TESOL Methodology Week 7: Lecture A Announcement Review Quiz: CLL Homework Commentary The Natural Approach

Announcement 1 1 Two Related Ways of Teaching In Lecture A we will focus on the Natural Approach, developed by applied linguist Stephen Krashen and language teacher Tracy Terrell. In Lecture B we will look at TPR (Total Physical Response), a technique developed by professor of psychology James Asher. These are two different but related ways to language teaching. 정답: X 2

Review Quiz 2 1 Question One Which is not one of the typical characteristics of a CLL classroom? (a) supportive (b) comfortable (c) safe (d) scary 정답: D

Review Quiz 2 1 Question Two __________ learning considers not only the intellect, but also the relationship among feelings, physical reactions, instinctive protective reactions, and the desire to learn. (a) Academic (b) Whole person (c) Unconditional positive (d) Reflective feedback 정답: B

Review Quiz 2 1 Question Three The concept of accepting people just the way they are, no matter what they say or do, is called _________. (a) unconditional positive regard (b) humanistic counseling (c) SARD or SAARRD (d) congruence 정답: A

Review Quiz 2 1 Question Five During reflective feedback sessions in CLL, the teacher-counselor should respond to Ss’ comments with ______. (a) silence & body language (b) understanding & acceptance (c) laughter & pointing (d) doubt & anger 정답: B

Review Quiz 2 1 Question Four Which of the following does not correctly match the original meaning of SARD (or SAARD)? (a) S: safety (b) A: attention & aggression (c) R: relaxation & recollection (d) D: discrimination 정답: C (retention & reflection)

3 1 Homework Commentary Question 1: As a teacher, how important do you think it is to consider the feelings of students? Explain why you think so, providing relevant details from your own experience if you can.

3 1 Homework Commentary Question 1: Ss feeling are very important, but I have found that dealing them can be very complicated. I have two stories for you. One in which I was unsuccessful and the other in which I was successful. New girl and the popular girls The class clown

Homework Commentary 3 1 What I’ve learned Question 1: Be aware of your Ss and their social context Praising Ss may not always be positive Accept Ss for who they are and work with them as they are (similar to whole person) Be consistent in you reaction to Ss behavior Be a calm and patient teacher Only show your anger when you intend to leave a lasting impression and explain clearly why you are angry

TESOL Methodology The Natural Approach Intro & Background Video: Stephen Krashen Principles & Characteristics

Intro & Background 1 1 The Comprehension Approach A general approach to foreign language instruction Includes Natural Approach (Lecture A), Total Physical Response (Lecture B), and other methods Stresses the importance of listening comprehension, hence the name Contrasts with other methods, where Ss speak TL from first day

Intro & Background 1 1 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

Intro & Background 1 1 Psychologist James Asher L2 acquisition parallels L1 LL starts first with understanding, ends with production After extensive TL “map” internalized, speaking appears spontaneously Speech initially has many errors, becomes more TL-like with time Asher used these findings to develop Total Physical Response (TPR)

Intro & Background 1 1 The Natural Approach Developed collaboratively by an applied linguist and a lg. 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

Intro & Background 1 1 Krashen’s Five Hypotheses Authority of Natural Approach derived from language acquisition research & theory: Acquisition/Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis Affective Filter Hypothesis (We will discuss later, but first…)

Video: Stephen Krashen 2 1 Video: Stephen Krashen Video Introduction In this brief video, you will see Professor Stephen Krashen, one of the developers of the Natural Approach, exploring the question of acquisition. How do we acquire language? For him, the answer to this question is very simple.   Dr. Krashen presents two mini “language lessons” in order to demonstrate directly what he feels to be the key to acquisition.

Video: Stephen Krashen 2 1 Video: Stephen Krashen Before the Video Things to look for 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?

Video: Stephen Krashen 2 1 Video: Stephen Krashen After the Video The First Lesson Normal speech, normal speed The Second Lesson Hand gestures & facial expressions Questions for comprehension check Repeated words with exaggerated intonation, loudly, slowly, in isolation

Video: Stephen Krashen 2 1 Video: Stephen Krashen Video Summary: Quotes If you understood lesson two, then I did everything necessary to teach you. We acquire language in only one way – when we understand messages. That’s it. We’ve tried everything else – teaching grammar, having Ss memorize vocabulary & dialogues, sit in front of machines, next we’ll try electroshock therapy. (joke)

