Total Physical Response in Second Language Learning

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Total Physical Response
in a Beginning Language Class

Contents:

1.Shortly About Teaching Methodologies .......................................................32.Introduction ………………………………………………………………...33.Background of the TPR Approach …………………………………………34.Approach …………………………………………………………………...5

4.1.Theory of Language ……………………………………………54.2.Theory of Learning …………………………………………….6
5.Why TPR Works? Brain Lateralization ……………………………………6
6.Goals of TPR Approach ……………………………………………………77.Strengths of TPR Approach ………………………………………………..78.TPR Approach Vs. Comprehensive Approach …………………………….79.Principles …………………………………………………………………..8

10.Syllabus ……………………………………………………………………911.Teacher and Learner Roles ………………………………………………..1012.Techniques ………………………………………………………………..1013.The Role of Creativity ……………………………………………………1214.TPR Approach applied in the classroom …………………………………1215.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 professor of psychology at San Jose State University, California in the 1960s. This language teaching method includes theories of development psychology, humanistic pedagogy as well the dramatic or theatrical nature of language learning. The main idea od TPR is to introduce the language through the use of commands (imperative sentences) and has students demonstarte their understanding through action responses, individually and/or in groups. The emphasis is on developing comprehension skills before the learner is required to produce in the target language. Though the language is presented and taught in the form of imperatives, most of the grammatical structures of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor. The success of TPR instruction lies in applying the method correctly by the teacher, which means the teacher who is skilled, sensitive and comprehensive person can attribute the most to the quality learning.

3. Background of the TPR approach
A number of studies in US have shown that only less than 5% of students, who start in a second language - continue to proficiency. The fact that six-year-old children, who without schooling, have mastered all the essential parts of the native language (although more exposed to the language than the students), while so many students drop out, suggests that there is something in the way young children learn that is at least less stressful if not also more effective in other ways. In order to improve the way of teaching foreign languages and to solve the problems plaguing second-language learning, Asher has made some researches and investigations of the process of first-language learning and the relationship between language and movement. While he was analyzing the process of first-language learning, he noticed that the children pass through silent period before they begin to speak and he found that about 50% of adults’...
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