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1、Criticism on two fronts: the theoretical foundations（both in language and language learning） and the practical results fell short of expectation.
2、the theoretical attack: Noam Chomsky’s theory of transformational grammar
第五章Total Physical Response
Total Physical Response is a language learning method based on the coordination of speech and action. This method of learning was developed by James Asher, a professor of psychology at San Jose State University, California.
一、Background 1、the “trace theory” of memory in psychology
2、developmental psychology：child first language acquisition 3、humanistic psychology: the role of affective factors 4、Comprehension Approach
5、a tradition: the use of physical actions to teach a foreign language at an introductory level
二、Approach 1、Theory of language structuralist or grammar-based views of language detailed cognitive map (abstractions and nonabstractions)
1. Second language learning is parallel to first language learning and should reflect the same naturalistic processes.
2. Listening should develop before speaking.
3. Once listening comprehension has been developed, speech develops naturally and effortlessly out of it.
4. Adults should use right-brain motor activities, while the left hemisphere watches and learns.
三、Design 1、Objectives
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The general objectives: to teach oral proficiency at a beginning level Specific instructional objectives are not elaborated. 2、The syllabus: Be inferred from an analysis of the exercise types employed in TPR classes Asentence-based syllabus A fixed number of items be introduced at a time
Attention to both the global meaning of language and the finer details of its organization 3、Types of learning and teaching activities Imperative drills are the major classroom activity. Role plays：center on everyday situation Slide presentations
Reading and writing activities 4、Learner roles A primary role : listener and performer Have little influence over the content Monitor and evaluate their own progress 5、Teacher roles Active and direct role Well prepared and well organized
Teachers follow the example of parents giving feedback
Cautions: illusion of simplicity; having too narrow a tolerance for errors 6、The role of instructional materials No basic text, materials and realia play an increasing role in later learning stages. Student kits that focus on specific situations (supporting materials)
四、Procedure Asher’s account of a course:
Review
New commands Role reversal
Reading and writing
Conclusion: Total Physical Response has enjoyed some popularity because of its support by thosewho emphasize the role of comprehension in second language acquisition.
It represents a useful techniques and is compatible with other approaches to teaching. 4.Traits 1. It uses psychomotor systems to teach. 2. It support kinesthetic learning style, which is good for those who need to be active in the class. 3. Command forms used to convey information. 4. It works well with mixed-ability classes. 5. It is very memorable, and it really helps students to remember phrases or words.
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6. It is a lot of fun, students enjoy it and it can be a real stirrer in the class. 7. It is very effective with teenagers and young learners.
第六章The Silent Way
It is a method of foreign-language teaching developed by Gattegno which makes use of gesture, mime, visual aids, wall charts, and in particular Cuisiniere rods (wooden sticks of different lengths and colors) that the teacher uses to help the students to talk. The method takes its name from the relative silence of the teacher using these techniques.
一、Background The premise of the Silent Way The learning hypotheses
Learning is facilitated if the learner discovers or creates. (discovery learning) Learning is facilitated by accompanying physical objects. Learning is facilitated by problem solving.
二、Approach 1、Theory of language Gattegno views language as a substitute for experience. By the \spirit\of the language Gattegno is referring to the way each language is Composed of phonological and suprasegmental A structural approach
Vocabulary as a central dimension
2、Theory of learning Surrender Artificial approach The self of the learner Learning to learn
三、Design 1、Objectives The general objectives: to give beginning level students oral and aural facility An immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the language
Teach learners how to learn a language 2、 The syllabus
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a basically structural syllabus vocabulary 3、Types of learning and teaching activities simple linguistic tasks responses to commands, questions and visual cues 4、Learner roles Learners are expected to develop independence, autonomy and responsibility. Learners exert a strong influence over each other’s learning. Playing varying roles 5、Teacher roles Teacher silence is the most demanding aspect of the Silent Way. To teach, to test, to get out of the way Create an environment
Teacher likes the complete dramatist. 6、The role of instructional materials The pronunciation charts The colored cuisenaire rods The vocabulary or word charts Other materials
四、Procedure A standard format
Practice of the sounds (using the pronunciation charts)
Practice of sentence patterns, structure, and vocabulary (using the rods and charts) A sample lesson Fidel chart
Conclusion:
The actual practices of the Silent Way are much less revolutionary than might be
expected. The innovations derive from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners, and the materials used.
第七章Community Language Learning社团语言学习法
