Transcript lectue # 16.ppt

Lecture # 16
Total Physical Response (TPR)
Textbook:
Larsen-Freeman, D. (2000). Techniques and Principles in
Language Teaching. (2th ed.). Oxford University Press.
Review of the Last Lecture
• Two basic principles form the basis of Community
Language learning method. These are as follows:
• “Learning is persons”
Both the learner and the teacher must make a
comment of trust to one another and the learning
process
• Learning is dynamic and creative
learning is a living and developmental process.
Review on Techniques of CLL
• Tape Recording Student Conversation:
•
Giving students the choice about what to say and when to say it, gives them
responsibility for their own learning.
•
•
Teacher translate native language expressions in chunks.
Recording student conversation works best with twelve or fewer students.
Transcription:
Teacher’s transcribed students’ recorded target language conversation
provides basis for future activities.
Review on Techniques of CLL
• Reflection on Experience
• Reflective Listening: SS relax and listen to their voices
• Human Computer:
Students try to choose some part of the transcript to
practice pronunciation in control of the teacher.
The teacher repeats the phrase …….
• Small Group Tasks:
Important Questions in the wake of CLL
• Do you agree with these principles? Do you believe that
a teacher should adopt the role of a counselor as Curran
uses the term.
• Should the development of a community be
encouraged?
• Do you think that students should be given responsibility
for creating syllabus?
• Which principle of CLL goes well with your personal
approach to teaching?
Introduction
A general approach to foreign language instruction which has
been named
“the Comprehension Approach”
In the 1960s and 1970s research gave rise to the hypothesis that
language learning should start first with understanding and
later proceed to production.
After the learner internalizes an extensive map
of how the target language works, speaking
will appear spontaneously.
For example, a baby spends many months
listening to the people around it long before it
ever says a word. No one tells the baby that it
must speak. He chooses to speak when it is
ready to do so.
There are several methods being practiced
today for foreign language instruction.
1. One such method is Krashen and Terrell’s
“Natural Approach”.
The teacher helps her students to understand
her by using pictures and occasional words
in the students’ native language.
2. Another method “Comprehension
Approach” is Winitz and Reed’s selfinstructional program and Winitz’ The
Learnables.
The students are asked to respond in some
way such as pointing each picture to show
that they have understood, but they don’t
speak.
3. A new method, called the Lexical Approach.
Developed by Michael Lewis. It is less
concerned with student production and more
concerned that students receive abundant
comprehensible input.
Students are given exercises and activities
which raise their awareness about lexical
features of the target language.
4. James Asher’s Total Physical Response (TPR),
one method to see how the principles of the
Comprehension Approach are put into practice.
On Asher’s research, least stressful way to
achieve understanding of any target language
is to follow directions uttered by the instructor.
• Experience
The teacher calls on four students to come to
the front of the room. She tells the other
students to listen and to watch.
In English the teacher says, “Stand up”, “Sit
down”. The teacher and the students stand up
and sit down together several times according
to the teacher’s command; the students say
nothing.
One again the teacher gives the commands.
The four students respond to her commands.
Stand up. Sit down. They all respond perfectly.
Next, the teacher would like one of the students
to follow her commands alone. One students
raises his hand and performs the actions the
teacher commands.
Finally, the teacher approaches the other
.
students.
“Stand up”, she says and the class
responds. Even thought they have not done the
actions before, the students are able to perform
according to the teacher’s commands. The
teacher introduces new commands as she is
satisfied with students reactions.
As the last step of the lesson, the teacher writes
the new commands on the blackboard. Each
time she writes a command, she acts it out. The
students copy the sentences from the blackboard
into the notebooks.
The class is over. No one except the teacher has
spoken a word. However, a few weeks later, one
of students is speaking. The student is directing
the other students and the teacher with these
commands. They are not saying anything; they
are just following the student’s orders.
Thinking about the experience-1
Observations
1.The teacher gives a
command in the
target language and
performs it with the
students.
Principles
---Meaning in the target
language can often be
conveyed through actions.
---The target language
should be presented in
chunks, not just word by
word.
Thinking about the experience-2
2. The students say nothing.
The students’
understanding of the
target language should
be developed before
speaking.
Thinking about the experience-3
Students can initially
3.The teacher gives the
command quite quickly. learn one part of the
language rapidly by
moving their bodies.
Thinking about the experience-4
4.The teacher sits
down and issues
commands to the
volunteers.
The imperative is a
powerful linguistic device
through which the teacher
can direct student behavior.
Thinking about the experience-5
5.The teacher directs
students other than the
volunteers.
Students can learn through
observing actions as well
as by performing the
actions themselves.
Thinking about the experience-6
6.The teacher introduces
new commands after she
is satisfied that the first
six have been mastered.
It is very important that
students feel successful.
Feeling of success and low
anxiety facilitate learning.
Thinking about the experience-7
7.The teacher changes
the order of the
commands.
Students should not be
made to memorize fixed
routines.
Thinking about the experience-8
8.When the students
make an error, the
teacher repeats the
command while
acting it out.
Correction should be
carried out in an
unobtrusive manner.
Thinking about the experience-9
9.The teacher gives the
students commands
they have not heard
before.
Students must develop
flexibility in understanding
novel combinations of
target language chunks.
They need to understand
more than the exact
sentences used in training.
Novelty is also motivating.
Thinking about the experience-10
10.The teacher says,
“jump to the desk.”
Everyone laughs.
Language learning is more
effective when it is fun.
Thinking about the experience-11
11.The teacher writes
the new commands
on the blackboard.
Spoken language should be
emphasized over written
language.
Thinking about the experience-12
12.A few weeks later,
a student who
hasn’t spoken
before gives
commands.
Students will begin to
speak when they are ready.
Thinking about the experience-13
13.A student says,
“shake hand
with your
neighbor.
Students are expected to
make errors when they
first begin speaking.
Teachers should be
tolerant of them. Work on
the fine details of the
language should be
postponed until students
have become somewhat
proficient.
Summary
•
A new general approach to Foreign language instruction (FLI) named “
comprehension approach”
• Total Physical Response is an example of “Comprehension Approach
• Unlike other methods, this method begins with listening skill.
• The importance is given to Listening Comprehension.
• Imperative forms are central in teaching
• Child Acquisition: Natural progression from comprehension to production
• Learning through playful activities.
• The idea of Comprehension Approach comes from child language
acquisition. Speaking is a natural product of listening.
Communication through pictures and words is fostered,
but L1 is also used.
Natural Approach is similar to Direct Method, but in former L1 is allowed.
The teacher does not correct any students’ errors during oral communication.