TPR教学法在小学英语课堂教学中的应用与研究

学科代码：520101学号：050501060019 贵州师范大学（本科）毕业论文题目：A Study of the Application of TPR Teaching Method in English Classroom of Primary SchoolTPR教学法在小学英语课堂教学中的应用与研究学院：外国语学院专业：英语教育年级：2005级3班姓名：令狐X指导教师：郑XX（教授）完成时间：2009年4月ACKNOWLEDGEMENTSThe completion of this thesis would not have been possible without the encouragement, the guidance, and the support of many other people. First of all, I would extend my sincere and heartfelt thanks to my supervisor Professor Zheng zhijin, who has given me valuable suggestions and insightful comments in the thesis writing. He has also spent much time going through brainstorming with me, put my work on the right track, read in great details every draft of every section of this thesis, and helped improve the appropriateness of English used. My gratitude to Professor Zheng knows no bound.Special thanks also go to my family for their unfailing support and love throughout my university study.CONTENTSACKNOWLEDGEMENTSAbstract（in English） (5)Abstract（in Chinese） (5)I Introduction (5)1.1 The Definition of TPR (6)1.2 Background of the Study (7)1.3 Significance of the Thesis.......................................................... .7 1.4 Organization of the T hesis.. (8)II Literature Review (9)2.1 The Benefits of TPR (9)2.1.1 Success with Children’s English Learning (9)2.1.2 Three Obvious Features (11)2.1.2.1 High-speed Understanding of Any Target Language (11)2.1.2.2 Long-term Retention (12)2.1.2.3 Zero Stress (13)III Psychology of Children’s Learning State (14)3.1 Distraction of Children’s Attention (14)3.2 Use TPR to Solve the Problem of Distraction (14)IV The Application of TPR Methods in Classroom (17)4.1 The Activities of TPR (17)4.1.1 The Pointing Game (18)4.1.2 Identifying Emotions (19)4.1.3 Following Recipes (19)4.1.4Information Gaps (20)V Conclusion (21)5.1 Major Findings (21)5.2 Implications (21)5.3 Limitations (22)5.4 Future Studies (23)BIBLIOGRAPHY (24)DECLARATIONA Study of the Application of TPR Teaching Method in EnglishClassroom of Primary School令狐敬Abstract：This study based on the conclusion demonstrated in Asher's studies that display oral practice with actions brings considerable effectiveness. TPR would be an appropriate and effective teaching method that will promote acquisition of comprehensible input in a natural way; it is a good way to learn a second language, not just for children, but also for adults as well. At the same time, it’s a great helper to the teachers, who can use it in their classes to make the studying environment active and dynamic. Thus it can help teachers solve many problems in English class. Help young children learning English, make them found English learning very interesting. They love English class. It’s a good beginning to learn English in their future.Key Words：TPR (Total Physical Response ); Long-term Memory; zero stress; developing interests.摘要：本文建立于美国著名心理学家詹姆斯·阿士尔（Dr. James J. Asher）提出的通过口语实施最有效的伴随肢体运动的全身学习法理论上。

TPR是一种有效的教学方法，在自然的情况下通过可理解性输入习得语言。

此方法，不仅适合于孩子同样适合成年人学习语言。

同时对于老师的课堂教学起着很重要的作用，能使课堂更加生动活跃，从而使学生喜爱英语学习，有一个良好的开端，为今后的英语学习打下坚实的基础。

关键词：TPR全身直接式沟通教学法；长期记忆；零压力；激发兴趣。

I IntroductionTPR（Total Physical Response）is an effective and helpful method being used in primary school. It can be developed to reduce children’ stress when they are studying foreign languages. Also it can arouse students’ interest s of learning English, and develop their intelligence.Meanwhile, TPR is an efficient and appropriate way that is a great helper for teachers in organizing classes, using TPR will make classes active and dynamic.In this article, the author will present advantages of TPR methods to readers, and then the author will demonstrate some effective teaching activities to them, and also illustrates how to use them in English classes. Following, the author analyzes children’s learning psychology on children’s learning English, which might help teachers understand what things influence children’ studying are and improve the teaching quality. Finally, it will display some limitations in conclusion part.1.1 The Definition of TPRTotal Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activities. (Asher, 1966; 79-84) Developed by James Asher, a professor of psychology at San Jose State University, California, people can acquire a foreign language by acquisition of comprehensible input through reacting imperative drills and other activities in classes, which is just like babies learn their first language. (Asher, 1996)In a developmental sense, Asher sees that this is almost the same thing between successful adult s’second language learning and children first language acquisition. (Asher) He claims that speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses. Asher feels adults should repeat this processes by which children acquire their mother tongue.It is a very effective way to aid learning second language.