Teacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth. Student repeats each Element times. NOTE: Teacher should be aware of "high frequency words and verbs" and prioritize teaching for this. Teacher states a phrase or sentence to student; Student repeats such times. Teacher uses Element in negative situations e. If more advanced, may use the negative.
Direct method education with "Not". Use random variations to practice. Use many random variations such as "Is Ana a woman? Student must choose and utilize the correct Element, as well as posing appropriate questions as Teacher did. Progress, from new Element to new Element within same lesson : A.
Random Sequencing: 1. After new Element X is taught and learned, go to next Element Y. After next Element Y is taught and learned, return to practice with Element X. Student-Led Limits: 1. Observe student carefully, to know when mental "saturation" point is reached, indicating student should not be taught more Elements until another time.
At this point, stop imparting new information, and simply do Review as follows: C. Review: Keep random, arbitrary sequencing. If appropriate, use visuals, pointing quickly to each. Keep a list of everything taught, so proper testing may be done. Advanced Concepts: Intermediate and Advanced Students may skip some Element introduction as appropriate; become aware of student's language abilities, so they are not frustrated by too much review.
If Student immediately shows recognition and knowledge, move to next Element. Writing characters and words should initially be done manually, either on paper or whiteboard. Country Accents: Any student at intermediate stages or higher should be made aware of subtle variations in pronunciation, which depend on geography within a country or from country to country. It should be noted that an integral aspect of the Direct Method is varying the setting of teaching; try different scenarios using the same Element.
This makes the lessons more "real world," as it will bring some confusing distractions to the student and employ organic variables common in the culture and locale of language use.
Historical Context The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language. There was an attempt to set up conditions that imitate mother tongue acquisition, which is why the beginnings of these attempts were called the natural method.
At the turn of the 18th and 19th centuries, Sauveur and Franke proposed that language teaching should be undertaken within the target-language system, which was the first stimulus for the rise of the direct method. The audio-lingual method was developed in an attempt to address some of the perceived weaknesses of the direct method. The most famous direct method for learning English is Callan Method designed by Robert Callan in The Callan Method is a fast and effective system for the study of English by non-native speakers.
Thanks to its long record of achievement, it is securely established and internationally respected. The Method is a rigorously structured programme of instruction, divided into twelve stages. The teacher asks students a series of questions which the students must answer. Because the Method aims to get students to speak, classes hold the attention of students and stimulate their memory. The structure of the Method ensures that students increase their knowledge of grammar and vocabulary step by step.
Students are never distracted by rare or complicated vocabulary, and must concentrate on picking up the basics of the language. Open navigation menu. Close suggestions Search Search. User Settings.
But, this requires a conservative application of this powerful tool. Sure, use it in the beginning to catapult students into the target language, then withdraw the technique and save it for future use downstream in training. This is the skillful use of TPR. How to do this successfully is not obvious to most instructors.
How does TPR compare to other methods in terms of results? I find little, if any, hard data to support other "methods. For specific citations, see my book, Learning another Language Through Actions. This does not mean that other approaches, methods, or tools are without value.
Quite the contrary. The techniques in ALM, for example, such as dialog memorization, listen and repeat after me, and patterned drills are extremely valuable, in my judgment, but not in the beginning stages of language acquisition. Once beginning students have internalized the phonology, morphology and syntax of the alien language through TPR, then they are ready to switch to left-brain ALM activities that you find in traditional textbooks.
They are prepared to zoom into the material with gusto because all the elements are familiar. They are comfortable with the new language. They feel confident. They are ready. Anything new is first internalized through the body with TPR, then switch to the other side of the brain for verbal exercises of speaking, reading, and writing. Can I use TPR as a non-beginner? If so, how? Use TPR to internalize any new vocabulary item or grammatical feature in the target language.
Is there some point in my language learning when I should stop using TPR? Use it conservatively. Stop before adaptation is triggered. With experience, one becomes aware and shifts into another activity, usually involving the other side of the brain.
