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total physical respond, Slides of Teaching method

this document tackles the main theories and assumptions on which this method is based as well as its main principles that are used in language teaching classes

Typology: Slides

2018/2019

Uploaded on 12/15/2019

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Total
Physical
Response
(TPR)
Presented by:
Siham EZZARHOUNI
&
Younes EL-MAJDOUB
Supervised by:
Hicham LAABIDI
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Total

Physical

Response

(TPR)

Presented by: Siham EZZARHOUNI & Younes EL-MAJDOUB Supervised by: Hicham LAABIDI

Outline:

1.What is TPR? 2.The main Theories 3.Asher’s learning Hypotheses 4.Principles 5.Application in class 6.Conclusion

Main Theories :

  • (^) THEORIES OF LEARNING:
  • (^) Comprehension Approach.
  • (^) Trace Theory of Memory.
  • (^) Humanistic Approach.
  • (^) Behaviorism.
  • (^) THEORY OF LANGUAGE:
  • (^) Structuralism.

Comprehension Approach:

  • (^) Language comprehension precedes speech production.
  • (^) Natural approach ( krashen & terrell)
  • (^) Lexical Approach (lewis).
  • (^) Associative Learning (Winitz & Asher).

Humanistic Approach:

  • (^) Affective ( emotional ) factors affect the process of learning.
  • (^) L2 learning environment must be similar to L1 learning environment where stress and anxiety are reduced to the minimum (affective filter hypothesis).
  • (^) To lower the affective filter, learners should not be forced to speak.
  • (^) Game-like movements and funny commands facilitate the learning process.
  • (^) Students’ self-confidence is boosted.

Behaviorism

  • (^) A stimulus-response process: verbal stimulus from the teacher (imperative mode) associated with a physical movement from the part of the learner as a response to the teacher’s stimulus.
  • (^) To reinforce memorization TPR combines motor activity (fulfilling the commands after the teacher) and verbal rehearsal (listening to the teacher's model and speaking out when the learner is ready to produce).
  • (^) An innate BIO-PROGRAM for language learning: The brain and nervous system are biologically programmed to acquire language in a particular sequence and in a particular mode. The sequence is listening before speaking and the mode is to synchronize language with the individual's body.
  • (^) BRAIN LATERALIZATION : the right-brain hemisphere allows the learner to learn language via motor activities. When a sufficient amount of learning has taken place, the left hemisphere will be triggered to produce language.
  • (^) Stress (an AFFECTIVE FILTER ) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.

Asher’s learning

Hypotheses:

The Role of the Teacher

  • (^) Director of the classroom (teaching and learning process).
  • (^) Decides what to teach (linguistic input)
  • (^) He/She must prepare very well before coming to the class.

The Characteristics of the Teaching-

Learning Processes

  • (^) M odeling Phase
  • (^) D emonstrate and U nderstanding phase
  • (^) R eplacement Phase
  • (^) R ole-reversal
  • (^) L earners learn to read and write the commands

The type of Interaction

  • (^) In the beginning, there is a teacher-Student interaction initiated by the instructor .(TTT is high)
  • (^) As students begin to speak , they issue commands to one another as well as to the teacher .(STT is high)

Students’ Feelings:

  • (^) To speak only when being ready reduces students’ stress and makes language learning more enjoyable.
  • (^) when students begin to speak, perfection should not be expected.
  • (^) The use of funny commands and humorous skits (comic performance) are two ways of showing that language learning can be fun.

Evaluation:

  • (^) Evaluation is made to assess learners’ understanding through observing their actions after issuing a series of commands to them.

Learners’ Native Language:

  • (^) Used at an early level.
  • (^) Later, it is utilized rarely.