TotalPhysicalResponse全身反应法演示课件
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hypotheses:
a. There exists a specific innate bio-program for language learning, which defines an optimal path for first and second language development.
6
3. Approach Approach
7
3. 1 Theory of language
TPR reflects a grammar-based view of language.
Asher states that “most of the grammatical 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”.
In a developmental sense, successful adult L2 learning is seen as a
parallel process to child L1 acquisition: command — physical response — verbal response.
12
4.2 Syllabus
• Sentence-based syllabus, with grammatical and lexical primary in selecting items based on the situations and ease in which they are learned and used in the classroom
He views the verb, and particularly the verb in the imperative, as the central linguistic motif around which language use and learning are organized.
8
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 stress and create a positive mood
10
4. Design
11
Fra Baidu bibliotek
4.1 Objectives
• General objectives:
– oral proficiency at the beginning level – basic speaking skills – uninhibited communication intelligible to native speakers
4
Comprehension Approach: developing comprehension skills before
learners speaking based the following beliefs: Comprehension abilities precede productive skills in learning a
TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth—including the sign 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.
3. 2 Theory of learning
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 stronger 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 successful recall.
Although the infant is not yet speaking, the child is imprinting a linguistic map of how the language works. Silently, the child is internalizing the patterns and sounds of the target language. When the child has decoded enough of the target language, speaking appears spontaneously.
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 introducing and practicing new language items. -Palmer experimented with an action-based teaching strategy in his
book English through Actions.
5
2.2 The Emergence of the TPR
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 with children and adults learning languages such as English, Spanish, French, German, Chinese, Korean, Japanese, Arabic, Hebrew, and even the sign language of the deaf!
1 Definition 2 Background 3 Approach 4 DAepspirgonach 5 Procedure and Example 6 Summary
2
Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity.
3
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.
• Meaning first • Inductive grammar teaching • Language chunks • 12-36 new lexical items per hour • The imperative is powerful facilitator of learning, but
9
3. 2 Theory of learning
In addition, Asher has elaborated an account of what he feels facilitates or inhibits foreign language learning. For this dimension of his learning theory he draws on three rather influential learning
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, humanistic pedagogy, and language teaching procedures.
• Specific objectives: not elaborated but depend on learners’ particular needs.
• Goals are attainable through the use of action-based drills in the imperative form.
language; Speaking delayed until comprehension skills established; Skills acquired through listening transfer to other skills; Teaching should emphasize meaning rather than form; Teaching should minimize learner stress.
b. Brain lateralization defines different learning functions in the left- and right-brain hemispheres.
c. Stress (an affective filter) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.
a. There exists a specific innate bio-program for language learning, which defines an optimal path for first and second language development.
6
3. Approach Approach
7
3. 1 Theory of language
TPR reflects a grammar-based view of language.
Asher states that “most of the grammatical 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”.
In a developmental sense, successful adult L2 learning is seen as a
parallel process to child L1 acquisition: command — physical response — verbal response.
12
4.2 Syllabus
• Sentence-based syllabus, with grammatical and lexical primary in selecting items based on the situations and ease in which they are learned and used in the classroom
He views the verb, and particularly the verb in the imperative, as the central linguistic motif around which language use and learning are organized.
8
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 stress and create a positive mood
10
4. Design
11
Fra Baidu bibliotek
4.1 Objectives
• General objectives:
– oral proficiency at the beginning level – basic speaking skills – uninhibited communication intelligible to native speakers
4
Comprehension Approach: developing comprehension skills before
learners speaking based the following beliefs: Comprehension abilities precede productive skills in learning a
TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth—including the sign 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.
3. 2 Theory of learning
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 stronger 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 successful recall.
Although the infant is not yet speaking, the child is imprinting a linguistic map of how the language works. Silently, the child is internalizing the patterns and sounds of the target language. When the child has decoded enough of the target language, speaking appears spontaneously.
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 introducing and practicing new language items. -Palmer experimented with an action-based teaching strategy in his
book English through Actions.
5
2.2 The Emergence of the TPR
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 with children and adults learning languages such as English, Spanish, French, German, Chinese, Korean, Japanese, Arabic, Hebrew, and even the sign language of the deaf!
1 Definition 2 Background 3 Approach 4 DAepspirgonach 5 Procedure and Example 6 Summary
2
Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity.
3
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.
• Meaning first • Inductive grammar teaching • Language chunks • 12-36 new lexical items per hour • The imperative is powerful facilitator of learning, but
9
3. 2 Theory of learning
In addition, Asher has elaborated an account of what he feels facilitates or inhibits foreign language learning. For this dimension of his learning theory he draws on three rather influential learning
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, humanistic pedagogy, and language teaching procedures.
• Specific objectives: not elaborated but depend on learners’ particular needs.
• Goals are attainable through the use of action-based drills in the imperative form.
language; Speaking delayed until comprehension skills established; Skills acquired through listening transfer to other skills; Teaching should emphasize meaning rather than form; Teaching should minimize learner stress.
b. Brain lateralization defines different learning functions in the left- and right-brain hemispheres.
c. Stress (an affective filter) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.