He spent less than three weeks doing this. He hadn't studied Arabic before, had no significant previous experience in language learning, and is a successful entrepreneur, not a linguist. While usually thought of as a powerful language learning approach for beginning students, TPR actually has great potential for learners at any level of ability.
And if you have not been using it in your language learning program, incorporating it now, at whatever stage you are at, will bring a surge to your language learning progress--guaranteed.
In other words, for a true beginner, listening to a radio broadcast in the language is not nearly as effective as listening to simple "hear and now" talk directed at the learner. This is also referred to as "delayed production," and of course reflects that path that children follow when learning their first language.
The basic idea behind Total Physical Response is that a language learner learns to hear something in the language and then physically respond to it.
That is, in TPR, a beginning--or more advanced--language learner learns to comprehend things said in the language by a teacher, tutor, or friend. Often at first these "things" are commands such as "stand up", "sit down", "walk", "touch your nose", and so on. However, as discussed in a section below, TPR is easily extended to other verb tenses and more complicated sentence patterns.
By using gestures and props, the tutor is able to add enough non-linguistic context to his speech to convey meaning to the learner. For example, suppose that you want to begin learning Turkish, and you have a Turkish friend who wants to trade an hour of Turkish for an hour of English a couple times a week. During your first hour of Turkish, your Turkish friend could say "stand up" as he stands up and gestures for you to stand up.
Then he could say "sit down" as he sits and gestures for you to sit, and then he could go through "stand up" and "sit down" a couple more times while modeling it for you.
At some point fairly soon, your friend just says "stand up" without himself standing up, but you now know to stand up when you hear that, so you do. You just responded to your first word of Turkish for which you didn't have to have help. Of course you will have to review it to remember it, and of course you probably can't say it, but those things will come in the future.
After this your tutor says "sit down"; you do it and are now on a roll. Your friend has you stand up while he stands up too, and then he says "walk" while he begins to walk. Then you learn "stop", "turn around", and so on. Ideally your friend is able to monitor your progress and introduce new words one at a time at a rate that is optimal for you. A different part of this issue of Language Learning has a list of words that can easily be learned using TPR. Actually, the possibilities are just about endless.
By the end of your first hour, you will likely be able to respond to between 30 and 45 new words in Turkish!
You should tape record your session, and then by reviewing it several times before your next language session and either physically responding to the commands or just imagining doing it you should be able to fly through a review with your friend the next time you get together. If you are dedicated to this approach and committed to not begin speaking too soon, you will very quickly grow in their ability to understand and respond to Turkish. Trying to speak too quickly 1 may distract you from rapid vocabulary development, 2 will likely cause your anxiety level to rise which could lesson the "stickiness" of the words you are learning, and 3 could harm long-term pronunciation if you develop had habits before having heard lots of language.
However, TPR is not just limited to whole body commands such as walking, turning around, and pointing to your nose. In fact, there are four major types of activities that can be done using the TPR mindset. TPRS is the only one of these expressions that is widely known, the others are terms I've made up. I refer to TPR-B for "TPR with body", which includes everything that can be done with general body movement: stand up, sit down, turn around, turn right, turn left, lift up your arm, touch your nose, etc.
This is best done in a room with some space to move around. This is best done sitting a table that has some objects on it. For example, one day you could raid the produce stand and then sit down with your Turkish friend to a table of fruit. That day you could not only learn the words for "apple", "banana", "orange", and so on, but also, "give me", "take", "put", "smell", "bite", "roll", "peel", and "show me".
For this activity, your friend could start off with: "This is an apple. This is an orange. This is an apple. Where is the apple? You would point Where is the orange? When doing TPR-O, always remember to learn verbs that are associated with the objects you are learning.
I not only learned the parts of the jambox but I also learned to respond to verbs that can be done with a jambox: turn it on, turn it off, turn up the volume, turn down the volume, switch from cassette to radio, change the station, rewind the tape, fast forward the tape, open up the battery case, take out the batteries, and so on. I learned a lot of new words that day! Pictures are extremely effective language learning tools.
