분야
docx2. APPROACH: Theory of Language and Learning
1) The Innate Bio-Program
2) Brain Lateralization
3) Reduction of Stress (Affective Filter)
3. DESIGN
1) Objectives
2) The syllabus
3) Learning activities
4) Roles of learners
5) Roles of teachers
6) Roles of materials
4. PROCEDURE (Sample Lecture)
5. REFERENCE
The left brain can be described as logical, one-track, and cynical. It is used when analyzing, talking, discussing, and so on. The right brain is used when moving, acting, using metaphor, drawing, pointing, and so on.
When language is taught by lecturing or explaining, the cynical left brain is targeted and the information is kept in short term memory (if at all). It is soon forgotten as it never becomes “real” to the student. However, when language is taught actively through movement, the right brain “believes” the information and retains it, in the same way that skills such as swimming or riding a bicycle are remembered long term.
Asher sees TPR as directed to right-brain learning, whereas most second language teaching methods are directed to left-brain learning. Asher holds that the child language learner acquires language through motor movement – a right-hemisphere activity. Right-hemisphere activities must occur before the left hemisphere can process language for production. Similarly, the adult should proceed to language mastery through right-hemisphere motor activities, while the left hemisphere watches and learns. When a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered to produce language and to initiate other, more abstract language processes.
• analyzing
• critiquing
• discussing
• explaining
• talking
• telling
• acting
• drawing
• games
• gesturing
• metaphor
• physical movements
3) Reduction of Stress (Affective Filter)
Students learn more when they are relaxed. This is because the affective filter, a mental barrier between the students and the information, is raised when students are nervous or uncomfortable. When the affective filter is high, learners find it harder to understand, process, and remember information.
TPR helps reduce the affective filter because it is less threatening than traditional language activities. Students do not have to produce language. Mistakes are unimportant and easily (and painlessly) corrected by the teacher. Language is remembered easily and long-term.
3. DESIGN
1) Objectives
The objectives of Total Physical Response are to teach oral proficiency at a beginning level. And then ultimate aim is to use comprehension as a means to speaking. A TPR course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker. The goals must be attainable through the use of action-based drills in the imperative form.
2) The syllabus
TPR uses a sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items. And Total Physical Response requires initial attention to meaning rather than to the form of items. Grammar is taught inductively.
3) Learning activities
The major class room activities in Total Physical Response are imperative drills. Imperative drills are typically used to elicit physical actions and activity on the part of the learners. Other class room activities include role plays, and slide presentations. Role plays center on everyday situations, such as at the restaurant, bank, gas station or post office.
4) Roles of learners
The major roles of learners in Total Physical Response are listener and performer. They listen attentively and respond physically to commands given by the teacher. Learners are also expected to recognize and respond to novel combinations of previously taught items. They are required to produce novel combinations of their own.
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By James J. Asher
- Tips for organizing a successful master's thesis or doctoral dissertation
- A must for anyone developing a research project to explore children or adults learning another language
- 오늘 본 자료가 없습니다.
- 배우자선택이론에 근거하여 자신이 어떻게 배우자를 선택하게 되었는지 작성하십시오. (기혼자의 경우 지금의 배우자를 선택하게 된 이유, 비혼자의 경우 현재의 파트너 혹은 과거의 파트너를 어떠한 측면에서 사귀게 되었는지 작성하시면 됩니다. 만약 그게 어려울 경우, 부모님은 어떠한 배우자 선택이론에 근거하여 결혼을 하시게 되었는지 분석해도 좋습니다.)
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