Video: Stephen Krashen 2 1 Video: Stephen Krashen Video Summary: Quotes The only thing that works, the only thing that counts, is giving people messages they understand, what we now call comprehensible input. We acquire language when we understand what people tell us, what is said, not how it’s said. When we teach language today, we usually do the opposite. (deductive)

Principles & Characteristics 3 1 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 3 1 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 3 1 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 system…

Principles & Characteristics 3 1 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, which must be simple to describe and not involve complex movements & rearrangements

Principles & Characteristics 3 1 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)

“ i + 1” Principles & Characteristics 3 1 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, general or world knowledge…

Principles & Characteristics 3 1 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 CI No “fine tuning” necessary Cast a net of structure around Ss’ current levels of competence…

Principles & Characteristics 3 1 Principles & Characteristics Input Hypothesis CI often takes form of “caretaker speech” rough-tuned to present level Ts provide CI through “foreigner talk” Slower rate of speech Louder & clearer Exaggerated prosody, no reduction Repetition, restating Use of Y/N instead of Wh-Qs Lots of comprehension checks

Principles & Characteristics 3 1 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 3 1 Principles & Characteristics Affective Filter Hypothesis Acquirers with low affective filters seek & receive more input, interact with confidence, are more receptive to input they are given Anxious, embarrassed, shy or timid acquirers have high affective filters that prevent acquisition Affective filters rise sharply in early adolescence – children tend to have lower filters

Principles & Characteristics 3 1 Principles & Characteristics Video Introduction In this video, you will see Stephen Krashen discussing a few key hypotheses of language acquisition in more detail. The importance of the NA lies in its foundation of theoretical assumptions. In contrast to the teaching demo videos usually used in this course, this one is more of a university-style lecture.

Principles & Characteristics 3 1 Principles & Characteristics Before the Video Things to look for When & how does acquisition take place What were Krashen’s original ideas on fluency & accuracy? How did he change? What’s the place of grammar in the language classroom Individual variation vs. Universals The Language Acquisition Device Grammatical sequencing

Principles & Characteristics 3 1 Principles & Characteristics After the Video - Summary The Language Acquisition Device Universal, like eating & breathing Subconscious & automatic With CI, 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 3 1 Principles & Characteristics Video Summary SURPRISE: 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 Q: What does Krashen say is the worst problem with a grammatical syllabus? A: It’s boring!

Principles & Characteristics 3 1 Principles & Characteristics After the Video – Part 2 If you are interested in hearing more from Krashen, then the second part of this lecture is on my website. He will discuss Affective Filter theory and aspects of the Natural Approach classroom. Next, some implications of the theory… A: It’s boring!

Principles & Characteristics 3 1 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 3 1 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 3 1 Principles & Characteristics Natural Method vs. Natural Approach Both are based on “natural” process of children’s LL. So what’s the difference? Natural Methods (e.g. the Direct Method) Lots of sentence practice Direct repetition Extensive Q & A Accurate production of TL

Principles & Characteristics 3 1 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 What does a Natural Approach class actually look like?

Principles & Characteristics 3 1 Principles & Characteristics What does Natural Approach look like? Beginning levels: Ss just listening Otherwise, hard to see just by looking Underlying theoretical assumptions more important than techniques Many different methods can be integrated into NA, such as TPR The key is comprehensible input, so anything the T can do to provide CI will lead to successful acquisition

Next Time Total Physical Response

TESOL Methodology Week 7: Lecture B Intro: Total Physical Response Video: James Asher on TPR Video Analysis Techniques & Application Homework Questions

Intro: Total Physical Response 1 1 Intro: Total Physical Response Background Developed by professor of psychology James Asher (San Jose State U, CA) Base: coordination of speech & action Language Learning through physical (motor) activity Part of the more general Comprehension Approach Draws on developmental psychology, learning theory, humanistic pedagogy

Intro: Total Physical Response 1 1 Intro: Total Physical Response Basic Concepts Adult L2 learning parallels child L1 acquisition Speech directed to young children consists primarily of commands Children respond physically before they produce verbal responses Teenagers & adults can learn effectively by mirroring this process

Intro: Total Physical Response 1 1 Intro: Total Physical Response Basic Concepts Emphasizes affective (emotional) factors of learning, like humanistic psychology, CLL, Suggestopedia and Natural Approach A verbally undemanding method which reduces stress through fun, game-like movements and creates a positive mood to facilitate acquisition

Intro: Total Physical Response 1 1 Intro: Total Physical Response Video: Intro to TPR In this video you will see a brief introduction to TPR in documentary from the BBC. The film features the creator of TPR, Professor James Asher.   You will also see TPR being used in a Spanish language classroom in the U.S., scenes from which will be compared to a mother doing similar activities with her young son.

