Total-Physical-Response-全身反应教学法

BackgroundAdvantagesandDisadvantagesApproachApproachRelatedThesis123456DesignProcedure1.BackgroundTotalPhysicalResponse(TPR)isalanguageteachingmethodbuiltaroundthecoordinationofspeechandaction;itattemptstoteachlanguagethroughphysical(motor)activity.TPRwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniversity,California,itdrawsonseveraltraditions,includingdevelopmentalpsychology,learningtheory,humanisticpedagogy,andlanguageteachingprocedures.•Inadevelopmentalsense,Asherseessuccessfuladultsecondlanguagelearningasparallelprocesstochildfirstlanguageacquisition.Heclaimsthatspeechdirectedtoyoungchildrenconsistsprimarilyofcommands,whichchildrenrespondtophysicallybeforetheybegintoproduceverbalresponses.1.BackgroundAsherfeelsthatadultsshouldrecapitulate(总结)theprocessesbywhichchildrenacquiretheirnativelanguage.•Ashershareswiththeschoolofhumanisticpsychology(人本主义心理学）aconcernfortheroleofaffective(emotional)factorsinlanguagelearning.Amethodthatisundemandingintermsoflinguisticproductionandthatinvolvesgamelikemovementsreduceslearnerstress,hebelieves,andcreatesapositivemoodinthelearner,whichfacilitateslearning.1.Background2.ApproachApproachTPRreflectsagrammar-basedviewoflanguage.Asherstatesthat“mostofthegrammaticalstructureofthetargetlanguageandhundredsofvocabularyitemscanbelearnedfromtheskillfuluseoftheimperative(祈使句)bytheinstructor”.Heviewstheverb,andparticularlytheverbintheimperative,asthecentrallinguisticmotifaroundwhichlanguageuseandlearningareorganized.2.1TheoryoflanguageStimulus-responseview:learningistheresultofaseriesofstimuliandresponses,childrenlearnlanguagethroughachainofstimulus-responsereinforcement,andadults'useoflanguageisalsoaprocessofstimulus-response.Trace-theoryofmemoryinpsychology:themoreoftenorthemoreintensivelyamemoryconnectionistraced,thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled.Retracingcanbedoneverballyand/orinassociationwithmotoractivity2.2TheoryoflearningInaddition,Asherhaselaboratedanaccountofwhathefeelsfacilitatesorinhibitsforeignlanguagelearning.Forthisdimensionofhislearningtheoryhedrawsonthreeratherinfluentiallearninghypotheses:2.2Theoryoflearninga.Thereexistsaspecificinnatebio-programforlanguagelearning,whichdefinesanoptimalpathforfirstandsecondlanguagedevelopment.b.Brainlateralizationdefinesdifferentlearningfunctionsintheleft-andright-brainhemispheres.c.Stress(anaffectivefilter)intervenesbetweentheactoflearningandwhatistobelearned;thelowerthestress,thegreaterthelearning.2.2Theoryoflearning1.Thebio-programThereexistsaspecificinnatebio-programforlanguagelearning,whichdefinesanoptimalpathforfirstandsecondlanguagedevelopment.Threecentralprocesses:A.Childrendevelopmentlisteningcompetencebeforetheydeveloptheabilitytospeak.Attheearlystagesoffirstlanguageacquisition,theycanunderstandcomplexutterancesthattheycannotspontaneouslyproduceorimitateB.Children'sabilityinlisteningcomprehensionisacquiredbecausechildrenarerequiredtorespondphysicallytospokenlanguageintheformofparentalcommands.C.Onceafoundationinlisteningcomprehensionhasbeenestablished,speechevolvesnaturallyandeffortlesslyoutofit.SoAsherthinksthattheforeignlanguagelearnershouldfirstinternalizeacognitivemapofthetargetlanguagethroughlisteningexercisesaccompaniedbyphycicalmovement.2.2Theoryoflearning2.BrainlateralizationAsherseesTPRasdirectedtoright-brainlearning,whereasmostsecondlanguageteachingmethodsaredirectedtoleft-brainlearning.Hethinksthatchildlanguagelearneracquireslanguagethroughmotormovement——arighthemisphereactivity.Theadultshouldproceedtolanguagemasterythroughright-hemispheremotoractivities,whilethelefthemispherewatchesandlearns.Whenasufficientamountofright-hemispherelearninghastakenplace,thelefthemispherewillbetriggeredtoproducelanguageandtoinitiateother,moreabstractlanguageprocesses.2.2Theoryoflearning3.ReductionofstressAnimportantconditionforsuccessfullanguagelearningistheabsenceofstress.Firstlanguageacquisitiontakesplaceinastress-freeenvironment,accordingtoAsher,whereastheadultlanguagelearningenvironmentoftencausesconsiderablestressandanxiety.Thekeytostress-freelearningistotapintothenaturalbio-programforlanguagedevelopmentandthustorecapturetherelaxedandpleasurableexperiencesthataccompanyfirstlanguagelearning.Byfocusingonmeaninginterpretedthroughmovement,ratherthanonlanguageformsstudiedintheabstract,thelearnerissaidtobeliberatedformself-consicousandstressfulsituationsandisabletodevotefullenergytolearning.3.DesignThegeneralobjectivesofTPR:toteachoralproficiencyatabeginninglevel.3.1Objectives•Comprehensionisameanstoanend,andtheultimateaimistoteachbasicspeakingskills.•ATPRcourseaimstoproducelearnerswhoarecapableofanuninhibitedcommunicationthatisintelligibletoanativespeaker.•Specificinstructionalobjectivesarenotelaborated,forthesewilldependontheparticularneedsofthelearners.Whatevergoalsareset,however,mustbeattainablethroughtheuseofaction-baseddrillsintheimperativeform.ThetypeofsyllabusAsherusescanbeinferredfromananalysisoftheexercisetypesemployedinTPRclasses.Thisanalysisrevealstheuseofasentence-ba