Title Total Physical Response

Author(s) Jill Kerper Mora

Source http://moramodules.com/ALMMethods.htm
Total Physical Response
Asher, J.C. (1!". Learning Another Language Through Actions. #an Jose, Cali$ornia:
AccuPrint.
James J. Asher de$ines the Total Physical Response (TPR" method as one that com%ines in$ormation
and s&ills throu'h the use o$ the &inesthetic sensory system. This com%ination o$ s&ills allo(s the
student to assimilate in$ormation and s&ills at a rapid rate. As a result, this success leads to a hi'h
de'ree o$ moti)ation. The %asic tenets are:
*nderstandin' the spo&en lan'ua'e %e$ore de)elopin' the s&ills o$ spea&in'. +mperati)es are the
main structures to trans$er or communicate in$ormation. The student is not $orced to spea&, %ut is
allo(ed an indi)idual readiness period and allo(ed to spontaneously %e'in to spea& (hen the
student $eels com$orta%le and con$ident in understandin' and producin' the utterances.
TECHNIQUE
#tep + The teacher says the commands as he himsel$ per$orms the action.
#tep , The teacher says the command as %oth the teacher and the students then per$orm the action.
#tep - The teacher says the command %ut only students per$orm the action
#tep . The teacher tells one student at a time to do commands
#tep / The roles o$ teacher and student are re)ersed. #tudents 'i)e commands to teacher and to
other students.
#tep 0 The teacher and student allo( $or command e1pansion or produces ne( sentences.
Mora, J. 2. (n.d.". Second and foreign language teaching methods. Retrie)ed $rom
http://moramodules.com/ALMMethods.htm
Title +nteractionist Theory
Author(s) 2ate 3enschel
Source http://(((.%ri'hthu%education.com/esl4teachin'4tips/5.154
the4interactionist4theory4o$4lan'ua'e4ac6uisition4in4esl/
Interactionist Theory
This article e1plores the +nteractionist Theory o$ lan'ua'e ac6uisition, one o$ the many
theories o$ ho( children and adults learn lan'ua'es.
Language Learning at an Early Age
7rom %irth, children are surrounded %y others (ho tal& to them or (ith them. This
communication plays a part in ho( the %a%y learns to spea& his or her nati)e lan'ua'e. #ome ar'ue
that 8nature8 is entirely responsi%le $or ho( a %a%y learns a lan'ua'e, (hile others ar'ue that
8nurture8 is responsi%le $or ho( a %a%y pic&s up his or her mother ton'ue. #ocial interactionists
ar'ue that the (ay a %a%y learns a lan'ua'e is %oth %iolo'ical and social.
9)eryone lo)es to coo at %a%ies, and this 8%a%y tal&8 is e1posin' the child to lan'ua'e,
(hether (e reali:e it or not. +nteractionists %elie)e that children are %orn (ith %rains that predispose
them to the a%ility to pic& up lan'ua'es as (ell as (ith a desire to communicate. #ome
+nteractionists e)en ar'ue that %a%ies and children cue their parents and other adults into 'i)in'
them the lin'uistic e1posure they need to learn a lan'ua'e. The +nteractionist Theory posits that
children can only learn lan'ua'e $rom someone (ho (ants to communicate (ith them.
Perhaps t(o o$ the %i''est names in the +nteractionist Theory o$ Lan'ua'e Ac6uisition are
Le) ;y'ots&y and Jerome <runer.
Vygotsky and runer
;y'ots&y, a Russian psycholo'ist, created a model o$ human de)elopment no( called the
sociocultural model. 3e %elie)ed that all cultural de)elopment in children is )isi%le in t(o sta'es.
7irst, the child o%ser)es the interaction %et(een other people and then the %eha)iour de)elops
inside the child. This means that the child $irst o%ser)es the adults around him communicatin'
amon'st themsel)es and then later de)elops the a%ility himsel$ to communicate.
;y'ots&y also theori:ed that a child learns %est (hen interactin' (ith those around him to
sol)e a pro%lem. At $irst, the adult interactin' (ith the child is responsi%le $or leadin' the child, and
e)entually, the child %ecomes more capa%le o$ pro%lem sol)in' on his o(n. This is true (ith
lan'ua'e, as the adult $irst tal&s at the child and e)entually the child learns to respond in turn. The
child mo)es $rom 'ur'lin' to %a%y tal& to more complete and correct sentences.