Let's say that you're actually living in Turkey and have gone around and taken or so pictures of people doing different things and then arranged these pictures in an album. Your Turkish friend could go through and say "This is a man. This is a boy. This is a man. Where is the man? Where is the boy? Even verb tenses can be incorporated by asking your friend or tutor or teacher to talk about all of the pictures as if they happened last week, or now, or next week.
The actual physical response with pictures is fairly basic--pointing at something--but the opportunity for vocabulary acquisition is a broad as the types of pictures you can use. In addition to taking your own pictures, you can probably find some children's picture or story books that are also useful for this kind of learning. Newspaper and magazine pictures work well too.
It involves the teacher and eventually the students acting out simple stories as a means of understanding the story and internalizing vocabulary. The last section of this article gives an internet link for more information about this approach. What about Speaking? If you are just starting your language learning and are using TPR, at some point you are hopefully! You can also speak about a table of objects: "This is a ball. This is a key. This is a book. The pen is on the book. The boy read a book.
I'm an intermediate speaker of Arabic, but I can easily walk around my house and find objects that I don't know in Arabic as well as find pictures I would like to be able to describe. I have found it helpful to use TPR to learn as many new words as I can for a particular domain.
If you begin to feel overwhelmed while doing TPR, just remind your tutor of the need for incredible amounts of repetition. During a one-hour session you may need to hear a word fifty times to get it down good. Most tutors innately think that two or three should be enough! You will most likely have to stress the need for repetition several times--in fact, each day will be different depending upon your mood, alertness, concentration, etc.
Ideally your tutor will be able to learn to continually monitor and evaluate your progress and make minor adjustments as is needed. If you speak a language that you tutor doesn't, modeling TPR for an hour by using it to teach your tutor a new language can be very effective in the tutor understanding what processes are at work. If you are using an established tutor who is currently working or has worked in the past with other students, I'd bet almost anything that the tutor has "a system" for teaching the language that he is reluctant to give up.
You may find it easier to train someone new to be a TPR tutor than to try to get an established tutor to switch, but either way you'll have to have patience and persistence. Don't give in to their appeals for a different approach, even find a new tutor if you have to.
TPR is the way to go for beginning language students. In Conclusion The secret of TPR is to make it a regular, ongoing part of your language study program, with great emphasis at the beginning but continued use throughout your language learning days. The ability to learn 30 new words any given hour is fun, but the cumulative effects of learning 30 new words each hour for many, many hours is where real language ability develops.
His first paper on TPR Asher, showed how language can be taught using commands: The teacher gives the command, models the movement, and the student performs the action. Students are not asked to speak, only to try to understand and obey the command. The teacher, for example, says "Asseyez-vous! The teacher says "Levez-vous! Gradually the commands get more complicated If Susan is wearing a red dress, go to the door and knock twice.
TPR students have outperformed comparison students convincingly in method comparison studies, both in those done by Asher and his associates as well as those done by other scholars e. It has been shown to be effective for both children and adults, and has been used for a variety of languages.
Here are just a few of Asher's results: In Asher , adult TPR students of German who had had only 32 hours of instruction outperformed two control groups who had traditional instruction, one that had 40 hours and another that had 80 hours. Baretta noted that in Asher , the same activity was used as a class activity as well as a post-test, which, he suggests, explains why TPR students of German did better than controls.
Baretta also noted that TPR and control students performed equally on a reading comprehension test. First, TPR students in Asher also did better than controls on a listening test that did not include the repeated activity. Baretta also points out a reporting error in Krashen I had claimed that in Asher TPR students with 32 hours of exposure did as well as controls who had hours of exposure to German.
Baretta points out that this was "quite simply not the case" p. Baretta is correct. As noted in the text, however, TPR students still did spectacularly well in this study and in other studies. In Asher , TPR Spanish students with 20 hours exposure did better than comparisons with hours on tests of listening and reading, and in Asher, Kusudo and de la Torre , TPR students after 90 hours exceeded the 50th percentile on a standardized Spanish test designed for students who had had hours of instruction.
According to current theory, TPR works because it is an excellent way of providing students with comprehensible input; the teacher's movement provides the background knowledge that makes the command more comprehensible. For example, to "practice" definite and indefinite articles in English, one might have an activity such as: Go to the bookshelf.
