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(Second) (Second) Language AcquisitionLanguage Acquisition

Student’s Name/ ID Student’s Name/ ID ： ： Yuri 9722616 Yuri 9722616 Betty 9722609Betty 9722609 Vivian 9722607Vivian 9722607

InstructorInstructor ：： Philip LinPhilip LinDateDate ：： Oct. 27th, 2008Oct. 27th, 2008

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Question 4 of Chapter 3 -Question 4 of Chapter 3 -Please define the “Total Physical Please define the “Total Physical Response” (TPR) method and “The Response” (TPR) method and “The Natural Approach”.Natural Approach”.

TPRTPR• Background• Premise• Classroom of usage• Advantages • Problems• Applications• Activities

The Natural ApproachThe Natural Approach• Theory• Objective & Syllabus• Activity type & Material• Roles of T & Ss• Problem solving activities• Drawbacks• Compare with CLT

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Background of TPR

• Promoter ： Dr. James J. Asher, a professor emeritus of psychology at San José State University, to aid learning second languages.

• Subject ： TPR is primarily intended for ESL/EAL teacher, although the method is used in teaching other languages as well.

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Background of TPR

• The human brain has a biological program for acquiring any natural language.

• Learning a second Language is internalized through a process of code breaking.

• The process allows for a long period of listening and developing comprehension prior to production.

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Premise of TPR

• The way that children learn language ：Communication between parents and their children co

mbines both verbal and physical aspects.

The child responds physically to the speech of their parent in positively reinforced.

For many months the child absorbs the language without being able to speak.

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Classroom usage of TPR

• In the classroom, the teacher and students take on roles similar to that of the parent and child respectively.

• Students must respond physically to the words of the teacher.

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Classroom usage of TPR

• More complex grammar and detailed scenarios• To practice and teach various things• Classroom language and other vocabulary con

nected with actions• Imperatives and various tenses• Story-telling• Strategy with dyslexia or related learning disabi

lities

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Advantages of TPR

• Students enjoy getting up out of chairs and moving around

• Teachers do not require a lot of preparation• Aptitude-free, working well with a mixed abili

ty class• Good for kinesthetic learners • Class size need not be a problem• Work effectively for children and adults

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Problems of TPR

• Most useful for beginners only• Lack of the opportunity to express own tho

ughts• To overuse TPR easily– “Any novelty, if car

ried on too long, will trigger adaptation.”• A challenge for shy students• An unnaturally heavy emphasis on the use

can lead to a learner appearing rude

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The activity of TPR- Simon says

1. Three or more players (most often children). 2. One of the people is "it" – i.e., Simon. 3. The others must do what Simon tells them to do whe

n asked with a phrase beginning with "Simon says". 4. If Simon says "Simon says jump", the players must j

ump (players that do not jump are out). 5. If Simon says simply "jump", without first saying "Sim

on says", players do not jump; those that do jump are out.

6. The last of Simon's followers to stay in wins

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The activity of TPR- Simon says

• It is the spirit of the command, not the actions that matters; if Simon says "Simon says touch your toes", players only have to show that they are trying to touch their toes.

• It is the ability to distinguish between valid and invalid commands, rather than physical ability, that matters here.

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The other activities of TPR

• A classic 1980s electronic toy named Simon by computer games inventor Ralph H. Baer.

1.It is a circular electronic game featuring four colored quadrants.

2.The game will flash quadrants in turn and expect you to repeat the sequence.

3. If you get the sequence correct, the game will respond with a longer sequence.

The other activities of TPR

• There is also a classic Simon Says-like mode called Tricky Mickey in the 1989 Milton Bradley game of physical skill Mickey Says, which features Mickey Mouse as its host.

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Application of TPR- TPRS

• Teaching Proficiency through Reading and Storytelling (TPRS)

• Promoter ： Blaine Ray, a Spanish language teacher

• Basis ： added stories to Asher's methods to help students acquire non-physical language

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Application of TPR- TPRS

• The method built on Stephen Krashen's theories of language acquisition.

• It became popular in the 1970's and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.

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The National Approach

• Theory of language ：1. The essence of language is the meaning2. Vocabulary, not grammar is the heart of

language • Theory of learning ：1. There are two ways of L2 language

development (a) "acquisition”-a natural subconscious process (b) "learning”-a conscious process

2. Learning cannot lead to acquisition

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The National Approach

• Objective ：Designed to give beginners and intermediate learner basic communicative skills (oral/written) and academic learning skills (oral/written)

• Syllabus ：Basic on selection of communicative activities and topics derived from learner needs

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The National Approach

• Activity type ：1. Activities allowing comprehensible input, about

thing of here-and-now

2. Focus on meaning , not form• Roles of Materials ：1. Materials come from realia rather than the

textbook2. Primary aim is to promote comprehension and

communication

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The National Approach

• Teacher roles ：1. The teacher is the primary source of

comprehensible input2. Must creative positive low-anxiety climate3. Must choose and orchestrate a rich mixture of

classroom activities• Learner roles ：

Should not try to learn language in the usual sense, but should try to lose themselves in activities involving meaningful communication

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The National Approach

• Problem solving activity ：1. Task and series---“car-wash”

2. Charts, Graphs, and Maps

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The National Approach

• Drawbacks ：1. Vague interface between learning and

acquisition

2. Fossilization problems

3. Time of silent period---How long it would be ?

THE NATURAL APPROACHTHE COMMUNICATIVE

TEACHHINR(CLT)

Theory of language

The essence of language is the meaning.Vocabulary, not grammar is the heart of language

Language is the system for the expression of meaning ； primary function- interaction and communication.

Theory of learning

There are two ways of L2 language development “acquisition”-a natural subconscious process, and “learning”-a conscious process. Learning cannot lead to acquisition.

Doing activities that involve real communication, carrying out meaningful task, and using language which is meaningful to the learner to promote leaning.

Objective

Designed to give beginners and intermediate learner basic communicative skills(oral/written):academic learning skills(oral/written)

Object will reflect the needs of the learner; they will include the functional skills as well as the linguistic objectives.

SyllabusBasic on selection of communicative activities and topics derived from learner needs.

Will include some/all of the following: structures, functions, notions, themes, tasks. Ordering will be guide by learner needs. 22

The Natural Approach & The CLT

THE NATURAL APPROACHTHE COMMUNICATIVE

TEACHHINR(CLT)

Activity typeActivities allowing comprehensible input, about thing of here-and-now.Focus on meaning , not form

Engage learners in communication; involve process such as information sharing, negotiation of meaning and interaction.

Learner roles

Should not try to learn language in the usual sense, but should try to lose themselves in activities involving meaningful communication.

Learner as be the negotiator, interact or, giving as well as taking.

Teacher roles

The teacher is the primary source of comprehensible input.Must creative positive low-anxiety climate.Must choose and orchestrate a rich mixture of classroom activities.

Facilitator of the communication process, participants’ task, and texts,: needs analyst, counselor, process manger.

Roles of Materials

Materials come from realia rather than the textbook.Primary aim is to promote comprehension and communication.

Primary role in promoting communicative language use; task-based materials; authentic. 23

The Natural Approach & The CLT

Thanks for your attention!Thanks for your attention!