<runer, %est &no(n $or his disco)ery learnin' theory, %elie)es that learners, (hether they are
adults or children, learn %est (hen they disco)er &no(led'e $or themsel)es. 3e %elie)es that
students retain &no(led'e %est (hen it is somethin' they ha)e disco)ered on their o(n. <runer
ar'ues that an adult and an in$ant ha)e con)ersations despite the child %ein' una%le to spea&. The
interaction %et(een the t(o, such as 'ames and non4)er%al communication, %uild the structure o$
lan'ua'e lon' %e$ore the child is a%le to communicate )er%ally.

Interactionist Theory and E!L
3o( does the +nteractionist Theory $it in (ith 9#L in a classroom= >hen $aced (ith
learnin' 9n'lish as a second lan'ua'e, the student is essentially an in$ant. They cannot
communicate (ith the teacher e1cept throu'h non4)er%al communication. There$ore, it is up to the
teacher to act as the adult in the in$ant4adult relationship. 3e or she is responsi%le $or leadin' all
interaction at $irst, and as the student %ecomes more $amiliar (ith the 9n'lish lan'ua'e and a%le to
communicate, the control o$ the interaction can %e relin6uished a %it and the students can ta&e more
control o$ their o(n lan'ua'e learnin'. Also, i$ students are encoura'ed to e1periment (ith the
lan'ua'e and learn that it is o&ay to ma&e mista&es, they (ill %e a%le to disco)er $or themsel)es
ho( to com%ine (ords and phrases to $orm $ull sentences and dialo'ues.
3enschel, 2. (,51,, March ,". Interactionist theory. Retrie)ed $rom
http://(((.%ri'hthu%education.com/esl4teachin'4tips/5.154the4interactionist4theory4o$4lan'ua'e4
ac6uisition4in4esl/
Title The Classroom Teacher - Roles and Responsibilities
Author(s) Maureen Devlin
Source http://teach(ellno(.%lo'spot.com/,51,/5-/classroom4teacher4
roles4and.html
Title Students' Role
Author(s) re! "illiam
Source http://learnline.cdu.edu.au/units/contested&no(led'es/#tudents
Role.html
!tudents" Role
>hat do (e e1pect $rom students studyin' Contested 2no(led'e?s=
#tudyin' Contested 2no(led'e?s is pro%a%ly 'oin' to %e di$$erent $rom studies that you ha)e done
pre)iously. <ecause (e are loo&in' at the idea o$ contestin' &no(led'e and in)esti'atin' the
contin'ent nature o$ &no(led'e production, it is important that (e teach this unit in a (ay that is
consistent (ith the philosophy o$ the unit itsel$. 3o( can (e teach a unit in (ays that cut across the
sorts o$ thin's that (e aim to teach=
As such, the (ay in (hich (e run this unit (ill mean that the (ay you approach your study is 'oin'
to %e di$$erent. <y contestin' the dominant &no(led'e systems, %y ma&in' space $or other
&no(led'e systems to ha)e a say, (e are sayin' that your contri%ution to the construction o$
&no(led'e in this class is important.
This means that your role in this class is an acti)e one. @our role in constructin' &no(led'e a%out
contestin' and constructin' &no(led'e is important and + encoura'e you to contri%ute to the
discussions, share the insi'hts you %rin' (ith you and %e an acti)e participant in your o(n learnin'.
<e prepared thou'h, this doesnAt mean that anythin' 'oesB To %e acti)e in this learnin' process
means that you can say (hate)er you li&e %ut you need to %e a%le to su%stantiate (hat you say. @ou
need to respect other peopleAs ri'hts to spea& and to ha)e opinions that di$$er to your o(n. That
doesnAt mean you canAt challen'e them to support their ideas (ith e)idence, %ut %e prepared to %e
challen'ed yoursel$. <e open to chan'e, %ut donAt en$orce chan'e on others.
These are some o$ the rules that you need $ollo( (hen you are in)esti'atin' issues in an academic
arena. Part o$ the process o$ learnin' in Contested 2no(led'e?s is %ecomin' a(are o$ these rules or
con)entions as (e discuss and ne'otiate around the issues. Co one is e1pectin' you accept these
rules uncritically, %ut they are a startin' point and they do pro)ide some structure (ithin (hich to
operate our discussion and contestation o$ &no(led'e.
