TPR - An Overview of Total Physical Response (Theory, History, Thoughts)

Once again, I have found some time to be able to keep this blog alive. For now, am I going to continue with the topic of English teaching approaches and methods. As soon as I am done with them though, will I try to move on to something slightly different. TPR (Total physical response), is a method I had been meaning to talk about for a while. I might have probably talked about it a couple of years ago. Nonetheless, am I convinced that this time around, I am going to be able not only to explain TPR, but also expand on it in a better fashion. Without further ado, let us begin.

 

"TPR" was developed by Dr. James J. Asher during the 1960s. Its view of language, is that grammatical structures and vocabulary are the most important aspects of language. Albeit, when first learned, they should not be acquired the traditional way. Hence, its language learning focus explains it more accurately: First of all, learners learn by being exposed to the target language. Thus, comprehension should come before production. What is more, learners need a silent period (A time when learners hear the language before they can produce it) so as to acquire the language. Consequently, students must not be interrupted until they are ready. Besides, it is thought that language is learn best when joint by doing things physically. Lastly, it is worth mentioning that for all of the above to successfully take place, learners have to be calm and soothed.

 

Furthermore, it would be most appropriate at this point to substantiate what I have been writing about so to speak. Well, there are few things we have to understand regarding the human brain first. You see, the aforesaid has two hemispheres. The left hemisphere is more logical and rational. It thereby performs tasks that have to do with science and math. Conversely, the right hemisphere performs tasks that have to do with creativity and the arts. In addition, the both are joined by a part called "corpus callosum". Back to TPR however. Dr. Asher noticed as follows: He considered that the Broca's area (speech/frontal lobe) and the Wernicke's area (comprehension/temporal lobe), were both located on the left side of the brain. Be that as it may, learners needed to use the right side of the brain in order to acquire new words/phrases for the first time. This is because the right hemisphere does not analyze content when first encountered. Since, its function is not to reason things out. Not to mention that the right side of the brain is used to listen. Thus, it makes more sense to listen first, and then use the left hemisphere to produce the newly learned word after some thought. Hence, the reason why the traditional teaching method does not work with beginners most of the time.

 

In review, there are countless benefits to applying the TPR method in the classroom. Long-term retention being one of them. Even so, as I have said in previous posts, resorting to only one method/ approach would not be a smart thing to do. Due to the simple fact that students need variety and change in the classroom from time to time. Needless to say, that some methods work better with some learners than others owing the their types of intelligences. Despite the fact that I have covered a considerable chunk of information, there are yet a couple more points I have not touched on. Still and all, I believe the source material would be more helpful in aiding your learning process through further explanations. One last peace of advice from me would be to do use this method in your class whenever you have the chance. Try not acting as the YouTuber from the video I am going to share did. He took vicarious excitement out of watching videos of other teachers using this method in real life. The aforesaid (ESLexplorer) might be indeed exceptionally smart. Nonetheless, only by putting the technique into practice, will he fully comprehend and connect with it.

Sources:
- http://www.travlanders.com/DL/TPR-Int...
- ESLexplorer YouTube channel.
- The TKT Teaching Knowledge Test Course Modules 1, 2 and 3, Cambridge University Press, 2011.

P is for PPP

Do I know there has been a considerably long hiatus since the last time I posted anything. On my defense nonetheless, I will say that it has not been as long as some other times. On the plus side, I did managed to complete the entire preparation course material for the TKT (Test I will be taking in a few months). Notwithstanding, I believe it would be necessary to take a couple more mock tests so as to secure a high-score on the actual day of the exam. Back to the main topic. Last time, I talked about TBL (Task Based Learning). Thus, an accurate continuation for this post would the PPP approach (Presentation, Production, practice). A more structured, yet old-fashioned method. In the following post, I will tackle the importance of this particular approach, and elucidate on my explanation as I proceed.

 

The main focus of this approach is definitely on grammatical structures and functions (the reasons why we communicate). Hence, the method suggests that language is learned by first witnessing it take place in context. Then, practicing it in controlled and guided conditions. Lastly, using it in freer conditions which give the student less support from the teacher. We could say that being able to practice the language in a safe environment has its benefits. It does indeed. Notwithstanding, when it comes to using the target language in real life, learners will need as much exposure to it as possible. Consequently, the reason why countless language educators use the PPP approach alongside TBL.