………The method relies on the assumption that when learning a second or additional language that is internalized through a process of code breaking similar to first language development and that the process allows for a long period of listening and developing comprehension before production. ……（Asher, 1969; 13-17）TPR is primarily intended for ESL (English as a Second Language) teacher, although the method is used in teaching other languages as well. (Asher)……..TPR is when students initially hear commands in their second language, respond physically to the commands (like raising their hands, jumping in place, or walking to the door) and then later produce these commands orally and in writing. TPR lessons have student’s complete activities by using physical motions or visual aids. They practice new material by seeing, touching, or performing the concepts taught. It seemed like a really fun way to learn English……. (Degregori and Trithart, 2004)1.2 Background of the StudySome educators believe that one of the most important aspects of foreign language acquisition depends on listening comprehension first.The importance of the language learning order was emphasized by Harold E. Palmer. He suggested that in order to acquire main speech skills, listening and speaking, learners should study step by step through the four phases: perception, recognition, imitation and reproduction. (Palmer, 1925) He further claimed that perception and recognition should come before imitation and reproduction. Imperative drills he proposed aimed at establishing the foundation for internalizing a foreign language through the first two phases. In this sense, some similarities can be found between imperative drills and TPR.（WATANABE and KAWABUCHI; p53-54）Palmer also referred, such as subconscious comprehension, which is defined as 'the art of understanding connected speech (spoken or written) without conscious effort, analysis or translation' and 'the incubation period', during which time 'a vast number of units are cognized in all their aspects: sounds, combinations, and successions of sounds, and the semantic values represented by all of these. (Palmer, 1917)More recently, Krashen could be seen to have agreed Palmer in proposing similar constructs: the input hypothesis and the silent period. Krashen assumed that learners can acquire the target language through large quantities of comprehensible input,which is slightly above the learner's present level of competence. (Krashen, 1982)1.3 Significance of the ThesisAt first, the general objective of TPR is to teach oral competency at a beginning level, however after this method has been in practical for a long period time, many educators claimed that the most important thing of TPR is that a TPR course aims to produce learners who feel relaxed and pleasure when they are obtaining English, thereby they can become confident and relaxed communication with native speakers.TPR method can be developed to reduce peoples’stress when studying foreign languages and thereby encourage pupils to persist in their study beyond a beginning level of proficiency, and more effective in developing pupils’ interest of learning English.In this thesis, the author tries to present how teachers use TPR method to help children in primary school classes. Many teaching activities are based on imperative drills. Teachers will set lots of task to let children finish, some of them look like sports’ goals, arts’ task. Whatever goals are set, it can be achievable through the use of action-based drills in the imperative forms, which always make students are very exciting in class.In another place, it can also help teachers make classes vivid and dynamic. Total Physical Response techniques are very useful for young children particularly before they begin to read and write. Helping young children learning English by making them found learning English is very appealing, and then loving their English classes. It’s a good beginning to learn English in future studies.1.4 Organization of the ThesisIn this thesis, the author tries to manage to illustrate a variety of teaching drills of TPR in details, which include types of TPR activities. The whole thesis includes fourimportant parts, which are the definition of TPR，the literature review of TPR studies, psychology of children’s learning state, and the application of TPR methods in classroom. At the end of the thesis, the writer makes a conclusion from the study of TPR teaching method, trying to reveal lots of advantages in using this pedagogy, the author also wants to show some disadvantages to the readers.II. Literature ReviewThe previous researchers considered that TPR research opened up the concept for children and adults acquiring another foreign language, and comprehension is a key point to learn a new second foreign language and it’ s also one of the most important things concluded from TPR method. Success can be assured if comprehension is developed before speaking.……One important reason: Everywhere on earth in all languages throughout history, there is no instance of infants acquiring speaking before comprehension. Comprehension always comes first with speaking following perhaps a year later…….. (Asher, 1983)TPR was developed to teach foreign languages for people of any and all age groups. With TPR students hear commands in their second language, respond physically to the commands (for example, raising their hands, jumping in place, or walking to the door) and then later produce the commands orally and in writing. It is linked to the theory of memory, which will form a long-term retention, if something is always repeating all the time. (Degregori and Trithart, 2004)2.1 The Benefits of TPRIn the following context, many benefits of TPR will be shown in the three obvious features and some experiments, which will explain how students have accomplished in English study through using TPR method.2.1.1 Success with Children’s English LearningDr. James J. Asher first described the TPR method in his book “Learni ng Another Language through Actions”. He and other linguists observed the following Characteristics about successful language learners:1. ……Good language learners achieve fluency faster when they are immersed in activities that involve them in situational language use …2. ……Good