transfer to other skills; Teaching should emphasize meaning rather than form; Teaching should minimize learner stress. The use of physical action: Action-based teaching strategy has a long tradition -Gouin advocated a strategy in which a chain of action verbs serve as the basis for introduci

6、ng and practicing new language items. -Palmer experimented with an action-based teaching strategy in his book English through Actions.,6,Dr. Asher developed the approach in 30 years of research in the laboratory. This research has resulted in TPR being used successfully in thousands of classrooms wi

7、th children and adults learning languages such as English, Spanish, French, German, Chinese, Korean, Japanese, Arabic, Hebrew, and even the sign language of the deaf! TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earthincluding the si

8、gn language of the deaf. The process is visible when we observe how infants internalize their first language. The secret is a unique conversation between the parent and infant. Although the infant is not yet speaking, the child is imprinting a linguistic map of how the language works. Silently, the

9、child is internalizing the patterns and sounds of the target language. When the child has decoded enough of the target language, speaking appears spontaneously.,2.2 The Emergence of the TPR,7,3. Approach,CONTENTS,8,TPR reflects a grammar-based view of language. Asher states that “most of the grammat

10、ical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative(祈使句) by the instructor”. He views the verb, and particularly the verb in the imperative, as the central linguistic motif around which language use and learning are organized.

11、,3. 1 Theory of language,9,Asher sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. TPR can also be linked to the “trace theory” of memory in psychology, which holds that the more often or the more intensively a memory connection is traced, the stro

12、nger the memory association will be and the more likely it will be recalled. Retracing can be done verbally (e.g., by rote repetition) and/or in association with motor activity. Combined tracing activities, such as verbal rehearsal accompanied by motor activity, hence increase the possibility of suc

13、cessful recall.,3. 2 Theory of learning,10,3. 2 Theory of learning,11,4. Design,4.2 Syllabus,4.1 Objectives,4.3 Learning Activities,4.4 Roles of Learners,4.5 Roles of Teachers,4.6 Instructional Materials,12,4.1 Objectives,General objectives: oral proficiency at the beginning level basic speaking ski

14、lls uninhibited communication intelligible to native speakers Specific objectives: not elaborated but depend on learners particular needs. Goals are attainable through the use of action-based drills in the imperative form.,13, Sentence-based syllabus, with grammatical and lexical primary in selectin

15、g items based on the situations and ease in which they are learned and used in the classroom Meaning first Inductive grammar teaching Language chunks 12-36 new lexical items per hour The imperative is powerful facilitator of learning, but used in combination with other,4.2 Syllabus,14,Conversational

16、 dialogues are delayed until after about 120 hours of instruction. Other class activities include role plays and slide presentations.,4.3 Learning Activities,Imperative drills the major classroom activity in TPR, which are typically used to elicit physical actions and activity on the part of the lea

17、rners.,15,Listener Performer/actor Produce novel combinations of their own. Monitor and evaluate their own progress. Speak when ready, when a sufficient basis in the language has been internalized.,4.4 Roles of Learners,16,4.5 Roles of Teachers,select supporting materials for classroom use,model and

18、 present the new materials,decide what to teach,17,4.6 Instructional Materials,No basic text T voice, actions and gestures Common classroom objects such as books, pens, cups or furniture Supporting materials including pictures, realia, slides and word charts TPR Kits (a set of tools or equipments) f

19、ocusing on specific situations,18,1）Review. This was a fast-moving warm-up in which individual students were moved with commands such as: Pablo, drive your car around Miako and honk your horn. 2) New commands. (These verbs were introduced.) wash your hands. look for a towel. your face. the soap. you

20、r hair. a comb. 3)Simple questions Examples: Where is the towel? Eduardo, point to the towel! 4)Role reversal. 5)Reading and writing.,5. Procedure and Example,6. Summary,Advantages It is fun and easy. Students will enjoy getting up out of their chairs and moving around. Simple TPR activities do not require a great deal of preparation on the part of the teacher. However, some other more complex applications might. It is inclusive working well with a mixed ability class. It is good for learners who need to be active in the class. It is a good tool for building vocabula