Take a book. Open the book. Look at the book. Close the book. Put the book back on the bookshelf. Because these activities are constrained by the perceived need to focus on "the grammar rule of day," it is very hard to make them interesting. The good news is that this is not necessary, nor is it helpful for the acquisition of grammar. This takes enormous pressure off the materials developer and gives the teacher much more flexibility: Activities do not have to be done in a certain sequence and not all activities in a collection need to be done.
The only requirement is that they provide interesting, comprehensible input. This liberates TPR from the grammatical syllabus. If the Input Hypothesis is correct, all activities that utilize body movement to make input comprehensible and interesting count as TPR. Thus, any of the following are TPR activities: Learning a dance step or martial arts technique, cooking instruction put three teaspoons of salt in the pot , learning magic tricks take the dollar and fold it in half A constraint on all activities that we might consider is that they be interesting for both the teacher and the students; it is difficult to fake enthusiasm.
Someone with little interest in teaching students magic tricks should try something else. TPR is not a complete method. It cannot do the entire job of language teaching, nor was it designed to do this. For beginners, there are several other powerful means of supplying comprehensible input, means that utilize other ways of making input comprehensible e.
At the intermediate level, extensive pleasure reading Krashen, and sheltered subject matter teaching, a form of content-based language teaching Krashen, have produced very good results. While of obvious value for beginning language teaching, aspects of TPR can be used for more advanced students teaching auto or computer repair, complex games , and now that it is free of the constraint of focusing each activity on a particular point of grammar, its use can be expanded. Introduction Use the lessons in my book as a dramatic script in which you are the director of the play and your students are the actors.
The important difference between your production and a Broadway play is that you are the only one who has read the script. You will be uttering directions in the target language and acting with the students for the first part of the lesson so that they instantly understand the meaning of what you are saying. I will guide you step by step in how to do this.
Later in Act 2 of the play, students will be ready to reverse roles with you and utter directions in the target language to produce actions from you and other students in the class.
As you move from lesson to lesson, I will cue you when it is time for role reversal. You will be amazed with the ease that your students understand what you are saying in the target language. This is a heady experience for instructors and often encourages an ambitious attempt to race ahead. Resist the temptation! Take your time. Enjoy the experience along with your students.
Do not proceed with new items until your students are responding with confidence to the previous set of three. About Exhibits In the first act of the play, students should not see any of the directions you are uttering in the target language. As you make a smooth transition from lesson to lesson, I will cue you when to show students the directions in print. Props You will need a variety of props for certain lessons. I have listed at the beginning of each lesson the props you will need to have on hand that day.
Reviewing It is always a good idea to start every class with a review of the previous lesson as a warm up before introducing new material. After listening comprehension, then what? As you move step by step through my book, you will be delighted that your students understand everything you are saying in the target language. You will be surprised that they are internalizing the target language rapidly in chunks rather than word-by-word.
The magic of TPR is that when the target language is internalized through body movements, students not only comprehend what you are saying but they comprehend what they see in print. This positive transfer from listening comprehension to reading is a huge saving in instructional time. Throughout my book, I guide your students into a smooth transition from listening fluency to reading without awareness.
Yes, this transfer from understanding the spoken words to reading works for languages that have a good phonetic fit-- that is, the language appears in print just like it sounds in speech such as, for example, Spanish or French. But, it also works for languages without a phonetic fit as when English speakers acquire Chinese, Japanese, Russian, Hebrew or Arabic. How about speaking? After about ten to twenty hours of understanding the target language through physical movements, students spontaneously begin to speak in the new language.
Speaking cannot be forced, but will appear naturally as a playful activity. And when speaking appears, it will not be perfect. There will be many errors. But if we are as tolerant of student errors as we are of infants acquiring their first language, gradually speech will shape itself in the direction of the native speaker. Throughout my book, I will help your students shape their speaking skills with role reversals, scenarios in which students play different parts, and skits that students create, stage, and act out.
How about writing? As your students evolve from lesson to lesson, they will be writing without knowing that they are writing.