language learners often start their language learning with a period of silence as they watch the effect of language on others……..3……Good language learners show comprehension by successfully accomplishing language-generated tasks……4……Good language learners focus on overall sentence meaning rather than a sentence’s grammatical parts……5……. Good language learners make faster progress when the language of instruction is consistent (though limited) on a daily basis, and……6.......Good language learners make faster progress when the content involves language that is clearly usable or valuable outside the classroom……………. (Asher, 1977; 117)He also considered that these are similar things between the success of the Foreign Language Acquisition and children whose mother tongue is the process of acquisition. For children to learn in their native language when they initially through the actions of parents said that the response instructions, such as "Pick it up" and "Put it down", children learn to speak before they understand the instruction from the adults, therefore, there has a long time called silence period, a language acquisition time, children just listening but not speaking during this time. And when children get through the period, and it is easy to learn the new target language. Believe that students who begin to learn using TPR do have better listening comprehension. (Asher, 1966)……..One study by David Wolfe and Gwendolyn Jones (1982) fulfilled the same research the benefit of TPR has. Wolfe and Jones integrated the TPR strategy in aLevel I Spanish class. For their experiment they divided the students into two groups to use this method. For one group was taught using the TPR strategy twenty minutes a day, while the other group was taught the usual traditional manner. Results showed that significant educational differences on the unit tests provided by the publisher. Experimental subjects also expressed greater satisfaction with their Spanish course and their Spanish teacher……. (Wolfe and Jones, 1982)2.1.2 Three Obvious FeaturesIt is one of the main aims of English teaching in primary schools to stimulate pupils' interests in English and to develop their enthusiasm for learning English. TPR has three strong features for English learning, which are high-speed understanding of target language, long term retention, and zero stress, testifying TPR help students learn English successfully.2.1.2.1 High-speed Understanding of Any Target LanguageSome former experts claimed that talking and comprehension are located in different parts of the brain. TPR will input some new information into people’s brain and then have reaction out immediately.Students understand what their teachers are saying by doing physical actions, which is a high-speed understanding of acquiring their target language. It’s just like infants understanding their parents’imperative tasks. For instance, “baby, look at mom,” “baby, say mom, dad” .etc, which are real situation in people’s life, so TPR aims to create classes that looks like in real life, thus it could accomplish high-speed understanding of English.Here is an example of how students’brains are processing information at lightning speed:[1] "Stand" means to rise up from their chairs; their bodies immediately go from sitting to standing when they heard the instructor say, "Stand". Also, "walk" means to move forward, their bodies walk forward when the teacher said, "Walk.". Thesestrange utterances must be valid.Once they understand, they can use this skill to move over into the left brain with traditional exercises in speaking, reading, and writing. Then return to the right brain with more TPR to understand another sample. Then use that understanding to switch to speaking, reading, and writing.2.1.2.2 Long-term RetentionThis method claims to guarantee the long-term retention of English, since the use of physical actions while or after listening helps to gain sound and meaning most effectively. This study reveals that TPR is an effective method to promote long-term retention of the target language in Japanese 7th graders.TPR creates facts which make for long-term comprehension. At lightning pace, the student's brains process information like this: "I actually stood up when the teacher uttered the alien direction: 'Stand.' It is a fact. It is true. It actually happened; therefore, I can store this in long-term memory." The result is TPR can achieve long-term retention.It can be found that some evid ences are some former researcher’s experiments fro m the following thesis.One study by Valerie Marsh described TPR as "the most effective method for teaching long-term retention of vocabulary" (Marsh, 1997; 25). According to Marsh, one of the key components of TPR is "the low level of stress which enhances fluency, invites participation and increases motivation" (Marsh, 1997; 25)….. At Stockdale High School in Bakersfield, California over the past three years, 100 of the students learning through TPR have scored 3 or higher on the A.P. exam. Of these students, seventeen were true beginners who took the test in their third yearof Spanish, and four were true beginners who took the test in their second year of Spanish. Although formal grammar instruction in TPR is delayed, test results show that grammar was nevertheless successfully acquired early on in the program. ……In another place, the powerful feature about vocabulary retention, one of the reasons TPR interests so many researchers are because they had observed many students struggling with vocabulary retention. This is not good in any