tpr 全身反应法 快速了解 (英文)

tpr全身反应法快速了解(英文)JamesAsher'sTotalPhysicalResponse-Ashortintroduction-WhatisTPR?TPR(totalphysicalresponse)isamethodofteachinglanguageusingphysicalmovementtoreacttoverbalinputinordertoreducestudentinhibitionsandlowertheiraffectivefilter.Itallowsstudentstoreacttolanguagewithoutthinkingtoomuch,facilitateslongtermretention,andreducesstudentanxietyandstress.InordertoimplementTPReffectively,itisnecessarytoplanregularsessionsthatprogressinalogicalorder,andtokeepseveralprinciplesinmind.TPRisnot:Simonsays,gesturebasedsongs,simplyusingcommandstopracticeEnglish.DEMONSTRATIONwiththehelpofChristine老師,wewillexploresomeelementaryChinesecommandsandvocabularyitems.NOTESWhat'ssogoodaboutTPRanyway?●Easytoimplement/notranslationTPRinstructionrequiresnotranslationorL1support.ItcanhelpstudentsandteachersmakethetransitiontoanEnglishlanguageenvironment.●Newplayingfield:nodisadvantageforacademicallyweakerstudentsTPRdoesnotdependonleft-brain,“academic”skills.Thisgivesallstudentsachancetoshineinanewenvironment.●TrainsstudentstoreacttolanguageandnotthinkaboutittoomuchTPRrequiresaninstantreaction.AsthereisnotimetothinkduringTPRpractice,studentscanbreakthebadhabitofover-analyzinglanguageandbecomemorecomfortablewith“goingwiththeflow”,orguessingfromcontext.●ReducespressureandstressforstudentsTPRdoesnotrequireaspokenresponsefromstudents.Also,ifimplementedproperly,studentsalwaysunderstandwhatishappeningduringTPRpractice,resultinginincreasedconfidenceandaloweringoftheaffectivefilter.●Differentstyleofteaching/learningTPRcanbeabreakforbothstudentsandteachers,arefreshinglydifferentstyleofteaching.Judiciouslyused,itcanbreakupalessonordayandkeepstudentsalert.●Long-termretention/“magic”effectTPRresultsinlong-termretentionoflanguageitems,andtheconstantrepetitionandrecyclinginvolvedreinforcesthisleadingtoa“magic”learningexperience.●Repetitionisdisguised:moreeffectiveinputSkillfuluseofTPRallowsustodrilllanguagetargetsrepeatedlywithoutlosingstudentinterest.●AddressesimportantweaknessofJapanesestudentsJapanesestudents,duetoteachingmethodsandtheirschoolenvironment,havetendedtobestrongatreadingandwritingEnglish,andweakatlisteningandspeaking.TPRaddressesthisbyworkingonstudents'auralcomprehension,atthesametimeasforcingthemtobeactivelisteners.●PerfectforTTTPRisperfectforteam-teachingclasses,aswithtwoteachersonecanserveasthemodelwhiletheothercallsoutcommands.●HardtoshowResultscomefromregular,plannedapplication.Oneshotlessons,whileperhapsinterestingordiverting,donotyieldthesameresultsasacarefullythoughtoutseriesoflessons.NOTESThetheoriesbehindTPR●ChildhoodlanguageacquisitiontheoriesChildrenareexposedtohugeamountsoflanguageinputbeforespeaking.Languagelearnerscanalsobenefitfromfollowingthis“natural”progressionfromcomprehensiontoproduction,insteadofthemorenormalsituationwherelearnersareaskedtoproduceinstantly.●Therightbrain/leftbraindivideTheleftbraincanbedescribedaslogical,one-track,andcynical.Itisusedwhenanalyzing,talking,discussing,etc.MostclassroomactivitiesinJapanareaimedattheleftbrain.Therightbrainisusedwhenmoving,acting,usingmetaphor,drawing,pointing,etc.Itistargetedbysportsandextra-curricularactivitiesinJapaneseschools.Whenlanguageistaughtbylecturingorexplaining,thecynicalleftbrainistargetedandtheinformationiskeptinshorttermmemory(ifatall).Itissoonforgottenasitneverbecomes“real”tothestudent.Whenlanguageistaughtactivelythroughmovement,therightbrain“believes”theinformationandretainsit,inthesamewaythatskillssuchasswimmingorridingabicyclearerememberedlongterm.