This will probably be difficult. You will have trouble with this! Then three or four students come into the room and each gets to reach in the hat for a slip of paper. Students enjoy having some control over the testing process.
Each student hands their strip of paper to me. I note on paper any mistakes that have been made and grade it with points decided in advance. This saves time because the quiz is graded immediately before the student leaves the room. Another powerful advantage of this procedure is that each student gets immediate feedback. You will be surprised how few mistakes are made.
Testing Reading Comprehension As you probably guessed, the testing procedure for reading is the same as I use for listening comprehension.
That is, three or four students come into the room, select a strip of paper from the hat, look at what is written and follow each direction on the paper. I will be noting errors, if any, on the strip of paper. Testing the entire class as a group Realizing that many teachers have limited time for testing, I provide in my book, exams designed for administration to the entire class as a single group.
Your students are on their way to fluency, now what? You have enjoyed a successful experience with your students using Total Physical Response in the First Year.
How do you follow that act? As you work with classic TPR, you will discover that your students have instant understanding of everything you are saying in the target language. I was afraid that I would not understand, but I get it! I am actually enjoying this language class! Follow up by coaching them to try telling the story to a classmate.
Gestures are used to prompt the student step by step. It is extraordinary. Shirou Kunihira. Since that time, scores of language classes using TPR in countries around the world have enjoyed successful results for students acquiring European, Asian, Indian and Semitic languages.
Why comprehension is important TPR research opened up the concept that for children and adults acquiring another language in school, success can be assured if comprehension is developed before speaking. One important reason: Everywhere on earth in all languages throughout history, there is no instance of infants acquiring speaking before comprehension. Comprehension always comes first with speaking following perhaps a year later.
A second reason is that talking and comprehension are located in different parts of the brain. This has significance for language instruction, which I will explain next. Well then, if comprehension is important, how about using translation to help students comprehend? Unfortunately, translation does not help most students because there is no long-term understanding. When students translate, there is short-term comprehension which is erased the moment the student leaves the classroom, if not sooner.
What is the alternative to translation? These strange utterances must be valid. TPR creates facts, which make for long-term comprehension. It is true. It actually happened; therefore, I can store this in long- term memory. Then return to the right brain with more TPR to understand another sample.
Then use that understanding to switch to speaking, reading, and writing. The first order of business The first objective in any excellent language program is enabling students to be comfortable and confident with the sounds, the grammatical patterns, and semantics of the new language.
That can be accomplished with students of all ages including adults using concrete nouns, adjectives, verbs, prepositions, and adverbs.
Do not underestimate the power of the concrete in acquiring another language. Every one of us did it with our native language. One can acquire true fluency at a concrete level. How about abstractions Abstractions will come later, not necessarily by direct instruction but in the context of discourse.
Traditional textbooks, in my opinion, are notorious for trying unsuccessfully to force understanding of abstractions before students are ready. To break language apart into artificial categories such as phonology, vocabulary, grammar and semantics is of keen interest to teachers, but of no concern to students — because in the process of achieving fluency with TPR, they internalize everything simultaneously with no analysis, in the same way that children acquire their first language.
I do recommend, however, that five or ten minutes at the end of a session be open to curious students who prefer to ask questions about pronunciation or grammar. Does TPR really help students with grammar? It does. We recommend that you use this as a supplement as you go along for pinpoint instruction of specific grammatical features.
With TPR, students understand grammar in the right brain but cannot tell you how grammar works. Remember, the right brain internalizes without analysis for high-speed learning. The critical left- brain must analyze everything, which makes for agonizingly slow-motion learning. How to make the transition to speaking, reading, and writing After ten to twenty hours of TPR instruction, role reversal is one way to make the transition students assume the role of instructor to direct you and other students.
Student-created skits, which they write and act out, are another way. Storytelling is a third option along with traditional pattern drills, and dialogues. The books I mentioned will show you step-by-step how to be successful with role reversal and skit creation. First, make no dramatic changes in what you are now doing. If neither is available, then try a lesson or two with your students. This will accomplish three things: 1.
