help me.......What is TPR?

Question

幫幫我～～What is TPR?我知道TPR是Total Physical Responce～～徵求哪位大大願意告訴我詳細的內容呢？請用英文回答…謝謝^^

Answer 1

這是英語教學的用語
是說學生語言能力很低時 老師用肢體語言輔助
例如 教個"run" 老師就跑起來 讓學生懂這個單子
或者老師說can you show me what is jump
要求學生做動作 以表示他們懂這個jump的意思
Introduction
Total Physical Response is a language learning method based on the coordination of speech and action. It was developed by James Asher, a professor of psychology at San Jose State University, California. It is linkedto the trace theory of memory, which holds that the more often or intensively a memory connection is traced, the stronger the memory will be.
Theory of learning
Asher's language learning theories seem similar to those of other behavioral psychologists. There are three principles he elaborates;

1. Second language learning is parallel to first language learning and should reflect the same naturalistic processes
2.Listening should develop before speaking
3Children respond physically to spoken language, and adult learners learn better if they do that too
4Once listening comprehension has been developed, speech devlops naturally and effortlessly out of it.
5Adults should use right-brain motor activities, while the left hemisphere watches and learns
6Delaying speech reduces stress.

Objectives
Here are some of the objectives of Total Physical Response

1. Teaching oral proficiency at a beginning level
2.Using comprehension as a means to speaking
3Using action-based drills in the imperative form

Answer 2

The Total Physical Response, known world-wide as TPR
by James J. Asher, Ph.D.

From experimental research and trials in hundreds of language classrooms around the world in scores of languages, we know more about how TPR works than any other idea in second language learning. For a detailed review of this research, see my book: Learning Another Language Through Actions. (See order form.)


WHAT IS TPR?
IT'S ALL IN THE WAY WE LEARN...

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.
The secret is a unique "conversation" between the parent and infant. For example, the first conversation is a parent saying, "Look at daddy. Look at daddy." The infant's face turns in the direction of the voice and daddy exclaims, "She's looking at me! She's looking at me!" Dr. Asher calls this "a language-body conversation" because the parent speaks and the infant answers with a physical response such as looking, smiling, laughing, turning, walking, reaching, grasping, holding, sitting, running, and so forth.
Notice that these "conversations" continue for many, many months before the child utters anything more intelligible than "mommy" or "daddy." Although the infant is not yet speaking, the child is imprinting a linguistic map of how the language works. Silently, the child is internalizing the patterns and sounds of the target language.
When the child has decoded enough of the target language, speaking appears spontaneously. The infant's speech will not be perfect, but gradually, the child's utterances will approximate more and more that of a native speaker.
Children and adults experience the thrill of immediate understanding when you apply this powerful concept in your classroom.
Here is what we now know:

The dropout rate of second language students in a traditional program can be as high as 95%. Studies at the University of Texas and elsewhere show that this stunning attrition can be reversed when TPR is a central feature of the language program. The reason that TPR dramatically reduces attrition is this: TPR is a confidence-builder. Students of all ages including adults experience instant success in understanding an alien language. They remark: "Hey, this isn't so bad! I understand what she is saying. I didn't know I could do this. I feel great!"
TPR is aptitude-free. Academic aptitude is a negligible factor when TPR is applied by a skilled and talented teacher. In a traditional language program, principals screen "low" academic students from foreign language classes under the assumption that, "They simply can't do it!" Everyone is surprised when disadvantaged children who experience difficulty in class after class in a traditional school, enjoy success in a TPR class. These students experience the exhilaration of being competitive with the all "A" students.
Contrary to the widely-held belief that children have a linguistic advantage over adults, studies with Spanish, Russian, and Japanese show that when adults play the game of learning another language on a "level playing field" with children, adults consistently outperform children, except for pronunciation. TPR provides that "level playing field." In a traditional class, adults endure the handicap of sitting in rows of chairs while an instructor performs and performs and performs. In a TPR class, the students perform and perform and perform while the instructor is the director of the play. Note that this is exactly how children acquire another language so quickly while living in a foreign country. Children are silent but respond to directions from caretakers and other children. Children act in response to hundreds of directions uttered in the alien language such as "Come here." "Put on your coat." "Throw me the ball." "Walk faster." etc. This is a linguistic luxury that their parents living in the same country do not experience.
Studies with Spanish, French, German, Japanese, and Russian demonstrate that TPR is "brain compatible," meaning there is short and long-term retention that is striking and statistically significant across studies. Retention with TPR is analogous to riding a bicycle. Even if years have elapsed since acquiring the skill, after a few warm up trials, proficiency returns.
TPR seems to work effectively for children and adults. There is no age barrier. The only caveat is that if the language training starts after puberty, the probability is almost certain that one will have at least some accent in speaking the second language, no matter how many years one lives in the foreign country.
TPR seems to work for most languages including the sign language of the deaf and the language of mathematics. Math education is even more challenging than foreign language education because, in the USA, we spend more on remedial mathematics than all other forms of math education combined. Traditional programs in both math and foreign languages share a common flaw, in my judgment. Both specialties play to half the brain and usually it is the wrong half.
TPR can be the major focus of a language program or an extremely effective supplement.

