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TEFL Jiaonan

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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:

N.D. - Vietnam said:
The Total Physical Response (TPR) method of language instruction was developed by the American psycho-linguist, James J Asher after many years of research and study. The method is based on the premise that foreign language learning is most effective when it mirrors the patterns of native language acquisition in infants and children, rooted in physical interaction between parent and child. Although the TPR method is not generally accepted in the mainstream language learning community as a viable sole means of instruction, the method may instead be better employed as a “tool” of instruction that can enhance language learning. Asher developed the TPR method based on his theory of “comprehension literacy” that, “Talk will not be triggered until [an] infant has internalized enough details in the linguistic map” (Asher, 2001). TPR reduces language learning to simplistic ideology, believing that in the very early stages of native language acquisition, infants and toddlers succeed due to 3 factors: 1) Receiving frequent, simple, and repetitive instructions that are easily understood; 2) learning in a stress-free environment; and 3) being silent until they are ready and able to communicate voluntarily. An online video illustrating the TPR in motion contains a brief interview with James J Asher where he states that, “You can see the TPR, the Total Physical Response operating beautifully by simply observing a mother and infant, the intimate relationship between the language and the child’s body. If we can simply follow nature’s blueprint, this entire language experience can be very graceful and enjoyable.” (http://www.youtube.com/watch?v=ikZY6XpB214. It is on this idea that TPR is built. The TPR method divides a language class into the role of parent and child. In this method, the parent (teacher) gives the students simple commands that the children (students) must follow. Examples of such commands include, “Stand up. Sit down. Stand up. Walk. Please bring me the apple. Sit down, etc.” Comprehension of the students is facilitated by the physical carrying out of commands given by the teacher. Commands are often drilled and repeated numerous times over the course of the lesson. In a typical TPR lesson, students will be exposed to 20-35 new language items. Students are meant to focus solely on decoding and comprehending what is being presented to them; they are not intended to focus on actual speech until about 120 hours of instruction have taken place. Asher believes that once a foundation of comprehension is established, speech will evolved instinctively and painlessly, with ease. While this idea may be considered radical to many, Greg Thompson, an advocate for the Growing Participator Approach to language learning (loosely based on TPR), point out that, “the advantage of concentrating initially on learning to comprehend is that [one] can make very rapid progress. In a month or two [one] will be able to comprehend hundreds of the most essential vocabulary items and enough sentences to form the basis of functional speaking ability” (Thompson, 2004). In an interview I conducted with my colleague Michelle, a linguist with an MA in tesol who is currently exploring using the TPR method in her english as a Foreign Language (efl) classroom, she specified that, “The TPR approach is especially effective for beginners, as it is a wonderful way to learn a large amount of vocabulary in a relatively short amount of time.” The advantages of the TPR method are that it is a simple way to learn a lot of vocabulary and increase comprehension, and it can be used for all language levels, mixed student groupings, and even with students who have learning disabilities. As well, the kinesthetic component makes it a method that most students find enjoyable, and lessons require little preparation on the part of the teacher. The greatest strength of the TPR method lies in its compatibility with other instructional methods. teachers may wish to employ aspects of the TPR to introduce vocabulary or simple sentence structures to their students as part of a more holistic language program such as the Engage Study Activate method we learned about in this course. There are disadvantages to using the TPR method. While comprehension and vocabulary may abound early on, reading, writing, and speaking are not formally introduced until much later on in the method. There is no text book, so it may be difficult for students to practice on their own, outside of class. Older learners may not enjoy this method of instruction, and feel humbled or even humiliated by be asked to perform such simple tasks. In addition, depending on the frequency of the english classes it may difficult for students to feel like they are progressing. Dennis, a CELTA-certified colleague of mine noted that while he enjoys using the TPR method in his tefl classroom, he feels that it is time consuming. He feels that this method is best used when classes are held frequently in order for students to optimally retain the knowledge they learn. However, this may be unrealistic, given that tefl classes are typically held two or three times per week. Finally, if students do not properly understand the method they may feel frustrated in the first phase, that despite many hours of study they are still not able to ask or answer any questions or interact with an english speaker. In conclusion, the Total Physical Response method of language learning attempts to mimic the blueprint of native language acquisition by focusing solely on comprehension until the learner is able to initiate speech on his/her own. While there are benefits to using TPR in the language classroom, it is not recommended to use it as an exclusive means of instruction. Rather, TPR is best viewed as a tool that may aid in efl learning, as part of a more holistic language program. References 1. Leave me alone! Can’t you see I’m trying to learn your language? 1993, Greg Thompson *Article discovered at http://www.languageimpact.com/articles/gt/leaveme.htm 2. Future directions for fast, stress-free learning on the right side of the brain; James J Asher, 2001 *Paper discovered at http://www.tpr-world.com/future.html 3. http://www.foreignlanguagesweb.com/teaching/methods/tpr.htm TPR 4. The ABCs of Language Learning; Francisco Cabello, 2005 *Article discovered at http://www.tpr-world.com/ABC.html 5. TPR & Language Acquisition with James Asher *YouTube video discovered at http://www.youtube.com/watch?v=ikZY6XpB214 -


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