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

2. 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 )
Then use the TESOL Method Workbook (TMWB, pp ) As you re-read the chapter look at and answer the questions in the workbook

3. 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

4. TPR (Total Physical Response)
Consider the TPR video and the sample lesson in the textbook ( ) 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?

5. Total Physical Response Review and Discuss
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?

6. 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

7. 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)

8. 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

9. The Big Toe
What is this story about?

10. 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

11. 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…

12. 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.
Which is the better lesson? Why?

13. 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?

14. 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

15. 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

16. 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

17. 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

18. 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)

19. 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

20. 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

21. 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)

22. 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

23. 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

24. 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

25. 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

26. 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…

27. 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

28. 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

29. 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