******** teaching methodology: 9- Total Physical Response - منتديات دفاتر التربوية التعليمية المغربية
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مواضيع بالانجليزية هذا الركن بدفاتر dafatir يخصص للمواضيع التربوية العامة باللغة الانجليزية التي ليس لها تصنيف في المنتدى

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الصورة الرمزية أبو إيناس
أبو إيناس
:: دفاتري متميز ::
تاريخ التسجيل: 21 - 10 - 2007
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قديم 06-09-2008, 13:24 المشاركة 1   
افتراضي ******** teaching methodology: 9- Total Physical Response

Already in the late 1800s, a French teacher of Latin by the name of Francois Gouin was hard at work devising a method of ******** teaching that capitalized on the way children naturally learn their first ********, through the transformation of perceptions into conceptions and then the expression of those conceptions using ********. His approach became known as the Series Method, involving direct conceptual teaching of ******** using series of inter-connected sentences that are simple and easy to perceive, because the ******** being used can be directly related to whatever the speaker is doing at the immediate time of utterance (ie, one's actions and ******** match each other). His thinking was well ahead of his time, and the Series Method became swamped in the enthusiasm surrounding the other new approach at the time in the form of the Direct Method.




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Total Physical Response


Overview

Already in the late 1800s, a French teacher of Latin by the name of Francois Gouin was hard at work devising a method of ******** teaching that capitalized on the way children naturally learn their first ********, through the transformation of perceptions into conceptions and then the expression of those conceptions using ********. His approach became known as the Series Method, involving direct conceptual teaching of ******** using series of inter-connected sentences that are simple and easy to perceive, because the ******** being used can be directly related to whatever the speaker is doing at the immediate time of utterance (ie, one's actions and ******** match each other). His thinking was well ahead of his time, and the Series Method became swamped in the enthusiasm surrounding the other new approach at the time in the form of the Direct Method.

Objectives

One of the primary objectives underlying Asher's TPR methodology was that learning needed to become more enjoyable and less stressful. Asher thought that a natural way to accomplish this was to recreate the natural way children learn their native ********, most notably through facilitating an appropriate "listening" and "comprehension" period, and encourage learners to respond using right-brain motor skills rather than left-brain ******** "processing".

Key Features

Here are some of the key features of the Total Physical Response method:

(1) The teacher directs and students "act" in response - "The instructor is the director of a stage play
in which the students are the actors" (Asher, 1977:43).

(2) Listening and physical response skills are emphasized over oral production.

(3) The imperative mood is the most common ******** function employed, even well into advanced
levels. Interrogatives are also heavily used.

(4) Whenever possible, humor is injected into the lessons to make them more enjoyable for learners.

(5) Students are not required to speak until they feel naturally ready or confident enough to do so.

(6) Grammar and vocabulary are emphasized over other ******** areas. Spoken ******** is
emphasized over written ********.

Typical Techniques

Larsen-Freeman, in her book Techniques and Principles in ******** Teaching (1986:118-120) provides expanded descriptions of some common/typical techniques closely associated with TPR. The listing here is in summary form only.

(1) Using Commands to Direct Behavior
(The use of commands requiring physical actions from the students in response is the major teaching
technique)

(2) Role Reversal
(Students direct the teacher and fellow learners)

(3) Action Sequence
(Teacher gives interconnected directions which create a sequence of actions [also called an
"operation"] - as students progress in proficiency, more and more commands are added to the
action sequence. Most everyday activities can be broken down into a sequence of actions)

Comments

TPR has become a worldwide business (see www.tpr-world.com), so it makes sense to try and determine which of the principles involved are business/marketing-orientated and which are strictly pedagogic. TPR.com would have you believe that you can use TPR as the be-all and end-all for ******** teaching, right up into very advanced levels.

I personally feel that the original theories underlying the method, orientated around creating an effective and stress-free listening period in combination with physical responses (the same way we all began learning our own native ******** as babies) are the safest ones to stick to. I therefore view it as an almost pre-requisite technique for teaching young students or older students at beginning levels, but a method that needs to be supplemented with other approaches as students progress in proficiency. In the same way, it is an excellent method for young/beginning teachers to learn, as TPR lessons tend to be a lot of fun and the techniques involved are relatively simple. As with any other method or technique style, overdoing it will eventually create boredom and a feeling of repetition, which is enjoyable for neither students nor teachers.

I have enjoyed using varieties of TPR for a long time, and if there is a weakness to be found it would have to be the difficulty involved in employing TPR for the purpose of teaching abstract ********. Not all the things we do are "physical" and not all of our thinking is orientated around the visible physical universe. To some extent you can be innovative and even develop "physical" manifestations of abstract and/or mentally-based verbs and nouns, but it loosens the connection and thus weakens it. I personally try to limit TPR activities to the directly obvious, visible and physically "doable". I believe this makes it a great method for young learners before they develop enough cognitively to start considering more abstract concepts.

I have also experimented with a technique that I felt grew naturally out of the TPR sphere, which I called at the time "Total Conceptual Response." Through this technique, students were encouraged to draw pictures or symbols for words and/or phrases and units of meaning that are personal to them - a manifestation on paper representing their own perception of various concepts. They share these with fellow students to (1) see how effectively the representation transfers to other people, (2) to get fresh ideas on how to portray the ******** "visually", and (3) build up a personal ******** "picture dictionary" that portrays ******** conceptually rather than translating it. It tends to involve humor in the same way TPR does, but involves the students more personally and more creatively. The way one student conceptualizes "ambition" or "success" is usually different from other students, and it can be an entertaining process to see what drawings and symbols emerge. I liked the "Total Conceptual Response" technique because it had elements of learner autonomy and problem-solving, and actively moved students away from the habit of making direct translations back into their native ********.













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الكلمات الدلالية (Tags)
language, methodology, physical, response, teaching, total

« language teaching methodology:5- The Audiolingual Method | language teaching methodology: 10- The Natural Approach »

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