1、 DefinitionProcedure and ExampleBackgroundApproachSummary123456ApproachDesign2 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.TPR was developed by James Asher,aprofessor of psy
2、chology at San JoseState University,California,it draws onseveral traditions,includingdevelopmental psychology,learningtheory,humanistic pedagogy,andlanguage teaching procedures.3 2.Background2.1 Sources of TPR“Trace theory”of memory in psychology:the more often or the more intensively a memory conn
3、ection is traced,the stronger the memory association will be and the more likely it will be recalled.In a developmental 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 c
4、oncern for the role of affective factors in L learning:No linguistic demandGamelike movements that reduce stress and create a positive mood4Comprehension Approach:developing comprehension skills before learners speaking based the following beliefs:Comprehension abilities precede productive skills in
5、 learning a 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.The use of physical action:Action-based teaching strategy has a long trad
6、ition -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.5Dr.Asher developed the approach in 30 years of research in the labo
7、ratory.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!TPR is based on the premise that the human brain
8、has a biological program for acquiring any natural language on earthincluding 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.Although the infant is not yet speaking,th
9、e 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.2.2 The Emergence of the TPR63.ApproachApproachApproach7 TPR ref
10、lects 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”.He views the verb,and particularly the verb in the imperative,as the centra
11、l linguistic motif around which language use and learning are organized.3.1 Theory of language 8 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 oft
12、en 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 accompani
13、ed by motor activity,hence increase the possibility of successful recall.3.2 Theory of learning 9 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 hyp
14、otheses:3.2 Theory of learning a.There exists a specific innate bio-program for language learning,which defines an optimal path for first and second language development.b.Brain lateralization defines different learning functions in the left-and right-brain hemispheres.c.Stress(an affective filter)i
15、ntervenes between the act of learning and what is to be learned;the lower the stress,the greater the learning.104.Design114.1 Objectives General objectives:oral proficiency at the beginning level basic speaking skills uninhibited communication intelligible to native speakers Specific objectives:not
16、elaborated but depend on learners particular needs.Goals are attainable through the use of action-based drills in the imperative form.12 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 classroo
17、m 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 13 Conversational dialogues are delayed until after about 120 hours of instruction.Other class activities inc
18、lude 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 learners.14 Listener Performer/actor Produce novel combinations of their own.Monitor and evaluate
19、their own progress.Speak when ready,when a sufficient basis in the language has been internalized.4.4 Roles of Learners154.5 Roles of Teachersselect supporting materials for classroom use model and present the new materials active and direct role decide what to teach 16 4.6 Instructional MaterialsNo
20、 basic textT voice,actions and gesturesCommon classroom objects such as books,pens,cups or furnitureSupporting materials including pictures,realia,slides and word chartsTPR Kits(a set of tools or equipments)focusing on specific situations17 1）Review.This was a fast-moving warm-up in which individual
21、 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.your hair.a comb.3)Simple questions Examples:Where is the towel?Eduardo,point to the towel!4)Role reversal.
22、5)Reading and writing.5.Procedure and Example18 6.SummaryAdvantagesIt 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 vocabulary.It is memorable.Actions help strengthen the connections in the brain.Class size need not be a problem.19
