4.全身反应法

4.TotalPhysicalResponse•4.1Introduction•4.1.1Definition•(TPR)isamethoddevelopedbyDr.JamesJ.Asher,aprofessoremeritusofpsychologyatSanJoséStateUniversity,toaidlearningsecondlanguages.Itisateachingmethodbuiltaroundthecoordiantionofspeechandaction.Itattempptstoteachlanguagethroughphysicalactivityandconsistsbasicallyofobeyingcommandsgivenbytheinstructorthatinvolveanovertphysicalresponse.4.1Introduction•4.1.2Background•TPRisprimarilyintendedforESL/EALteacher,althoughthemethodisusedinteachingotherlanguagesaswell.Themethodbecamepopularinthe1970'sandattractedtheattentionorallegianceofsometeachers,butithasnotreceivedgeneralizedsupportfrommainstreameducators.4.1Introduction•4.1.3TheoreticalFoundation:•AccordingtoAsher,TPRisbasedonthepremisethatthehumanbrainhasabiologicalprogramforacquiringanynaturallanguageonearth-includingthesignlanguageofthedeaf.Theprocessisvisiblewhenweobservehowinfantsinternalizetheirfirstlanguage.•“TraceTheory”ofmemoryinpsychology,whichholdsthatthemoreoftenorthemoreintensiveslyamemoryistraced,thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled.•1960s,US,JamesAsher•Keyconcepts–COMPREHESNION–ACTIONS–RESPONSES•It’sallinthewaywelearn.•“Donotattempttoforcespeakingfromstudents.”•Comprehensionbeforeexpression.•Focusonthecontent,notontheform.•Verbistheking!Imperative!4.1.4Representative4.2PrincipalCharacteristics•4.2.1Learnershavetheprimaryroleoflistenerandperformer.Learnersmonitorandevaluatetheirownprogress.•4.2.2TheteacherplaysanactiveroleinTPR.•4.2.3Somethingdifferentfromothermethodsisthatthestudentsarepermittedtousetheirnativelanguagealongwiththetargetlanguageastheyresponsetotheirteacher.•4.2.4Theteacherdoesn'tcorrectanystudenterrorsduringoralcommunication.•4.2.5TPRmaleoneverycontributiontoloweringstudentanxiety•4.2.6InTPRclassroomgrammarwillbelearnedinductively.Homeworkmayincludeformalgrammarwork.4.3ApplicationForLanguageClassroom(a)•4.3.1Theteachergivesacommandinthetargetlanguageandperformsitwiththestudents.Thestudentssaysnothingbutlisten.Andtheteachergivesthecommandquitequickly.Theteachersitsdownandissuescommandstothevolunteers.•4.3.2Theteacherdirectsstudentsotherthanthevolunteers.Sheintroducesnewcommandsaftersheissatisfiedwithwhatthestudentsrespond.Theteacherchangetheorderofthecommands•4.3.3Whenthestudentsmakeanerror,theteacherrepeatsthecommandwhileactingitout.Shegivesthestudentscommandstheyhavenotheardbefore.4.3ApplicationForLanguageClassroom(b)•Intheclassroomtheteacherandstudentstakeonrolessimilartothatoftheparentandchildrespectively.Studentsmustrespondphysicallytothewordsoftheteacher.TheactivitymaybeasimplegamesuchasSimonSaysormayinvolvemorecomplexgrammarandmoredetailedscenarios.•TPRcanbeusedtopracticeandteachvariousthings.Itiswellsuitedtoteachingclassroomlanguageandothervocabularyconnectedwithactions.Itcanbeusedtoteachimperativesandvarioustensesandaspects.Itisalsousefulforstory-telling.Procedure•1.Tsays&acts;Cobserves•2.Tsays&acts;Cacts•3.Tsays;Cacts•4.Tsays;Csays&acts•5.1Lsays&acts;bothC&Tact•6.1Lsays&acts;Cacts•7.1Lsays;bothC&Tsay&act•8.1Lsays;Csays&acts4.3ApplicationForLanguageClassroom(c)Inthemethod,youonlyhavetolistenandactoncommandsintheforeignlanguageuntilyoufeelcomfortableenoughtogivethecommandstosb..•Advantages:Thiscombinationsoflanguageuseandactionresponsesismeanttocombinebothhemispheresofthebrainandsohelpthelearnertomemorizethelanguagebetter.•Disadvantages:Theteachercannotteachthecomplexitiesofalanguageonlybyameansofgivingandrespondingtoinstructions.Itseemstobemoresuitedtoyounglearnerthanadults.4.4AdvantagesanddisadvantagesHowdoesababylearntoutterthefirstwordandthenspeak?•Language-bodyconversation•Babiesdon’tlearnbymemorization.•Wordswithoutactionsintheprimarystage–Meaningless!–Nomatterhowmanytimestheyarerepeated!–Trywithyourdog!4.4Question