You become convinced that the approach really works; 2. You build your self-confidence because you can do it successfully; and 3. You smooth out your delivery. Try TPR with your students for only five or ten minutes to introduce new material. If you and your students are pleased with the result, try again in the next class meeting with another five or ten minutes. Here are two more tips on using TPR: 1. To escape cerebral overload, students should be silent when they experience TPR.
Use TPR only for new material that students have never experienced before. Of course, keep the sample at a concrete level rather than abstractions, which should be delayed until students are further along in the program.
Student Pronunciation Most studies converge on this conclusion: If you start a second language program before puberty, children have a high probability of achieving a near-native or even native accent.
After puberty, students can still acquire another language but most all will have some accent even if they live for fifty years in another country where the language is spoken. There is another intriguing fact about the right side of the brain: The right brain can process information coming in on parallel tracks while the left brain is limited to one track. This has profound implications for acquiring other languages in school. If we use the powerful tool of TPR for understanding on the right side of the brain, then it makes sense to start students in elementary school with several languages, which the right brain can easily handle without interference.
Remember, the earlier we start internalizing other languages, the higher the chances of acquiring a near native or even a native accent in each of those languages. Working with mandated textbooks You are directed to use a particular textbook in your class.
Now what? You and your students can still benefit from TPR. The following suggestion comes from Dr. Wolfe recommends: Comb the book to list all adjectives, adverbs, verbs, and nouns that students can internalize with TPR.
Do this before your students even open the book. First, I believe the linguists are on the right track when they affirm that the 4 or 5 year-old child is a fluent speaker of the native language, even though the child's vocabulary is not rich in abstractions. One can achieve "fluency" at a concrete level of communication.
However, as the student progresses, one needs more abstractions to communicate. So how do we accomplish this with TPR? We will demonstrate next that with imagination, almost any abstraction can be communicated without "translating. I asked him to TPR some abstractions to illustrate how the creative process works: How to TPR the abstraction "later" Abstract terms always present a small problem.
It is one thing to say "Touch your nose" and demonstrate this and another thing to try to put the meaning across for a term like "later". The first is readily understandable, or at least not so likely to cause confusion. But a term like "later" is much more difficult to present. So, in the first place I would probably not use it until the students have internalized a lot of the "easily presentable vocabulary. What time? Student: 9 p. Teacher: What time is it now?
Student: 3 p. Student: No. Teacher: So, it's on TV later tonight, not now. If you are going to watch TV later, raise your hand. In this case my suggestion used a little more teacher talking time before putting the term in a TPR command.
Another suggestion: Teacher: Everybody, stand up. Wait don't do it now. Do it later. Wait a few seconds. In my example, I asked the question in English How do you say…?
Even though the students used a translation, they did it within an English-speaking context, and it involved just a single word. More options The abstraction can then be used in different TPR commands such as: If you are going to go to a movie later, raise your hand. Shake hands with the student who says that he is going to go bowling later today. How to TPR the abstraction: "from time to time" I presume that the students are not beginners.
So I will explain in the target language of English like this: Teacher: There are some things I do regularly. For example, I take a shower every day. I go to class every day. There are some things I do not do regularly. I do them "from time to time". I do them occasionally. For example: I go to the movies from time to time. Notice that not only have I explained the new vocabulary item "from time to time" but, as an instructional bonus, I have included the synonym of "occasionally.
Now I want you all to work in pairs for five minutes and choose an action that you will do from time to time during this class. Another option Ask each student to write on a card something that he or she does from time to time. The students hold up their cards and the teacher can utter directions in English such as this: Teacher: Juan, Shake hands with the student who plays tennis from time to time.
Teacher: Maria, pinch the student who goes to a disco from time to time. Still another option Instead of asking students to write on a card, ask a number of students to state in English what they do from time to time. Then say in English: Eduardo, wave at the person who likes to go dancing from time to time.
Elaine, pass a note to the person who likes to cook from time to time. Notice that we are not using TPR to convey meaning of the new vocabulary. How to TPR the abstractions "likes," "loves" and "hates" The first step is to convey the meaning of the words.
