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2DefinitionProcedureandExampleBackgroundApproachSummary123456ApproachDesign3TotalPhysicalResponse(TPR)isalanguageteachingmethodbuiltaroundthecoordinationofspeechandaction;itattemptstoteachlanguagethroughphysical(motor)activity.TPRwasdevelopedbyJamesAsher,aprofessorofpsychologyatSanJoseStateUniversity,California,itdrawsonseveraltraditions,includingdevelopmentalpsychology,learningtheory,humanisticpedagogy,andlanguageteachingprocedures.42.Background2.1SourcesofTPR“Tracetheory”ofmemoryinpsychology:themoreoftenorthemoreintensivelyamemoryconnectionistraced,thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled.Inadevelopmentalsense,successfuladultL2learningisseenasaparallelprocesstochildL1acquisition:command—physicalresponse—verbalresponse.Inasenseofhumanisticpsychology,TPRshowsaconcernfortheroleofaffectivefactorsinLlearning:NolinguisticdemandGamelikemovementsthatreducestressandcreateapositivemood5ComprehensionApproach:developingcomprehensionskillsbeforelearnersspeakingbasedthefollowingbeliefs:Comprehensionabilitiesprecedeproductiveskillsinlearningalanguage;Speakingdelayeduntilcomprehensionskillsestablished;Skillsacquiredthroughlisteningtransfertootherskills;Teachingshouldemphasizemeaningratherthanform;Teachingshouldminimizelearnerstress.Theuseofphysicalaction:Action-basedteachingstrategyhasalongtradition-Gouinadvocatedastrategyinwhichachainofactionverbsserveasthebasisforintroducingandpracticingnewlanguageitems.-Palmerexperimentedwithanaction-basedteachingstrategyinhisbookEnglishthroughActions.6Dr.Asherdevelopedtheapproachin30yearsofresearchinthelaboratory.ThisresearchhasresultedinTPRbeingusedsuccessfullyinthousandsofclassroomswithchildrenandadultslearninglanguagessuchasEnglish,Spanish,French,German,Chinese,Korean,Japanese,Arabic,Hebrew,andeventhesignlanguageofthedeaf!TPRisbasedonthepremisethatthehumanbrainhasabiologicalprogramforacquiringanynaturallanguageonearth—includingthesignlanguageofthedeaf.Theprocessisvisiblewhenweobservehowinfantsinternalizetheirfirstlanguage.Thesecretisauniqueconversationbetweentheparentandinfant.Althoughtheinfantisnotyetspeaking,thechildisimprintingalinguisticmapofhowthelanguageworks.Silently,thechildisinternalizingthepatternsandsoundsofthetargetlanguage.Whenthechildhasdecodedenoughofthetargetlanguage,speakingappearsspontaneously.2.2TheEmergenceoftheTPR73.ApproachApproach8TPRreflectsagrammar-basedviewoflanguage.Asherstatesthat“mostofthegrammaticalstructureofthetargetlanguageandhundredsofvocabularyitemscanbelearnedfromtheskillfuluseoftheimperative(祈使句)bytheinstructor”.Heviewstheverb,andparticularlytheverbintheimperative,asthecentrallinguisticmotifaroundwhichlanguageuseandlearningareorganized.3.1Theoryoflanguage9Asherseesastimulus-responseviewasprovidingthelearningtheoryunderlyinglanguageteachingpedagogy.TPRcanalsobelinkedtothe“tracetheory”ofmemoryinpsychology,whichholdsthatthemoreoftenorthemoreintensivelyamemoryconnectionistraced,thestrongerthememoryassociationwillbeandthemorelikelyitwillberecalled.Retracingcanbedoneverbally(e.g.,byroterepetition)and/orinassociationwithmotoractivity.Combinedtracingactivities,suchasverbalrehearsalaccompaniedbymotoractivity,henceincreasethepossibilityofsuccessfulrecall.3.2Theoryoflearning10Inaddition,Asherhaselaboratedanaccountofwhathefeelsfacilitatesorinhibitsforeignlanguagelearning.Forthisdimensionofhislearningtheoryhedrawsonthreeratherinfluentiallearninghypotheses:3.2Theoryoflearninga.Thereexistsaspecificinnatebio-programforlanguagelearning,whichdefinesanoptimalpathforfirstandsecondlanguagedevelopment.b.Brainlateralizationdefinesdifferentlearningfunctionsintheleft-andright-brainhemispheres.c.Stress(anaffectivefilter)intervenesbetweentheactoflearningandwhatistobelearned;thelowerthestress,thegreaterthelearning.114.Design124.1Objectives•Generalobjectives:–oralproficiencyatthebeginninglevel–basicspeakingskills–uninhibitedcommunicationintelligibletonativespeakers•Specificobjectives:notelaboratedbutdependonlearners’particularneeds.•Goalsareattainablethroughtheuseofaction-baseddrillsintheimperativeform.13•Sentence-basedsyllabus,withgrammaticalandlexicalprimaryinselectingitemsbasedonthesituationsandeaseinwhichtheyarelearnedandusedintheclassroom•Meaningfirst•Inductivegrammarteaching•Languagechunks•12-36newlexicalitemsperhour•Theimperativeispowerfulfacilitatoroflearning,butusedincombinationwithother4.2Syllabus14•Conversationaldialoguesaredelayeduntilafterabout120hoursofinstruction.•Otherclassactivitiesincluderoleplaysandslidepresentations.4.3LearningActivitiesImperativedrills—themajorclassroomactivityinTPR,whicharetypicallyusedtoelicitphysicalactionsandactivityonthepartofthelearners.15•Listener•Performer/actor•Producenovelcombinationsoftheirown.•Monitorandevaluatetheirownprogress.•Speakwhenready,whenasufficientbasisinthelanguagehasbeeninternalized.4.4RolesofLearners164.5RolesofTeachersselectsupportingmaterialsforclassroomusemodelandpresentthenewmaterialsactiveanddirectroledecidewhattoteach174.6InstructionalMaterialsNobasictextTvoice,actionsandgest
本文标题:TotalPhysicalResponse全身反应法
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