Intro: Total Physical Response 1 1 Intro: Total Physical Response Before the Video: Things to look for Connections to the Natural Approach Similarities between child’s situation & classroom atmosphere Pay careful attention to the first classroom scene, keeping in mind that this is the Ss’ very first Spanish lesson. Even if you don’t know any Spanish, can you comprehend T’s messages? Notice the joy, laughter, sense of fun

Intro: Total Physical Response 1 1 Intro: Total Physical Response After the Video - Summary 3 factors for language acquisition Comprehensible Input Stress-free environment The right to be silent Claims of effectiveness “In beginner’s classes it totally outperforms conventional methods. It won’t get you the whole way, but it’s very good for beginners.”

Intro: Total Physical Response 1 1 Intro: Total Physical Response Video Summary: Quotes from Asher “If we can simply follow nature’s blueprint, the entire Language Acquisition process can be very graceful and very enjoyable.” “There’s absolutely no reason why language learning has to be a frustrating, painful, failure experience for people – that’s inexcusable.”

Intro: Total Physical Response 1 1 Intro: Total Physical Response Video Summary: Quotes from Asher “Here’s my vision of the future…students could come out with not one but three or four additional languages, and do this with genuine enjoyment.”

Intro: Total Physical Response 1 1 Intro: Total Physical Response Principles & Characteristics The theory of learning connected to TPR has four primary elements: Trace Theory Innate Bio-program Brain lateralization Stress reduction

Intro: Total Physical Response 1 1 Intro: Total Physical Response Principles & Characteristics TRACE THEORY Psychological theory of memory The more often or more intensively a memory connection is traced, the stronger the association and more likely it will be recalled Retracing can be done verbally (rote repetition) or with motor activities, but the two combined are the most successful

Intro: Total Physical Response 1 1 Intro: Total Physical Response Principles & Characteristics INNATE BIO-PROGRAM Innate biological program defines optimal path for L1 & L2 development (LAD) Children develop listening skills before speaking –understand more than they produce Listening acquired through physical response to parents’ commands

Intro: Total Physical Response 1 1 Intro: Total Physical Response Principles & Characteristics INNATE BIO-PROGRAM Children internalize a “cognitive map” of the language through listening (meaning is the focus not form or use) Speech evolves effortlessly & naturally – Remember Krashen said that speaking is the result of acquisition – TPR agrees with this

Intro: Total Physical Response 1 1 Intro: Total Physical Response Principles & Characteristics BRAIN LATERALIZATION Most L2 teaching methods directed to left-brain learning: logic & reason TPR directed to right-brain learning: spatial, abstract, creative While right-brain is activated through motor activity, left brain “watches & learns,” eventually producing language

Intro: Total Physical Response 1 1 Intro: Total Physical Response Principles & Characteristics STRESS REDUCTION Necessary condition: absence of stress L1 acquisition is stress-free, but L2 learning often causes stress & anxiety Relaxing, pleasant environment triggers the natural bio-program of L1 Focusing on meaning through movement, learner is liberated from self-conscious and stressful pressure  able to devote full energy to learning

Video: TPR Demo Lesson 2 1 Video Introduction In this video, you will watch a demonstration lesson for Total Physical Response. The lesson is taught by SIT instructor Kathleen Graves to a group of international adult learners of English. Pre and Post lesson comments provided by Diane Larsen-Freeman

Video: TPR Demo Lesson 2 Video Introduction Things to look for Limited verbal output by Ss Use of realia, play-acting, pointing Different types of action elicitation Command sequences Relaxed, playful classroom atmosphere

Video: TPR Demo Lesson 2 1 After the Video Did it seem like the Ss enjoyed the lesson? Did they learn a lot? Did you notice the various ways the T elicited action? Imperatives: “Point to the sponge!” Requests: “Could you point to the brush?” Questions: “Who likes to clean the house?” (Ss raise hands)

Lesson Analysis 3 1 1. Goals of Technique/Teacher Since TPR reflects the general Comprehension Approach, T’s goal is to help Ss understand the TL by emphasizing listening skills SLT: Every step of the lesson somehow involves listening to the T’s instructions, with physical responses indicating level of Ss’ understanding

Lesson Analysis 3 1 2. Role of Teacher & Students At first, T is the director of action, the commander, with Ss listening and following SLT: Most commands were issued by T. Even when Ss issued commands, it was at the prompting of the T: “tell Gideon to scrub the sink”

Lesson Analysis 3 1 3. Teaching / Learning Process Retention is enhanced when learners respond physically. SLT: The entire class consists of physical response to T’s commands. Even vocabulary work is done through commands: “point to the vacuum.”

