Total Physical Response

1. Total Physical Response 2014 Spring Semester- Week 3

2. Introduction (1) • 1. James Asher (1960) hypothesis: Language learning starts first with understanding and ends with production. • 2. After the learner internalizes an extensive map of how the target language works, speaking will appear spontaneously. • 3. A baby spends many months listening to the people around it long before it ever says a word. • 4. The child has the time to try to make sense out of the sounds it hears. • 5. There are several methods being practiced today that have in common an attempt to apply these observations to language learning.

3. Introduction(2) • 6. Krashen and Terrell’s Natural Approach: Emphasis is placed on students’ developing basic communications skills through receiving meaningful exposure to the target language. • 7. Meaning is given priority over form and thus vocabulary acquisition is stressed. • 8. It is thought that if the teacher uses language that is just in advance of students’ current level of proficiency (i+1), while making sure that her input is comprehensible, acquisition will proceed naturally.

4. Introduction(3) • 9. Unconscious acquisition is favored more than conscious learning. • 10. Creating a low affective filter is also a condition for acquisition. • 11. The filter is kept low as well by the fact that students are not put on the spot to speak; they speak when they are ready to do so. • 12. Winitz and Reed’s self-instructional program and Winitz’sThe Learnables:Students listen to tape recorded words, phrases, and sentences while they are looking at accompanying pictures.

5. Introduction(4) • 13. Lexical Approach (Michael Lewis): It is less concerned with student production and more concerned that students receive and comprehend abundant input. • 14. students are given exercises and activities that raise their awareness about multi-word lexical items. • 15. Lewis (1997) emphasizes acquisition over learning: It is exposure to enough suitable input, not formal teaching, which is key to increasing the learner’s lexicon. • 16. James Asher’s TPR: The fastest, least stressful way to achieve understanding of any target language is to follow directions uttered by instructors (without native language translation).

6. Experience (1) • 1. The teacher use the students’ native language (Swedish) to tell them what they will be doing in the class. • 2. Teacher: You will be studying English in a way that is similar to the way you learned Swedish. • 3. Teacher: you will not speak at first. Rather, you will just listen to me and do as I do. I will give you a command to do something in English, and you will do the actions along with me. • 4.The teacher gives the commands to four volunteers and they all perform the actions together.

7. Experience (2) • 5. After the first round of actions, the teacher gives command again; however, this time, the teacher remains seated and watches the four volunteers respond to her commands. • 6. The teacher signals one of the volunteers to follow her commands and act alone. • 7.The teacher approaches to the other students and invites them to follow the commands to act.

8. Experience (3) • 8. Another round– The teacher introduces some new commands after she is satisfied with student’s performance on the first six commands. • 9. After practicing several times of the new commands, the teacher remains seated and the volunteers carry out the commands by themselves. • 10. Only once do the students seem confused, at which point the teacher repeats the command and act with them. • 11. The teacher ask the rest of students to follow her commands and perform together.

9. Experience (4) • 12.A novel command: Theteacher uses a novel command and issues two commands in the form of a compound sentence. • 13. The teacher writes the new commands on the board. Each time she writes a command, she acts it out. • 14. The students copy the sentences into their notebooks. • 15. In this class, no one except the teacher has spoken a word. However, some weeks later, some students start to speak.

10. Thinking about the experience(1) • Principles: • 1. Meaning in the target language can often be conveyed through actions. Memory is activated through learner response. Beginning foreign language instruction should address the right hemisphere of the brain, the part which controls nonverbal behavior. The target language should be presented in chunks, not just word by word. • 2. The students’ understanding of the target language should be developed before speaking. • 3. Students can initially learn one part of the language rapidly by moving their bodies.

11. Thinking about the experience(2) • 4. The imperative is powerful linguistic device through which the teacher can direct student behavior. • 5. Students can learn through observing actions as well as by performing the actions themselves. • 6. It is very important that students fell successful. Feelings of success and low anxiety facilitate learning. • 7. Students should not be made to memorize fixed routines. • 8. Correction should be carried out in an unobtrusive manner.

12. Thinking about the experience(3) • 9. Students must develop flexibility in understanding novel combinations of target language chunks. They need to understand more than the exact sentences used in training. Novelty is also motivating • 10. Language learning is more effective when it is fun. • 11. Spoken language should be emphasized over written language. • 12. Students will begin to speak when they are ready. • 13. Students are expected to make errors when they first begin speaking. Teachers should be tolerant of them. Work on the fine details of the language should be postponed until students have become somewhat proficient.

13. Review the principles and techniques • Answer the 10 questions based on the observation of techniques and principles • Using commands to direct behavior • Role Reversal • Action Sequence

14. Conclusion • 1. Does it make any sense to delay the teaching of speaking the target language? • 2. Do you believe that students should not be encouraged to speak until they are ready to do so? • 3. Should a teacher overlook certain students errors in the beginning? • 4. Would you use the imperative to present the grammatical structures and vocabulary of the target language? • 5. Do you believe it is possible to teach all grammatical features through the imperative? • 6. Do you think that accompanying language with action aids recall?