This can be done quite easily using a combination of simple drawings, symbols, gestures and facial expressions. First divide the board into three sections. In the first section, draw some carrots; in the middle section, some bananas; and in the third section, some apples. Under the bananas, draw a happy face, and label it "Tom. As another option, you can ask your students to repeat the sentence. Under the carrots, draw a sad face with a conversational balloon from its mouth saying "Ugh!
Under the apples, draw a face in the shape of a heart with curly hair and label it "Mary. Next, practice new vocabulary with classic TPR Put up a wall chart with pictures or drawings of different fruits and vegetables.
Call two students to the front of the class and ask them "to point to" or "touch" the pictures by following the sequence of the chart.
Do it again except in random order to be sure that they have made the connection between the spoken forms and the visual representations. Here are some examples: Rosa, point to the onions. Marcos, touch the beans. Ideally the students at their seats would also perform these actions on worksheets with pictures. Further TPR commands: Everyone who likes carrots, stand up.
Everyone who hates onions, walk to the door. If you love apples, raise your hand. Go to the chalkboard and draw a vegetable you hate. If Anita hates beans, you either an individual or the whole class will point to the ceiling. If not, you will touch the floor. Personalize the exercise for your students Each student completes in writing the following sentence stems with fruits or vegetables, which can be from those taught or any other words they know or would like to learn.
I hate I like I love The students then read their sentences to the class. After several students have read their sentence, ask the class or individuals questions such as the following about what the students heard. Who likes apples? Who loves oranges?
Who hates spinach? What fruit does Carla love? What vegetable does Roberto hate? Does Anita like cabbage? Does Carlos hate strawberries? You are not limited to simple questions. Since comprehension precedes production, you can and should use more complex structures which the students will easily understand, but will not be able to produce immediately.
This exposure to linguistic forms is important as it helps the students internalize a cognitive map of the language which will trigger future production when each student is ready. Here are some examples of more complex forms: Can anyone tell me who likes apples? Can anyone tell me who said that she likes apples? Does anyone remember the name of the person who likes apples? Following the principles of the linguosociocultural method, we can safely say that a foreign language is a kind of mirror in which the way of life, traditions and customs, culture and history of the language are reflected.
In the modern world, English is very popular, moreover, this language is the language of international communication, it is known all over the world. To date, there are a huge variety of methods for teaching English. In addition, new ones are regularly developed, so now every teacher can choose the best suitable method of work for himself. Currently, when teaching a foreign language in higher education institutions, classical methods are most often used.
Exactly: 1 Direct method. In this article, we will look at each of these techniques in more detail. Direct method of teaching a foreign language The essence of this technique is that the teacher pays more attention to the study of the spoken language itself, which is used in everyday life. The developers of this method considered that the intermediary language, that is, the language in which teaching is conducted, slows down the learning of a foreign language. Thus, students are artificially introduced into the world of the language they are learning.
Only English-language literature is used. When teaching English through this method, the role of the teacher in the successful assimilation of knowledge by students is key. That is, his speech should be absolutely clear and correct, the pronunciation should be perfect, since the trainees will constantly repeat exactly for the teacher.
The ideal option for a direct method of teaching would be to make a native English speaker a teacher [4, p. This is a classic method that has been used for decades.
This prevalence is also due to the fact that most of the teachers themselves were trained using this method. The purpose of the grammar-translation method is to learn to read and translate using grammatical rules. The disadvantages of this method include the fact that not enough attention is paid to the lexical part. The study of vocabulary is reduced to the mechanical memorization of words. Reading and translation is performed in a strict form. In addition, the texts offered for reading usually relate to complex fiction, therefore, the student studies only the literary language.
Once in a language environment, it will be very difficult for him to understand others even with a good knowledge of the literary language. The audiovisual teaching method involves illustrating speech with appropriate pictures, that is, students are shown videos, feature films and documentaries in English.
In this case, the trainees have two channels of perception working simultaneously — visual and auditory, as a result of which associations arise in the students' heads, which allows them to better memorize the language. The purpose of the methods is to master a living, spoken language [1, p.
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