Lesson Analysis 3 1 3. Teaching / Learning Process Listening comprehension comes first. Ss will speak when they are ready. SLT: Ss did not do much speaking. SLT: First T gave commands, then T prompted the Ss to. Later on Ss had chance to ask questions about vocabulary (only if they wanted to).

Lesson Analysis 3 1 3. Teaching / Learning Process Novelty is motivating, and can be fun. SLT: T changes order of commands so that Ss do not memorize fixed routines. T also gives commands which combine previous imperatives in unexpected ways, which makes Ss listen harder to figure out what they are expected to do.

Lesson Analysis 3 1 4. Teacher-Student Interaction Typically, all interaction is T directed, though Ss also enjoy performing actions in which they interact with other Ss. SLT: “Yuri, while Sonia is wiping the counter, sweep the floor carefully and scrub the sink quickly. Okay, now tell Sonia to stop wiping the counter.”

Lesson Analysis 3 1 5. Feelings of Students Feelings of success and low anxiety facilitate learning. LL is more effective when it’s fun. SLT: Many moments of the class are funny, enjoyable, relaxing (e.g. carefully vs. quickly, “point to sb. who doesn’t like to clean”)

Lesson Analysis 3 1 5. Feelings of Students SLT: T’s commands increase in complexity, but T doesn’t move too quickly, just step by step. SLT: T offered lots of encouragement: “Good! You’re very good house cleaners. That’s great!”  

Lesson Analysis 3 1 7. Language Areas / Skills  Meaning in the TL can often be conveyed through actions, so imperatives can be useful linguistic devices. SLT: Most commands are given in the form of imperatives. Imperatives in English are also the very basic form of the verb, without any tenses or extra morphology, so they are easy to learn and extrapolate from later.

Lesson Analysis 3 1 9. Evaluation Evaluation is a constant process and can be done directly through observation of Ss’ actions. SLT: T is ever mindful of how Ss respond & react to her commands, and adjusts accordingly.

Lesson Analysis 3 1 10. Error Analysis Error correction should be carried out in non-threatening manner. SLT: T “corrects” just by repeating command and giving S an opportunity to self-correct. T also followed up by summarizing the action while performing: “Okay, so we dusted the bookshelf and then we wiped the counter.”

Lesson Analysis 3 1 10. Error Analysis Ss are expected to make errors when they first begin speaking, so Ts should be tolerant of them. Work on fine details of the lg. can be postponed until Ss become somewhat proficient. SLT: T does not stop and work on every single mistake. “Tell Siti to stop dusting the bookshelves.” “Stop stusting…”

Techniques 4 1 Using Commands to Direct Actions The major technique of TPR Action makes meaning clear To keep up a lively pace, plan commands in advance Sequence of commands should be varied to avoid memorization Ss should feel successful, so commands should not be introduced too fast or too many at a time. Asher: 3 is the “magic number.”

Techniques 4 1 Using Commands to Direct Actions At first, T performs action with Ss to clarify meaning. Later, T just directs. T directs class, then individual Ss Be creative! Commands should be funny & silly to create a lighthearted, playful atmosphere. The example that follows is from Asher’s (1977) Learning Another Language through Actions: The Complete Teacher’s Guide Book…

Techniques 4 1 Using Commands to Direct Actions Slowly, stand up. Slowly walk to me and hit me on the arm. Walk slowly to the window and jump.   Touch your teeth. Show your teeth to Dolores. Dolores, point to Eduardo’s teeth.

Techniques 4 1 Role Reversal At higher levels, Ss volunteer to utter commands & manipulate behavior of instructor or other Ss

Homework Questions 5 1 Question 1 Krashen claims that the only thing people need to acquire language is to understand messages. That’s it. Do you agree? Tell us why or why not, using examples from your own experience to demonstrate your opinion.

Homework Questions 5 1 Question 2 Briefly summarize comprehensible input. Give an example of some input material that would be comprehensible to your students. Make sure you tell me the age and level of your students and why you believe the input material would be comprehensible.

Homework Questions 5 1 Question 3 NA and TPR both encourage a “silent period” during which Ss do not speak, and encourage learners to start speaking when (and only when) they are ready, at their own pace. Do you think this is a good idea? Why or why not?

Next Week Communicative Language Teaching