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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.