Week 9 Total Physical Response (TPR) Methods Week 9 Total Physical Response (TPR) 1

Homework Today’s Class- Ch. 8 – TPR (Total Physical Response) Read Ch 9 - Communicative Language Teaching (CLT) First, in TP3 read the sections: Experience and Thinking About the Experience (pp. 116-121) Then use the TESOL Method Workbook (TMWB, pp. 54-57) As you re-read the chapter look at and answer the questions in the workbook

TESOL Method Workbook Open the book to page 51 Discuss questions 1-2: What is the goal? Do you agree or disagree? Why? Input before output Silent period before production Listening transfer to other skills Meaning before form Teaching needs to limit Ss stress

TPR (Total Physical Response) Consider the TPR video and the sample lesson in the textbook (104-108) and discuss the following: What aspects of language (vocab / grammar) does the T teach? What is the T’s role? What is the Ss’ role? How does T check comprehension? Why does T demo commands first with individuals then move to the whole group? Why write language on WB / BB at end of lesson and not beginning? What is the role of humor in the TPR classroom?

Total Physical Response Review and Discuss http://www.youtube.com/watch?v=B7MpB2gLPio&feature=em-upload_owner How many language does James Archer believe children can learn? Do you agree? Can TPR get learners the whole way? Why of why not? What are some characteristics of the teaching/learning process?

TPR Introduction & Background Psychologist James Asher & Infant language acquisition research (1960s) For several months the baby just listens, makes sense of sounds Child eventually chooses to speak – nobody tells it when to start L2 acquisition parallels L1

TPR Introduction & Background Psychologist James Asher & Infant language acquisition research (1960s) Language learning starts first with understanding, ends with production After extensive TL “map” is internalized, speaking appears spontaneously Speech initially has many errors, becomes more target-like with time Asher used these findings to develop Total Physical Response (TPR)

TPR Techniques Using Commands to Direct Actions Role Reversal Acting out chants, songs or stories with actions that help convey the meaning TPRS – Total Physical Response Storytelling

The Big Toe What is this story about?

The Natural Approach Introduction & Background Developed collaboratively by an applied linguist and a language teacher Emphasis on developing basic communication skills through receiving meaningful exposure to TL Priority of meaning over form – vocabulary acquisition stressed Ss listen to T using TL communicatively from the beginning Ss do not speak until they are ready

The Natural Approach Introduction & Background Authority of Natural Approach derived from language acquisition research & theory Based on this research Krashen proposed Five Hypotheses Acquisition/Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis Affective Filter Hypothesis We will discuss later, but first a video…

The Natural Approach Introduction & Background Stephen Krashen Video Introduction Video: Dr. Krashen presents two mini “language lessons” in order to demonstrate directly what he feels to be the key to acquisition. http://www.library.brawnblog.com/Comprehnsible%20Input.mp4 Which is the better lesson? Why?

Video: Review Natural Approach Comprehensible Input: How is the first lesson carried out? Is it successful? What about the second lesson? Is it better or worse? How does “body language” play a role? How about his manner of talking? How does it differ between the two lessons? According to Krashen, what is the key to language acquisition?

Principles & Characteristics Acquisition / Learning Hypothesis Two ways of developing Foreign Language competence (1) ACQUISITION The “natural” way Parallels children’s L1 development Unconscious naturalistic process involving development of proficiency through understanding & using language for meaningful communication

Principles & Characteristics Acquisition / Learning Hypothesis (2) LEARNING A process in which conscious rules about language are developed Explicit knowledge about forms and ability to verbalize this knowledge To occur, formal teaching is required Correction of errors helps development of learned rules Learning cannot lead to acquisition

Principles & Characteristics Monitor Hypothesis Acquired linguistic system initiates utterances in communication Conscious learning functions only as a monitor or editor Monitor checks & repairs output of acquired language that a speaker may produce

Principles & Characteristics Monitor Hypothesis: Success of monitor limited by: Time – there must be enough time to choose & apply a rule Focus on form – speaker must focus on correctness of the output form Knowledge of rules – speaker must know the rules, and the rules need to be simple that don’t involve complex movements & rearrangements of words/clauses/structures

Principles & Characteristics Natural Order Hypothesis Acquisition of grammatical structures precedes in a predictable order Research shows that certain structures & morphemes tend to be acquired before others in L1 acquisition L2 acquisition follows a similar order Errors are signs of the developmental process of acquisition (not learning)

Principles & Characteristics Input Hypothesis People acquire language best when they understand input that is slightly beyond current level of competence: i + 1 Comprehension of i+1 made possible by clues based on situation & context, extra-linguistic info, and general or world knowledge

Principles & Characteristics Input Hypothesis Fluent speech cannot be taught directly – it “emerges” independently in time, after building up linguistic competence by acquiring input i + 1 supplied automatically through Comprehensible Input No “fine tuning” necessary Cast a net of structure around Ss’ current levels of competence… the LAD will determine which they are ready to acquire

Principles & Characteristics Input Hypothesis Comprehensible Input often takes form of “caretaker speech” or “foreigner talk” Rough-tuned to present level of learner(s) Slower rate of speech Louder & clearer Exaggerated prosody, no reduction (gotta, don’t) Repetition, restating Use of Y/N instead of Wh-Qs Lots of comprehension checks (Use specific checks that requires learner answer specifically)

Principles & Characteristics Affective Filter Hypothesis Emotional state or attitude is an adjustable filter that freely passes, impedes, or blocks input Research has identified three affective/attitudinal variables: Motivation Self-confidence Anxiety

Principles & Characteristics Affective Filter Hypothesis Learners with low affective filters seek & receive more input, interact with confidence, are more receptive to input they are given Anxious, embarrassed, shy or timid learners have high affective filters that prevent acquisition Affective filters rise sharply in early adolescence – children tend to have lower filters

Principles & Characteristics The Language Acquisition Device Universal, like eating & breathing Subconscious & automatic With Comprehensible Input, acquisition is inevitable and unavoidable, happens necessarily LAD works in both children & adults Doesn’t degenerate – fully functioning until the end of life

Principles & Characteristics According to Krashen: Practice does not help!! Speaking is not the cause of acquisition, but rather the result Grammatical sequencing is both unnecessary & probably harmful All grammar is present naturally in comprehensible input

Principles & Characteristics Implications of Hypotheses Ts should present as much comprehensible input as possible Whatever helps comprehension is helpful to acquisition: visual aids, exposure to wide range of vocabulary, games, physical activities, etc. Not limited, but rather can be integrated with other methods such as TPR and Suggestopedia…

Principles & Characteristics Implications of Hypotheses Focus on receptive skills of listening & reading – speaking should be allowed to “emerge” when Ss are ready To lower affective filter, classroom work should focus on communication rather than form – input should be interesting & meaningful, and contribute to relaxed atmosphere

Principles & Characteristics Natural Method vs. Natural Approach Both are based on “natural” process of children’s language learning. So what’s the difference? Natural Methods (e.g. the Direct Method) Lots of sentence practice Extensive Q & A Direct repetition Accurate production of TL

Principles & Characteristics Natural Method vs. Natural Approach Natural Approach Comprehension through exposure Optimizing emotional preparedness Silent period: Ss focus attention on understanding through listening Speech emerges naturally in time