A%o)e all ho(e)er, you need to ma&e sure that you enDoy the learnin' e1perience in Contested
2no(led'e?s. 9ducation is a serious %usiness, (hich means that you need to ma&e sure that you
seriously enDoy your study in this unit. 3a)e some $unB
Contested knowledge's : Students role. (,511, Ecto%er 15". Retrie)ed $rom
http://learnline.cdu.edu.au/units/contested&no(led'es/#tudentsRole.html
The idea o$
contestin'
&no(led'e and
in)esti'atin' the
contin'ent nature
o$ &no(led'e
production
The idea o$
contestin'
&no(led'e and
in)esti'atin' the
contin'ent nature
o$ &no(led'e
production
Role in constructin'
&no(led'e a%out contestin'
and constructin' &no(led'e is
important.
9ncoura'e to contri%ute to the
discussions, share the insi'hts
you %rin' (ith you and %e an
acti)e participant in your o(n
learnin'.
Role in constructin'
&no(led'e a%out contestin'
and constructin' &no(led'e is
important.
9ncoura'e to contri%ute to the
discussions, share the insi'hts
you %rin' (ith you and %e an
acti)e participant in your o(n
learnin'.
you can say
(hate)er you
li&e %ut you
need to %e a%le
to su%stantiate
(hat you say
you can say
(hate)er you
li&e %ut you
need to %e a%le
to su%stantiate
(hat you say
@ou need to respect other peopleAs
ri'hts to spea& and to ha)e opinions
that di$$er to your o(n. That doesnAt
mean you canAt challen'e them to
support their ideas (ith e)idence,
%ut %e prepared to %e challen'ed
yoursel$. <e open to chan'e, %ut
donAt en$orce chan'e on others.
@ou need to respect other peopleAs
ri'hts to spea& and to ha)e opinions
that di$$er to your o(n. That doesnAt
mean you canAt challen'e them to
support their ideas (ith e)idence,
%ut %e prepared to %e challen'ed
yoursel$. <e open to chan'e, %ut
donAt en$orce chan'e on others.
9ducation is a
serious %usiness,
(hich means that
you need to ma&e
sure that you
seriously enDoy
your study
9ducation is a
serious %usiness,
(hich means that
you need to ma&e
sure that you
seriously enDoy
your study
Student
s' Role
Student
s' Role
Title The Relationship %et(een 7irst and #econd Lan'ua'e Learnin' Re)isited
Author(s) #ivian Coo$
Source http%&&homepa!e'ntl(orld'com&vivian'c&"ritin!s&)apers&*+,*--../'htm
The Relationship %et(een
7irst and #econd Lan'ua'e
Learnin'
#econd lan'ua'e
ac6uisition is %uilt on
a prior understandin'
o$ ho( lan'ua'e
(or&s.
#econd lan'ua'e learners
may learn lan'ua'es $or
many di$$erent reasons,
unli&e $irst lan'ua'e
learners (ho need to
learn $or sur)i)al.
#econd lan'ua'e
learners may start
the process o$
lan'ua'e ac6uisition
at any a'e.
#econd lan'ua'e
ac6uisition in)ol)es
more conscious
thou'ht than $irst
lan'ua'e ac6uisition.
9rrors made %y $irst
lan'ua'e ac6uirers
are 'enerally
accepted and
$re6uently not
corrected (hereas
errors made %y
second lan'ua'e
ac6uirers are o$ten
corrected.
7irst lan'ua'e
ac6uirers are usually
in a supporti)e and
(arm en)ironment
(ith plenty o$
conte1tual cues ideal
$or lan'ua'e
ac6uisition (hereas
second lan'ua'e
ac6uirers may not %e.
Title Re)ie(in' 7irst and #econd Lan'ua'e Ac6uisition 4 A Comparison %et(een @oun' and Adult
Learners
Author(s) 3iromi 3adley
Source
http://(((.nuis.ac.Dp/Fhadley/pu%lication/lan'ua'eac6uisitionG$iles/lan'ua'eac6uisition.htm
Re)ie(in' 7irst
and #econd
Lan'ua'e
Ac6uisition
adult L2 learners are
unlikely to achieve
perfect L2 mastery
complete success rare
L2 learners vary in overall
success and route
L2 learners may be
content with less than
target language
competence or more
concerned with fluency
than accuracy
Ene o$ the noticea%le di$$erences
in learnin' an L1 in a natural
settin' and learnin' an L, in the
classroom seems to %e the
6uantity and 6uality o$ the tar'et
lan'ua'e input the learner
recei)es in her learnin'
en)ironment
Adults, on the other hand, need
to %e someho( moti)ated to
learn a second lan'ua'e
particularly in an 97L situation