●LoweringstressandtheaffectivefilterStudentslearnmorewhentheyarerelaxed.Thisisbecausetheaffectivefilter,amentalbarrierbetweenthestudentsandtheinformation,israisedwhenstudentsarenervousoruncomfortable.Whentheaffectivefilterishigh,learnersfindithardertounderstand,process,andrememberinformation.TPRhelpsreducetheaffectivefilterbecauseitislessthreateningthantraditionallanguageactivities.Studentsdonothavetoproducelanguage.Mistakesareunimportantandeasily(andpainlessly)correctedbytheteacher.Languageisrememberedeasilyandlong-term.Someprinciples●PrepareascriptItisessentialtoprepareascriptforwhatyouwanttodo,asitisextremelyimportantnottochangethelanguagehalfwaythrough.Itisalsoimportanttorecombinepreviouslylearnedlanguageinnewways.Thesefactors,combinedwiththepacenecessaryforsuccessfulTPRinstruction,meanthatitisextremelydifficulttoimprovisethecommands.●BuildonwhathasgonebeforeTPRinstructionshouldbeseenasaprogression,withnewlanguagebeingaddedtoandcombinedwiththeoldeverysession.●RecyclelanguageandreviewextensivelyOnasimilarnote,previouslylearnedlanguageshouldbereviewedandcycledintolessonsconstantlyinordertoreinforceit.●Don'tchangethetargetlanguageWhileitcanbeusefultointroducesynonyms,itisextremelyimportantthatthelanguagenotbechangedhalf-waythroughasession.Thisisextremelyconfusingforstudents.●Begood-naturedandpositiveInorderforstudentstorelaxandfeelcomfortable,duringTPRpracticetheteachershouldprojectafriendlyandpositivemanner.●IntroducelimitednumberofnewitemsandmanipulatethemextensivelyItisveryimportanttolimitthenumberofnewitemsinordertoavoidstudentoverloadandtoallowstudentstoprocessandabsorbthelanguage.Newandoldlanguageshouldbemanipulatedinavarietyofwaysinordertogivestudentsalargeamountofpractice.●IncorporatesomehumorOncestudentsareusedtoTPRpractice,introducingalimitedamountofhumorintotheclasscangreatlyincreasestudentsinterestandenjoyment.●Studentsdon'tspeakStudentsshouldnotbeforcedtorepeatthecommandsorotherwisespeakuntiltheyareready.●Studentsdon't“help”eachotherStudentsshouldnotneedhelpwiththeTPRcommands,asthemeaningshouldbeobviousfromcontext/theteachers'explanation/previouslylearnedlanguage.TranslatingcommandsintoJapaneserevertstoleftbraininput,andthebenefitsofTPRarelost.Studentlisteningabilitiesarealsonotimproved.DEMONSTRATIONPartIINOTESHowcanALTsimplementTPRinjapaneseschools?●TPRaswarm-upTakingfiveminutesatthebeginningofeachclasstodoaTPRstylewarm-upwouldbeaneasywaytointroduceTPRtoyourclasses.●Preview/pre-teachlanguageByusingTPRtopre-teachthelanguagestudentswillencounterinfuturelessons,youcanreducethedifficultyofthoselessons.●TPRinregularclassesTPRcancomplementnormalclassesbyenhancingstudentmotivationandconfidence,developingstudentslisteningability,andbreakinguptheroutinethrough“brainswitching”.●TPRinelectiveclassesElectiveclassesareagreatopportunitytoreallyexplorethepossibilitiesTPRhastooffer.●TPRinelementaryschoolTPRisperfectforelementaryschoolclasses,asstudentsareusedtolearninginavarietyofwaysandparticularlyenjoymovement.●Roomset-upIfpossible,theroomshouldbesetupsothatallstudentscanseetheactioneasily,andsothatteachershavefairlygoodaccesstomoststudents.ResourcesTPRLearningAnotherLanguageThroughActionsbyJamesJ.AsherInstructor'sNotebook:HowtoApplyTPRforBestResultsbyRamiroGarciaTPRWorldTPRStorytellingPleasegetintouchifyouhaveanyquestions.IwouldalsolovetohearhowitwentifyoutriedtoimplementTPRinyourclasses.BenShearonko-ca@pref.miyagi.jp