Mtfl 1-ma-tpr-presentation

METHODOLOGICAL APPROACHESTOTAL PHYSICAL RESPONSE

Professor: Maria Luisa Mu

Group Members: Cesar Chiong

Gerard Cooper

James J. Asher (1977)

UNDERLYING LANGUAGE THEORY

1. THE INFLUENCE OF THE FIRST LANGUAGE ACQUISITION PROCESS Children develop listening competence before they

develop the ability to speak

2. THE INFLUENCE OF BRAIN LATERALIZATION ON LANGUAGE

FUNCTIONS The child acquires language through motor movement

– a right-hemisphere activity.

3. THE IMPORTANCE OF STRESS Stress is counterproductive to learning. Learning

through movement liberates the learner from stress.

The TPR classroom Students do a great deal of listening and acting.

“The instructor is the director of a stage play in which the students are the actors.” (Asher 1977: 43).

The TPR classroom Use of the Imperative Mood.

The TPR classroom Commands encourage students to perform physical

activity and relax.

No verbal response is necessary in the early stages.

APPROACHTHEORY OF LANGUAGE

Structuralist or grammar-based view of language

Language is made up of abstractions and nonabstractions (nouns, imperative verbs)

Creating a “detailed cognitive map” without abstractions is a drawback to the concept.

Language can be internalized as wholes or chunks rather than single lexical items. There is no further elaboration.

APPROACHTHEORY OF LEARNING

Reminiscent of behavioral psychology.

Psychologist Arthur Jensen proposed a seven-stage model, which he later abandoned, the first one of which Asher salvaged:

Sv (verbal stimulus) – R (response as physical movement)

APPROACHINNATE BIO-PROGRAM

TPR is a “Natural Method”. L2 reflects naturalistic processes of L1 learning.

Listening competence precedes ability to speak Children respond physically to spoken language in the form of

parental commands. Comprehension Approach. Listening comprehension leads to

speech.BRAIN LATERALIZATION

Jean Piaget. Children acquire language through motor movement – a right-hemisphere activity.

Mastery of language through motor activities precede language processing by the left-hemisphere.

APPROACHREDUCTION OF STRESS

L1 is a stress free environment.

Within the natural bio-program relaxed, pleasurable experiences can be recaptured.

Meaning interpreted through movement helps to release stress (an affective filter) and anxiety.

DESIGNOBJECTIVES

Achievement of oral proficiency at the beginning level.

Comprehension as a means to the end.

Specific instructional objectives are not elaborated, as these depend on the particular needs of the learners.

THE SYLLABUS

Sentence-based syllabus (grammatical and lexical criteria used to select teaching items).

Meaning is more important than form. Grammar is taught inductively.

DESIGN The choice of grammar and vocabulary are determined

by the situations presented in the classroom.

A fixed number of items is administered at a time to facilitate differentiation and assimilation.

TYPES OF LEARNING AND TEACHING ACTIVITIES

Action–based drills in the imperative form in combination with other techniques.

Conversational dialogues are delayed until after 120 hours of instruction, as everyday conversation is regarded as abstract and disconnected.

DESIGN Role plays (everyday situations)

Slide presentation, followed by commands and questions. (Which person in the picture is the salesperson?)

Reading and writing activities to consolidate structures and vocabulary and follow-up to oral imperative drills.

DESIGNLEARNER ROLES

Listener and performer

The learner is expected to recognize and respond to novel combinations of previously taught items.

The learner is required to produce novel combinations

The learner monitors and evaluates his or her own progress.

The learner is encouraged to speak when he or she feels ready to speak, i.e., when a sufficient basis in the language has been internalized.

DESIGNTEACHER ROLES

The teacher plays an active and direct role. (Director of the a stage play in which the learners are the actors).

The teacher decides what to teach. He or she models and presents the new material.

The teacher must be well prepared and well organized

The teacher should prepare detailed lesson plans, as the action is so fast-moving that there is no time to improvise.

The teacher is a provider of opportunities for learning.

The teacher must be tolerant with speech errors at the beginning and must be careful not to move too fast.

DESIGNROLE OF INSTRUCTIONAL MATERIALS

No basic text

Teacher’s voice, actions, and gestures.

Classroom objects: books, pens, cups, furniture

Pictures, realia, slides, word charts.

Asher produced TPR student kits, which focused on situation.

PROCEDUREReview. Fast-moving warm-up.

Pablo, drive your car around Miako and honk your horn.

Jeffe, throw the red flower to Maria.

Maria, scream.

Rita, pick up the knife and spoon and put it in the cup

Eduardo, take a drink of water and give the cup to Elaine.

PROCEDURENew commands

Wash your handsyour faceyour hairthe cup

Look for a towelthe soapa comb

Hold the bookthe cupthe soap

Comb your hairMaria’s hair

PROCEDURE Quickly Walk quickly to the door and hit it

Quickly, run to the table and touch the square

Slowly Walk slowly to the window and jump

Slowly, stand up.

Toothpaste Look for the toothpaste.

Wing, unscrew the top of the toothpaste

Toothbrush Take out your toothbrush.

Brush your teeth

Teeth Touch you teeth.

Show your teeth to Dolores.

PROCEDUREQuestions

Where is the towel? [Eduardo, point to the towel!]

Where is the toothbrush? [Minko, point to the toothbrush!]

Where is Dolores?

Role reversal

Students volunteer to utter commands

Reading and writing

The instructor writes on the board each new vocabulary item and a sentence to illustrate them.

Sources: FUNIBER. Methodological Approaches. Arzamendi, J.,

Ball, P., Gassó, E., and Hockly, N.

Brown, D. H. (2ooo). Principles of Language Learningand Teaching. (4th ed.) New York: Longman.

Harmer, J. (2001). The Practice of English LanguageTeaching. (3rd ed.) New York: Longman.

Richards, J. C., & Rodgers, T. S. (1986). Approaches andMethods in Language Teaching. Cambridge:Cambridge University Press.