Dedicat a Manolo, professor i avi preocupat per l'ensenyament de les llengües estrangeres.
Quantes vegades ens hem preguntat el perquè de la nostra incompetència lingüística en llengües estrangeres? A hores d'ara puc afirmar que molts de nosaltres encara ens formulem aquesta pregunta i és per això que us deixe un breu resum del que és aquest mètode anomenat TPR. Com no podria ser d'altra manera, en anglés, per anar practicant més que res ;)
El següent vídeo és una xicoteta mostra de com aplicar aquest mètode a les aules. Es tracta de la primera classe de francés d'uns alumnes anglosaxons que parteixen d'un nivell 0 en aquesta llengua.
RETALLS
Total Physical Response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San José State University, to aid learning second languages. The method relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement. The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.
Premise
According to Asher, TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth - including the sign language of the deaf. The process is visible when we observe how infants internalize their first language. It looks to the way that children learn their native language. Communication between parents and their children combines both verbal and physical aspects. The child responds physically to the speech of their parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. It is during this period that the internalization and code breaking occurs. After this stage the child is able to reproduce the language spontaneously. With TPR the language teacher tries to mimic this process in class. The method also promises double efficiency in terms of rate of learning, according to several studies in the literature and referenced in the above book.
Classroom usage
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. The activity may be a simple game such as Simon Says or may involve more complex grammar and more detailed scenarios.
TPR can be used to practice and teach various things. It is well suited to teaching classroom language and other vocabulary connected with actions. It can be used to teach imperatives and various tenses and aspects. It is also useful for story-telling.
Because of its participatory approach, TPR may also be a useful alternative teaching strategy for students with dyslexia or related learning disabilities, who typically experience difficulty learning foreign languages with traditional classroom instruction.
According to its proponents, it has a number of advantages: Students will enjoy getting up out of their chairs and moving around. Simple TPR activities do not require a great deal of preparation on the part of the teacher. TPR is aptitude-free, working well with a mixed ability class, and with students having various disabilities. It is good for kinesthetic learners who need to be active in the class. Class size need not be a problem, and it works effectively for children and adults.
Additionally, the nature of TPR places an unnaturally heavy emphasis on the use of the imperative mood, that is to say commands such as "sit down" and "stand up". These features are of limited utility to the learner, and can lead to a learner appearing rude when attempting to use his new language. Of course, as a TPR class progresses, group activities and descriptions can be used which continue the basic concepts of TPR into full communication situations.
What's so good about TPR anyway?
● Easy to implement/no translation TPR instruction requires no translation or L1 support. It can help students and teachers make the transition to an English language environment.
● New playing field: no disadvantage for academically weaker students TPR does not depend on left-brain, “academic” skills. This gives all students a chance to shine in a new environment.
● Trains students to react to language and not think about it too much TPR requires an instant reaction. As there is no time to think during TPR practice, students can break the bad habit of over-analyzing language and become more comfortable with “going with the flow”, or guessing from context.
● Reduces pressure and stress for students TPR does not require a spoken response from students. Also, if implemented properly, students always understand what is happening during TPR practice, resulting in increased confidence and a lowering of the affective filter.
● Different style of teaching/learning TPR can be a break for both students and teachers, a refreshingly different style of teaching. Judiciously used, it can break up a lesson or day and keep students alert.
● Long-term retention/“magic” effect TPR results in long-term retention of language items, and the constant repetition and recycling involved reinforces this leading to a “magic” learning experience.
● Repetition is disguised: more effective input Skillful use of TPR allows us to drill language targets repeatedly without losing student interest.
● Addresses important weakness of Japanese students Japanese students, due to teaching methods and their school environment, have tended to be strong at reading and writing English, and weak at listening and speaking. TPR addresses this by working on students' aural comprehension, at the same time as forcing them to be active listeners.
● Perfect for TT TPR is perfect for team-teaching classes, as with two teachers one can serve as the model while the other calls out commands.
● Hard to show Results come from regular, planned application. One shot lessons, while perhaps interesting or diverting, do not yield the same results as a carefully thought out series of lessons.
Some principles
● Prepare a script. It is essential to prepare a script for what you want to do, as it is extremely important not to change the language half way through. It is also important to recombine previously learned language in new ways. These factors, combined with the pace necessary for successful TPR instruction, mean that it is extremely difficult to improvise the commands.
● Build on what has gone before. TPR instruction should be seen as a progression, with new language being added to and combined with the old every session.
● Recycle language and review extensively. On a similar note, previously learned language should be reviewed and cycled into lessons constantly in order to reinforce it.
● Don't change the target language. While it can be useful to introduce synonyms, it is extremely important that the language not be changed half-way through a session. This is extremely confusing for students.
● Be good-natured and positive. In order for students to relax and feel comfortable, during TPR practice the teacher should project a friendly and positive manner.
● Introduce limited number of new items and manipulate them extensively. It is very important to limit the number of new items in order to avoid student overload and to allow students to process and absorb the language. New and old language should be manipulated in a variety of ways in order to give students a large amount of practice.
● Incorporate some humor. Once students are used to TPR practice, introducing a limited amount of humor into the class can greatly increase students interest and enjoyment.
● Students don't speak. Students should not be forced to repeat the commands or otherwise speak until they are ready.
● Students don't “help” each other. Students should not need help with the TPR commands, as the meaning should be obvious from context/the teachers' explanation/previously learned language. Translating commands into Japanese reverts to left brain input, and the benefits of TPR are lost. Student listening abilities are also not improved.
Sources:
Wikipedia
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