Total Physical Response in Second Language Learning
Total Physical Response in a Beginning Language Class
Contents:
1. Shortly About Teaching Methodologies ....................................................... 3 2. Introduction ………………………………………………………………... 3 3. Background of the TPR Approach ………………………………………… 3 4. Approach …………………………………………………………………... 5 4.1. Theory of Language …………………………………………… 5 4.2. Theory of Learning ……………………………………………. 6 5. Why TPR Works? Brain Lateralization …………………………………… 6 6. Goals of TPR Approach …………………………………………………… 7 7. Strengths of TPR Approach ……………………………………………….. 7 8. TPR Approach Vs. Comprehensive Approach ……………………………. 7 9. Principles ………………………………………………………………….. 8 10. Syllabus …………………………………………………………………… 9 11. Teacher and Learner Roles ……………………………………………….. 10 12. Techniques ……………………………………………………………….. 10 13. The Role of Creativity …………………………………………………… 12 14. TPR Approach applied in the classroom ………………………………… 12 15. Bibliography ……………………………………………………………... 14
1. Shortly About Teaching Methodologies
Teaching English as a Foreign Language is a science and like all sciences has a set of principles upon which it is based. But unlike the better-known sciences such as biology, chemistry and physics, it is not objective or equation based in its approach. Therefore, Teaching English as a Foreign Language, like psychology and sociology, must rely on subjectivity in order to formulate its principles. These principles define the relationship between the teacher and the student or the student and other students. In general, models of second-language learning can be divided into traditional and alternative approaches. An EFL teacher must “find him/herself” in the current approaches to teaching English, to incorporate their language-learning strategies and techniques into each of his/hers lessons, to experiment with and adapt his/her style of teaching.
2. Introduction
TPR represents one of the Alternative Approaches to the second-language learning and teaching developed by James J. Asher, a
Contents:
1. Shortly About Teaching Methodologies ....................................................... 3 2. Introduction ………………………………………………………………... 3 3. Background of the TPR Approach ………………………………………… 3 4. Approach …………………………………………………………………... 5 4.1. Theory of Language …………………………………………… 5 4.2. Theory of Learning ……………………………………………. 6 5. Why TPR Works? Brain Lateralization …………………………………… 6 6. Goals of TPR Approach …………………………………………………… 7 7. Strengths of TPR Approach ……………………………………………….. 7 8. TPR Approach Vs. Comprehensive Approach ……………………………. 7 9. Principles ………………………………………………………………….. 8 10. Syllabus …………………………………………………………………… 9 11. Teacher and Learner Roles ……………………………………………….. 10 12. Techniques ……………………………………………………………….. 10 13. The Role of Creativity …………………………………………………… 12 14. TPR Approach applied in the classroom ………………………………… 12 15. Bibliography ……………………………………………………………... 14
1. Shortly About Teaching Methodologies
Teaching English as a Foreign Language is a science and like all sciences has a set of principles upon which it is based. But unlike the better-known sciences such as biology, chemistry and physics, it is not objective or equation based in its approach. Therefore, Teaching English as a Foreign Language, like psychology and sociology, must rely on subjectivity in order to formulate its principles. These principles define the relationship between the teacher and the student or the student and other students. In general, models of second-language learning can be divided into traditional and alternative approaches. An EFL teacher must “find him/herself” in the current approaches to teaching English, to incorporate their language-learning strategies and techniques into each of his/hers lessons, to experiment with and adapt his/her style of teaching.
2. Introduction
TPR represents one of the Alternative Approaches to the second-language learning and teaching developed by James J. Asher, a
Bibliography: Asher, J. J. (1982) Learning Another Language Through Actions: The Complete Teacher’s Guide Book, 2nd ed. Los Gatos, Calif.: Sky Oak Productions. Asher J. J. (1983) Learning a Second Language through Commands: The Second Field Test. In J.W. Oller, JR and P.A. Richard-Amato (Eds.), Methods That Work, Rowley, Mass.: Newbury House, pp. 59-71 Chaudron, C. 1988. Second language classroom. Cambridge Applied Linguistics. Cook, V. 1996. Second language learning and language teaching. Longman. Ramiro Garcia. Instructor’s Notebook: How to apply TPR for Best Results. (4th edition). Los Gatos, CA: Sky Oaks Productions, Inc.