 

Moreover, each stage is fixed and takes place immediately after the other. Therefore, lessons move on from the presentation stage, to the practice stage, to the production stage. In other words, students need chances to get the language right before they can experiment. At least according to this approach, the aforesaid rule should be respected for the student to have results. Even though I concur with the aforesaid to an extent, I do think that it should also be complemented with other methods. As I mentioned above. Another feature of the PPP is that the teacher inputs language. Consequently, he will be the main source of knowledge. Since he will provide examples and explanations. Finally, common activities for this approach are: Situational presentations (Scenarios in context) or miming during the presentation stage; drills (repetition exercises) during the controlled practice stage; and role-play or information-gap activities at the production stage.

 

In review, no single English teaching method/approach is perfect per se (And that includes PPP). Be that as it may, when combined with others, they can be significantly helpful in the classroom (Eclectic approach). Thereby, the need for language teachers to be cautious when using a blend of different approaches. They have to take into account their learners' learning styles, and intelligences for instance. In conclusion, so as to further explain my opinion on the matter, will I attach a video that  underpins and expands my views on PPP.

Sources:
- The TKT Teaching Knowledge Test Course Modules 1,2 and 3 Cambridge University Press (2011).
- Scott Thornbury (Language expert) YouTube Channel.

Black Box Videocast 9: What is Task-Based Language Teaching?

Even though I have briefly dealt with English teaching methods on this blog before, had I never previously acknowledged the TBL approach. "TBL" stands for "Task Based Learning". I would say that it does in fact correspond with a small number of other methods, such as: "The Communicative Approach", "Total Physical response", among others. In the following post, am I going to address the importance of TBL in the classroom, and express my opinion on the matter.

 

Introduced about twelve years ago, TBL focuses on language as a tool for communication. In other words the target language is learned by application. You see, the lesson is based upon the completion of a central task. As a result, the content studied is contingent on what takes place as the students complete it. Moreover, the study of grammar, vocabulary and pronunciation could either be considered or not after the main task is finished. Notwithstanding, the use of this method is not set in stone for a particular type of class. In fact, there is something called: "An eclectic approach"(An approach with mixes techniques from different other methods). The aforesaid suggests that teacher can take the liberty to use this approach (with prudence that is) to better suit the needs of their students. Since learners different learning styles and divergent ideas on how language should be learned.

 

Back to the topic at hand nonetheless. Let us list the most relevant stages of the TBL approach:

Pre-Task:  The teacher introduces the topic to be dealt with, and explains what the task is going to be. They usually aid the students remember previously seen content, and show clear examples so as to facilitate the process.

Task: The students work in groups in order to complete the task. They will use all the resources the have at their disposal. In the meantime, the teacher supervises the class and offers help.

Planning: Students arrange a short oral/written record so as to inform the class about what happened during their task. The teacher is still available to assist the learners.

Report: The students will present their report/record to the class either in a written or oral form. The teacher will decide the order in which the learners present their report. What is more, they will also offer useful feedback to students. Not to mention that they will show them some illustrations for the learners to compare with their own work.

Analysis: The teacher accentuates the more crucial parts  from the text of the recording (illustration) for the class to analyze. The teacher can also encourage the students to identify the most interesting aspects from the text. They can also emphasize the language used during the report.

Practice: Lastly, the teachers selects areas where the students need some improvement. In other words, what the errors that emerged during the report. Consequently, the learners then do practice activities so as to further develop their confidence and skills.

 

In conclusion, I would say that it has been proven that no specific teaching approach is perfect. Thus, the reason why I mentioned the eclectic approach in the above paragraph. In truth, it is up to the teacher whether to focus on a controlled practice, freer practice or free activity. It could even be communicative activity. It will all depend on the students' needs and preferences. As a matter of fact, using several kinds of activities in our lessons adds variety. Thus, keeping the learners motivated and interested in the topic at hand. Be that as it may, moderation (Not to overuse a specific method) does play an important role in the success of our lessons (As I previously stated on this post as well).

Sources:
- http://esol.britishcouncil.org/content/teachers/staff-room/teaching-articles/task-based-approach
- TKT Teaching Knowledge Test Course (Modules 1,2 and 3) Cambridge University Press.