Diane Larsen-Freeman
larsen-freeman-techniques-and-principles-in-language-teaching
larsen-freeman-techniques-and-principles-in-language-teaching
- No tags were found...
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
114 Total Physical Response<br />
students develop flexibility in unders tanding unfami liar utterances.<br />
These comma nds, wh ich students perfor m, are o ften humorous.<br />
After learning to respond to some oral commands, the stu dents<br />
learn to read and wr ite them. When stu dents are read y to spea k, they<br />
become the ones who issue the commands. After students begin speaking,<br />
activities expand to include skits an d games.<br />
4 What is the nature of student-teacher interaction? What is the nature<br />
of student-student interaction?<br />
Th e teacher interacts with the whole gro up of students a nd with individual<br />
students. Initially the interaction is characterized by the<br />
teacher speaking and the students responding non verbally. Later on,<br />
the students become more verbal and the teac her respo nds nnnverbally,<br />
Stude nts perform th e actions together. Stu dents can learn by wa tching<br />
each ot her. At some point, however, Asher believes observers must<br />
demonstrate their understanding of the co mma nds in order to reta in<br />
them.<br />
As students begin to spea k, they issue commands to one another as<br />
well as to the teacher.<br />
5 How are the feelings of the students dealt with?<br />
O ne of the main reasons TPR wa s developed was to reduce the stress<br />
people feel when studying foreign languages. O ne of the prim ary<br />
ways thi s is acco mplished is to allow learners to spea k when the y are<br />
read y. Forcing them to spea k before then will only create anxiety.<br />
Also, when srudents do begin to speak, perfection shoul d not be<br />
expected.<br />
Another way to relieve anxiety is to mak e language learning as<br />
enjoyable as possible. The usc of zany commands and humorous skits<br />
arc two ways of showing that language learning can be fun.<br />
Finally, it is important that there not be too much model ing, but<br />
tha t students not be too rus hed either. Feelings of success and low<br />
an xiety facilitate learning.<br />
6 How is language viewed ? How is culture viewed ?<br />
Just as with the acquisit ion of the nat ive language, the or al modality is<br />
primary. Culture is the lifestyle o f people who speak the language<br />
nati vely.<br />
Total Physical Response 115<br />
7 What areas of language are emphasized? What language skills are<br />
emphasized?<br />
Vocabu lary and gram mat ical structures arc emphasized ove r other<br />
language areas. T hese arc embedded within imperatives. T he impe ratives<br />
arc single words and multi-word chunks. One reason for the use<br />
of imperatives is their freque ncy of occ urrence in the speech directed<br />
at young children learn ing their nati ve lan guage.<br />
Understanding the spoken word shoul d precede its production.<br />
Th e spoken lan guage is emphasized over written lan guage. Students<br />
often do not learn to read the commands they have already learned to<br />
perform unt il after ten ho urs of instruction.<br />
8 What is the role of the students' native language?<br />
TPR is usually introduced in the student's nat ive language. After the<br />
introduct ion, rarely would rhe native language he used. Mean ing is<br />
made clear through body mov emen ts.<br />
9 How is evaluation accomplished?<br />
Teachers will know immediately whet her or not stude nts und erstand<br />
by observing their stud ents' actions. Formal evaluations can he conducted<br />
simply by commanding individual st udents to perform a series<br />
of actions. As stu dents become more ad van ced, their performance of<br />
skits they have created can become the basis for evaluation.<br />
10 How does the teacher respond to student errors?<br />
lr is expected tha t students will make errors when they first begin<br />
speaking. Teachers should be to lerant of them and on ly cor rect major<br />
errors. Even these should he corrected unobtr usively. As stud ents get<br />
more adva nced, teachers can ' fi ne tunc 'c-corrccr more minor errors.<br />
REVIEWING THE TECHNIQUES<br />
Th e major technique, as we saw in the lesson we observed, is the usc of<br />
commands to direct behavior. Asher acknowledges that , although this<br />
technique is pow erful, a var iety of activities is preferred for maintaining<br />
student interest. A detailed description of using commands is provided<br />
below. If you find some of the principles of Total Physical Response to he<br />
of interest, you ma y wish to dev ise your own techniq ues to su pple ment<br />
this one.