foreign language classroom because in order to complete lessons and move forward with subject material, students need to retain vocabulary. It just like as the author had mentioned, when a teacher said “stand” , students will raise their bodies from their chairs, thus they will probably understand and remember what “stand”means and know how to use this word in the same conditions.2.1.2.3 Zero StressDr. Asher believed that carrying out the activities of the body language teaching is a good way to make students acquire a new language in a harmonious atmosphere. Students respond to commands that require physical movement. It is also very efficient and quickly pedagogy. The aim is make learners first start hearing before speaking, and meanwhile reduce students’ pressure in learning a second language. (Asher, 1974)In TPR class, Student will find it is funny and easy, and then they will enjoy getting up out of their chairs and moving around. Simple TPR activities do not require a great number of preparations on the part of the teacher. "TPR is aptitude-free.”，according to Asher. It is inclusive working well with a mixed ability class.It is common that people probably can do a good job in a no stress atmosphere, so even are children when they are learning a new language. Fortunately, TPR make it come true. Students may acquire words, phrases, even sentences through physical actions, playing games, and storytelling. All in all, they feel happy when they are learning English; therefore they will become centered roles in classes.III Psychology of Children’s Learning StateStudents who are at the age of 5 to 12 are very lively and vigorous; they never stop to listen to an English grammar class, because they are very easy to distract. If teachers still use a grammar teaching method in a primary school, they must be very difficult to complete lessons and move forward with subject material, and the worst thing is students will lose their interests in learning English, some of them even hate the English classes. However, if a teacher uses TPR in his or her classes, the problem must be solved.3.1 Distraction of Children’s AttentionIt is easy to everyone to lose their attention in a boring lesson, especially children. Classroom distraction is a very ancient problem for many teachers. Students whispered, passed notes, and daydreamed during class; however whether teachers should think about why children are always like that, what can change this situation, how solve this problem. If they access TPR in the classroom, distraction problem must be getting far away from it.3.2 Use TPR to Solve the Problem of DistractionIf teachers use activities of TPR in their classes, like this kind of problem may be solved easily. They can use t he main theme is “Listen and A ct”，that is imperative drills. Here some examples:[2] Method one: Listen and actProcedure:Target Language: stand up, sit down, warming upTarget Grade: Kindergarten to Junior High 1Have students do the following actions.Commands supporting vocabulary…Sta nd up, sit down.Hands up, hands down.Stand up, and bow.Sit down, sit down.And clap.Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down. Sit down.And cheer!Come on, louder!Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down, sit down.And cheer... (Graham)Method two: TouchChoose two students and add more vocabulary that are in the classroom--- such as book, pencil, paper, desk, floor, teacher—and add to the commands put, place, scratch.Use the following type of commands repeatedly in arbitrary order, alternating pairs of students from time to time until all the students clearly understand what these commands and actions mean. For example:[3] Put the pencil on the desk.Scratch your head.Scratch your arm.Put the paper in the box.Put your hands on your head.Place the box on the teacher’s desk.Scratch your head and arm. ”(Ren, 2001; 11)From these TPR methods, we can see that teachers will draw students’ attention in classes. Because in order to finish their teachers’ commands, students have to concentrate their attention on the command words, thus they are likely to remember those words by behaving them repeatedly. In the meanwhile, students probably think that learning English is such an easy and cheerful task, and they must be fond of English classes.Method three: Listen and drawIt is similar to acting out physically, but in this type, the students are drawing picture, diagrams on paper. “This sort of activity works is very well as an information gap activity between pairs of students.” (Wang, 2002; 90) Here is an example:[4] One student draws a simple picture and then tells his/her partner how to drawit in English .Neither partner can look at each other’s drawing during the task.After they have completed the task, they can compare their pictures to seehow similar they are.Other way: according to last example.“Introduce the word draw. This opens up a rich network of things a teachers can ask their students to do. Start very simply with the familiar words that the students havealready internalized through TPR. For example:[5] Draw a bookDraw a ballDraw a handDraw a boxDraw a hand on a desk.Draw a window and a hand and book. ”The concrete staff is much easier to understand and remember than abstract staff for people, in particular, primary school students. The more detailed staff is, the easier students can memorize. So if teachers ask them to draw something, they are likely to have a brainstorm to figure out some interesting pictures, which may develop their imagination. After students finished their works, teachers may award some special works, which can raise students’ interests of English Classes, and then they probably acquire English in nature way.In another place, it is a good start to students, enhancing their listening skill. It is very important of students to have a good state while listening. Students should get clear that listening is the first step of any language acquisition; they should pay more attention to learn it well at the very beginning. Listen carefully also can solve the problem of distraction.