4.全身反应法

4.4 Advantages and disadvantages
In the method, you only have to listen and act on commands in the foreign language until you feel comfortable enough to give the commands to sb.. • Advantages : This combinations of language use and action responses is meant to combine both hemispheres of the brain and so help the learner to memorize the language better . • Disadvantages: The teacher cannot teach the complexities of a language only by a means of giving and responding to instructions. It seems to be more suited to young learner than adults.
4. Total Physical Response
• 4.1 Introduction
• 4.1.1 Definition
• (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San José State University, to aid learning second languages. It is a teaching method built around the coordiantion of speech and action.It attemppts to teach language through physical activity and consists basically of obeying commands given by the instructor that involve an overt physical response.
4.4 Question
How does a baby learn to utter the first word and then speak?
• Language-body conversation • Babies don’t learn by memorization. • Words without actions in the primary stage
4.1.4 Representative
• 1960s, US, James Asher • Key concepts – COMPREHESNION – ACTIONS – RESPONSES • It’s all in the way we learn. • “Do not attempt to force peaking from students.” • Comprehension before expression. • Focus on the content, not on the form. • Verb is the king! Imperative!
4.3 Application For Language Classroom (c)
Procedure
• • • • • • • • 1. T says & acts; C observes 2. T says & acts; C acts 3. T says; C acts 4. T says; C says & acts 5. 1 L says & acts; both C & T act 6. 1 L says & acts; C acts 7. 1 L says; both C & T say & act 8. 1 L says; C says & acts
4.1 Introduction
• 4.1.3 Theoretical Foundation:
•
According to Asher, 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. • “ Trace Theory” of memory in psychology, which holds that the more often or the more intensivesly a memory is traced, the stronger the memory association will be and the more likely it will be recalled.
4.2 Principal Characteristics
• 4.2.1 Learners have the primary role of listener and performer. Learners monitor and evaluate their own progress. • 4.2.2 The teacher plays an active role in TPR. • 4.2.3 Something different from other methods is that the students are permitted to use their native language along with the target language as they response to their teacher. • 4.2.4 The teacher doesn't correct any student errors during oral communication. • 4.2.5 TPR male one very contribution to lowering student anxiety • 4.2.6 In TPR classroom grammar will be learned inductively. Homework may include formal grammar work.
4.1 Introduction
• 4.1.2 Background
• TPR is primarily intended for ESL/EAL teacher, although the method is used in teaching other languages as well. The method became popular in the 1970's and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.
4.3 Application For Language Classroom (b)
• In the classroom the teacher and students take on roles similar to that of the parent and child respectively. Students must respond physically to the words of the teacher. The activity may be a simple game such as Simon Says or may involve more complex grammar and more detailed scenarios. • TPR can be used to practice and teach various things. It is well suited to teaching classroom language and other vocabulary connected with actions. It can be used to teach imperatives and various tenses and aspects. It is also useful for story-telling.
4.3 Application For Language Classroom (a)
• 4.3.1 The teacher gives a command in the target language and performs it with the students. The students says nothing but listen. And the teacher gives the command quite quickly. The teacher sits down and issues commands to the volunteers. • 4.3.2 The teacher directs students other than the volunteers. She introduces new commands after she is satisfied with what the students respond. The teacher change the order of the commands • 4.3.3 When the students make an error, the teacher repeats the command while acting it out. She gives the students commands they have not heard before.