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Total Physical Response by Juarez and Martinez

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Second Language Acquisition

Education
1 of 20
TOTAL PHYSICAL RESPONSE
THIS METHOD WAS DEVELOPED BY JAMES ASHER . IT IS BUILT AROUNDTHE COORDINATION OF SPEECH AND ACTION
IT IS BASED ON SEVERAL TRADITIONS:  DEVELOPMENTAL PSYCHOLOGY  LEARNING THEORY  HUMANISTIC PEDAGOGY  LANGUAGE TEACHING PROCEDURES
WHICH IS ASHER’S POINT OF VIEW? ADULT LANGUAGE = PARALLEL PROCESS TO L1 ACQUISITION. THE USE OF COMMANDS WITH YOUNG LEARNERS. AFFECTIVE FACTORS ARE IMPORTANT.
TPR APPROACH  IT REFLECTS A GRAMMAR-BASED VIEW OF LANGUAGE.  ASHER STATES THAT IMPERATIVES CAN HELP TO LEARN GRAMMATICAL STRUCTURES AND VOCABULARY.  IT IS LINKED TO STIMULUS-RESPONSE VIEW AND TO TRACE THEORY OF MEMORY IN PSYCHOLOGY.
The bio-program: L1 AND L2 PARALLEL PROCESS  Listening competence developed before the ability to speak.  Listening comprehension acquired because of the physical response to commands.  Once listening comprehension is established, speech evolves naturally.
Brain lateralization: Right hemisphere Left hemisphere  children acquires language through motor movements  Right hemisphere activities must occur before the left hemisphere can process language for production.  watch and learn
Reduction of stress:  Successful language learning → the absence of stress  First language acquisition → takes place in a stress free learning  Adult language environment →causes stress and anxiety
THE KEY TO STRESS FREE LEARNING IS: *tap into bio program for language development and recapture * the relaxed and pleasurable experience of first language.
DESIGN
OBJECTIVES  teach oral proficiency at a beginning level  comprehension and speaking skills  produce learners capable of an inhibited communication.  use of action-based drills in the imperative form
SYLLABUS  Grammatical and lexical criteria.  Fixed items ease of differentiation and assimilation. Students assimilate 12 to 36 lexical item.
ACTIVITIES * Imperative drills. *Conversational dialogues delayed after 120 hours of instruction. *Role plays and slides presentations.
LEARNER  Listener and performer  Recognize and respond to combinations of items.  Monitor and evaluate their own progress.  Encouraged to speak when they feel ready.
TEACHER  Active and direct role.  Provide the raw material for the "cognitive map“.  Provide the best exposure so that learners internalize the basic rules of language.  Feedback to children
MATERIALS BEGINNERS LATER →teacher's voice →gestures →actions  Classroom objects (books, furniture, pens)  Pictures, slides presentations.  Words charts.
ASHER’S COURSE  Asher provides a lesson by lesson account of a course taught according to TPR principles.  It was for adult immigrants and consisted of 159 hours of classroom instruction.
NOW….. LET’S ENJOY A TPR LESSON FOR CHILDREN….
Daniela Martinez – Patricia Juarez

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Total Physical Response by Juarez and Martinez

  • 2. THIS METHOD WAS DEVELOPED BY JAMES ASHER . IT IS BUILT AROUNDTHE COORDINATION OF SPEECH AND ACTION
  • 3. IT IS BASED ON SEVERAL TRADITIONS:  DEVELOPMENTAL PSYCHOLOGY  LEARNING THEORY  HUMANISTIC PEDAGOGY  LANGUAGE TEACHING PROCEDURES
  • 4. WHICH IS ASHER’S POINT OF VIEW? ADULT LANGUAGE = PARALLEL PROCESS TO L1 ACQUISITION. THE USE OF COMMANDS WITH YOUNG LEARNERS. AFFECTIVE FACTORS ARE IMPORTANT.
  • 5. TPR APPROACH  IT REFLECTS A GRAMMAR-BASED VIEW OF LANGUAGE.  ASHER STATES THAT IMPERATIVES CAN HELP TO LEARN GRAMMATICAL STRUCTURES AND VOCABULARY.  IT IS LINKED TO STIMULUS-RESPONSE VIEW AND TO TRACE THEORY OF MEMORY IN PSYCHOLOGY.
  • 6. The bio-program: L1 AND L2 PARALLEL PROCESS  Listening competence developed before the ability to speak.  Listening comprehension acquired because of the physical response to commands.  Once listening comprehension is established, speech evolves naturally.
  • 7. Brain lateralization: Right hemisphere Left hemisphere  children acquires language through motor movements  Right hemisphere activities must occur before the left hemisphere can process language for production.  watch and learn
  • 8. Reduction of stress:  Successful language learning → the absence of stress  First language acquisition → takes place in a stress free learning  Adult language environment →causes stress and anxiety
  • 9. THE KEY TO STRESS FREE LEARNING IS: *tap into bio program for language development and recapture * the relaxed and pleasurable experience of first language.
  • 11. OBJECTIVES  teach oral proficiency at a beginning level  comprehension and speaking skills  produce learners capable of an inhibited communication.  use of action-based drills in the imperative form
  • 12. SYLLABUS  Grammatical and lexical criteria.  Fixed items ease of differentiation and assimilation. Students assimilate 12 to 36 lexical item.
  • 13. ACTIVITIES * Imperative drills. *Conversational dialogues delayed after 120 hours of instruction. *Role plays and slides presentations.
  • 14. LEARNER  Listener and performer  Recognize and respond to combinations of items.  Monitor and evaluate their own progress.  Encouraged to speak when they feel ready.
  • 15. TEACHER  Active and direct role.  Provide the raw material for the "cognitive map“.  Provide the best exposure so that learners internalize the basic rules of language.  Feedback to children
  • 16. MATERIALS BEGINNERS LATER →teacher's voice →gestures →actions  Classroom objects (books, furniture, pens)  Pictures, slides presentations.  Words charts.
  • 17. ASHER’S COURSE  Asher provides a lesson by lesson account of a course taught according to TPR principles.  It was for adult immigrants and consisted of 159 hours of classroom instruction.
  • 18. NOW….. LET’S ENJOY A TPR LESSON FOR CHILDREN….
  • 19.
  • 20. Daniela Martinez – Patricia Juarez