To see more, go here: http://www.tprsource.com/asher.htm


TOTAL PHYSICAL RESPONSE 肢體回應教學法 (TPR)
歷史背景與淵源
TPR是由加州聖荷西州立大學心理學教授James Asher 所創。他的理論由四個重要的基礎來支援：（1）心理學中記憶的回溯理論（trace theory）---記憶的聯想或回溯可藉由口頭覆誦或搭配手勢、肢體動作來協助達成；（2）心理發展過程中，成人學習語言的歷程和幼兒有類似對比之處。由於小孩在尚未開口說話前接觸的語言型態多以父母所說的命令句為主，所以Asher主張，成人學習語言也應從 命令句 （imperatives）開始學起；（3）Asher 認同心理學中〝情緒會影響學習效果〞的說法。所以，他認為在語言學習的過程中應該降低學習者的緊張壓力，才能增進學習效果；（４）Asher非常注重〝理解理論〞（Comprehension Approach, Winitz 1981），認為理解(comprehension)能力形成之後才會有表達(production)能力。所以，在語言教學上必須先訓練聽力，在確定理解聽力後才能進行口語表達能力的訓練課程。

教學觀
Asher認為，語言是由一群具體和抽象的元素所組成，而學習者只要學習文法及具體的的元素（如祈使句中的〝動詞〞和具像名詞）即可。在學習理論方面，（1）Asher認同行為學派刺激—反應理論；（2）Asher 指出，小孩子在還沒學會說話之前，會先以回應父母的命令祈使句來學習聽力，待聽力理解能力成熟之後，便能自然而然地開口說話；（3）學習L2通常為左腦負責的工作，但是Asher認為小孩子既然常透過手勢和肢體動作（由右腦 負責）的輔助來習得L1，成人也應該多藉助右腦負責的肢體活動的搭配來學習L2；（４）驅除學習L2的緊張壓力，營造如同學習母語般的輕鬆環境。
教材教法
一、 教學目標
TPR的總體目標是要透過祈使句搭配肢體動作的練習來培養初級的口語表達能力。因此，教學目的強調的是學生句子中所要表達的“意義”而非“結構”（與ALM剛好相反）。


二、 課程安排

TPR的課程以句子為學習單位，再搭配適合在教室情境中學習的文法與單字，用祈使句來呈現。以下為一TPR的教學範例 (Asher 1977:54-6)：

Review. This was a fast-moving warm-up in which individual students were moved with commands such as:

Pablo, drive your car around Miako and honk your horn.
Jeffe, throw the red flower to Maria.
Maria, scream.
Rita, pick up the knife and spoon and put them in the cup.
Eduardo, take a drink of water and give the cup to Elaine.

New commands.These verbs were introduced.

Wash your hands.
Your face.
Your hair.
The cup.
Look for a towel.
The soap.
A comb.
Hold the book.
The cup.
The soap.
comb your hair.
Maria’s hair.
Shiro’s hair
brush your teeth
your pants
the table.

Other items introduced were:

Triangle Pick up the triangle from the table and give it to me.
Catch the triangle and put it next to the rectangle.
Quickly Walk quickly to the door and hit it.

Quickly, run to the table and touch the square.
Sit down quickly and laugh.
Slowly Walk slowly to the window and jump.
Slowly, stand up.
Slowly walk to me and hit me on the arm.
Toothpaste Look for the toothpaste.
Throw the toothpaste to Wing.
Wing, unscrew the top of the tooth paste.

Next, the instructor asked simple question which the student could answer with a gesture such as pointing. Examples would be:

Where is the towel? [Eduardo, point to the towel! ]
Where is the toothbrush? [Miako, point to the toothbrush! ]
Where is Dolores?

Role reversal.Students readily volunteered to utter commands that manipulated the behavior of the instructor and other students…

Reading and writing. The instructor wrote on the chalkboard each new vocabulary item and a sentence to illustrate the item. Then she spoke each item and acted out the sentence. The students listened as she read the material. Some copied the information in their notebooks.



三、教學活動與學習型態

祈使句的練習是最主要的教學活動。在120小時左右的訓練後，才會開使有對話、角色扮演的活動。下列試舉一教學實例：

步驟一 老師在黑板上貼著顏色不同的卡片：紅色、藍色、棕色、白色等。

步驟二 老師說：”Point to the red card.” （指著紅色卡片）並作動作。學生只聽不作。

步驟三 老師再說：”Point to the blue card.” (指藍色卡片)，並作動作。學生仍只聽不作動作。

步驟四 重複動作教其他顏色。

步驟五 示範多次給學生看後，老師說：” Point to the red card.”師生一起作動作。

步驟六 演練其他顏色。

步驟七 每位學生發一組顏色卡，教其他命令據以加強顏色練習。例如：“Hold up the white card.” “Kiss the blue card.”等。

步驟八 唱歌作動作。

Red, red, red touch your head,

Blue, blue, blue, tie your shoe,

Brown, brown, brown, touch the ground,

White, white, white, take a bite.





四、 教師與學生的角色

學生主要為聆聽者，他們在專心聆聽祈使句後便要做出所要求的動作。如果學生自覺心理方面已經準備妥當，便可以開始開口講話。教師則是TPR的主導者，提供學生練習、講話的機會，並像父母般，能容忍年幼孩子所犯之語句錯誤。

結論與反思
TPR因為將〝語言〞化為〝具體行動〞，降學習的壓力，所以也受到一些人熱烈 的歡迎。不過，TPR的目的只在於培養初級的會話能力，所以必須再搭配其他的教法，才能使學生有足夠的語言能力來應付日常的需要。
TPR在台灣通常用於兒童美語的課程中。不過，由於它可以使抽象的語言化為具體的行動，降低了學習的緊張氣氛，所以若能多運用在成人語言教學，並把〝發號施令〞的〝特權〞多多下放到學生身上，相信學生透過這樣的語言遊戲，一定可以達到寓教於樂的目的。