…“Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings，and it is an analysis of the language signal perception. The process of the language perception is an activity of the short--time memorizat ion.”…(Zhang, 1996; 1)IV the Application of TPR Methods in Classroom4.1 The Activities of TPR- Physical responseEveryone learns to comprehend much faster than they learn to produce. At any stage in the learning process, comprehension is always the most significant in foreign languages acquisition. Children may not be able to give a linguistic response to teachers’instructions but they can give a physical response. For this reason, a teaching technique based on commands is often used with young children.4.1.1 The Pointing GameWith a small group of students, use a collection of pictures (such as those one might find in a mail order catalog) to instruct concepts that have been taught. Ask students to point to various specific body parts, colors, clothing items, etc. now let’s look at some examples.[6] Point to the window!Point to the book!Show me the book!Put the book on the desk!Put the blue book on the desk and the red book on the chair!Draw a cat under the tree!Children will be willing to present their comprehension through a physical action long before they are willing to give a linguistic response. Moreover, the use of real objects in the classroom and the use of picture flashcards allow the teacher and children to respond to language long before they can respond linguistically.This method also can improve students’ capability of response and develop their left brain, becoming more intelligent. Certainly, the most important thing is enhance those words teachers command repeatedly.Teachers can use this game in classes; first of all, they should tell their students some supporting words in this game. For instance, “point” means use your finger direct the staff that instructs commands, and “show”means have something a look at toeveryone, etc. Tell students to give actions to their teachers when hearing commands. If they want to finish the tasks, they have to concentrate and listen carefully.4.1.2 Identifying EmotionsAfter students have acquired simple commands such as “cry” or “laugh,” pictures can be placed across the front of the room that clearly demonstrate such emotional reactions. Students can be asked to take the picture of a person displaying a specific reaction. Later, this same procedure can be extended to other kinds of descriptions of emotions. (Someone crying, someone laughing). Later this same procedure can be extended to other kinds of descriptions of emotions, perhaps more subtle ones (someone who is sad, someone who is angry).This game is like a role play some times, being difficult to understand emotional words which are too abstract; teacher will use this action game to give their students hand to grasp these untouched words. When students acting trainers’ orders, they may comprehend what feelings are like.4.1.3 Following RecipesAt much later stages, making birthday cakes, baking cookies, or preparing dishes can provide a TPR experience, and it can also involve students in the cultures of other countries and those within the United States.First of all, display all the ingredients for any given recipe and introduce each item, one by one.And then, show each student with a written recipe. An extra large version to which you and the students can refer can be placed at the front of the room. While you or a student reads the recipe, other students can measure, mix the ingredients, and so on. As a follow-up, students can bring in favorite recipes to share. These can be put together to form a class recipe book to which others can be added.TPR is a pedagogy applying to bring in a real English environment to ESL. In this game, students will pick up a great many of cooking technique, making cakes, baking cookies. They must have a wonderful time in English classes. In the meantime, they probably obtain the target language in the classes. However, the instructor maybe more hard-working, they have to organize students to tidy up the classroom after classes.4.1.4 Information GapsInformation gaps can be created in which one student has information that another does not have but needs. One student may give a set of directions or commands to another student, who will carry them out to meet some stated goal (e.g. making a peanut butter and jelly sandwich).There are many kinds of information gaps, which include shopping information gaps, direction information gaps, puzzle information gaps, etc. for example:[7] Shopping Information Gaps:Step 1:Teachers let students make two sheets, one of is A sheet, the other one is Bsheet.Step 2:Giving them the supporting words and sentences:What did he buy in the supermarket? He bought a box of chocolate.How much was it? It was 50yuan. Etc.Step3:Ask students to finish the sheets in pair.In this activity, students can practice capability of question arising. (Wh-questions...) They have to finish the two sheets by asking their partner many questions. Also, it。