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Method of Total Physical Response as Comprehension-Based



Method

It sprang to life in the USA during the last decades of the 20th century. It was created by Asher, a professor of psychology [53]. The dominating idea of the method was that teaching foreign languages is to be based on coordination of speech and action. Listening should be accompanied by physical move­ments of the body, demonstrating the contents of the utterance. This gives learners the ability to respond physically to spoken language in the form of parental commands and provides stress-free learning.

In the description below we used some material from the book by Rich­ards J. C. and Rodgers T. S.[82, 87-99].

The teacher says to his learners: "Come up to the window". Saying this he/ she simultaneously carries out this action. Then he pronounces a similar com­mand "Open the window." and carries it out. Then the teacher asks the learners to pronounce the commands and carry out the corresponding actions. The move­ments involve touching, grasping and manipulating with different objects.

Both children and adults can be taught by the method of TPR. The aim of the method is to teach oral speech. The course consists of 200 hours of instruction for children and 159 hours for adult learners. A lot of real things, pictures, kits with special objects are used as visual aids.

Below a description of the sixth class is described. The lesson begins with a warm-up:

Pablo, drive your car around Miako and honk your horn.

Jeff, throw the red flower to Marie. Maria, scream.

Rita, pick up the knife and spoon and put them into the cup.

Eduardo, take a drink of water and give the cup to Elaine. [82]

New verbs and commands are introduced through demonstrating physical actions either with real things or pictures. A sentence to illustrate the meaning of each item is also given. Then the teacher acts the sentence. After that three more sentences with the verb are acted, e.g.: wash — / wash hands in the morning. From 14 items to 36 items are introduced this way. The number depends upon the stage of training.

The next stage is asking simple questions, e.g.: Where is the towel? Point to it.

Attracting learners' attention to the their future activities and focusing them on the latter is the next stage: the teacher pronounces some commands and car­ries them out.

Role reversal is next. Students are suggested to utter commands and to ma­nipulate the behavior of the teacher and others students. They readily volunteer. Learners should get used to uttering and carrying out commands easily and be - ~>le to utter commands on the spot depending upon the situation.

Teaching reading and writing is the next task. The teacher writes each new :em on the chalkboard and a sentence to illustrate the item. Then (s)he speaks each item and acts out a sentence.

The author of the method supposes that the method should be used in com­bination with many other techniques. When dialogues are studied, then the stu­dents role-play.

The method of TPR is based on rich comprehensible input and reduction • stress by means of game like movements of the body.

Kitajgorodskaya's Method of Activation of Individual and Group

Potential

The method was created by professor G. J.Kitaygorodskaya from Moscow 5. 16]. The theoretical foundations of the method included the following:

• Dr. G.Lozanov's ideas about ways of application of suggestopedia in
teaching [22];

• the ideas of psycholinguistic peculiarities of speech interaction [6; 20];

• the ideas of humanistic pedagogy and comprehension-based methods
151].

kitaygorodskaya's Method is one of the most effective method of teach-■ ^ foreign languages which has ever been put forward in methodology for .^hing speaking.

Its methodological principles are as follows:

I The principle of personal speech interaction. The term implies that real-r communication in the target language in the form of natural informa-

- exchange takes place in class from the very beginning of teaching; the - -osphere of enjoying language learning is created and learners exchange jeas. views, information, opinions which are personally important for each :nem and are socially coloured.

2. Principles of role-playing and language games. Lessons are conducted as . >лаге game, learners being involved into affective engagement. It is achieved by attributing a new public role to each of the learners in a circle. They be­come free from the feeling that they are slow in studies, thinking and memo­rizing. These are not they who are slow, these are the personages, whose roles they perform, who are slow. The technique of infantilization is often used. Necessary meaningful information about personages is given to learners. The meaningful contents of role-playing are to answer the interests and intellec­tual level of the learners.

Language games are used both in studying vocabulary and grammar. First the method teaches the art and strategies of communication and then Gram­mar which is studied in consciousness-raised activities and with the use of translation when it is necessary.

3. Community Learning principle [57, 87]. Applying this principle develops
in learners their whole-person engagement into the progress of learning of the
whole fellow-learners community. Various ways of learners' interaction are
used: pair work, work by three, work in small teams, two teams work, work of a
whole circle with one student, work of a group with a teacher etc. Such collabo­
rative learning accompanied by constant change of partners helps the learner to
better estimate his/her ability in foreign language speech interaction.

4. The principle of polyfunctional exercises [69, 216]. Each exercise is
aimed at parallel simultaneous mastering of a language aspect (grammar, vo­
cabulary or pronunciation) and a language area (speaking, reading, writing
or listening comprehension ). Carrying out these exercises learners solve their
communicative tasks (express doubt, hesitation, ask for information etc.)
and use corresponding vocabulary and grammatical structures. The system of
polyfunctional exercises provides both language input and productive output
of speaking skills [16]. Special attention is paid to multiple transitions from
exercises aimed at forming speech habits to those aimed at developing speech
skills.

5. The principle of concentration and distribution of teaching material.

The use of this principle is caused by the fact that the time of instruc­tion by Kitajgorodskaya method is limited, it is not more than 120 hours, with 30 hours of instruction a week. Large portions of language material are to be taught at each class, e.g.: the programme of a class-unit covers 3-3,5 thousand lexical units (the time of a unit is 5-6 hours of every day instruction), while the communicative block (nucleus) of each class unit includes 800-1200 lexical units, corresponding grammatical structures added [50, 32].

Psychologically this principle is supported by the phenomenon discovered by a Bulgarian physician Lozanov [22]. He proved that Man has some unconscious hidden capacities which when actualized facilitate memorizing large portions of language material. These hidden potentials of learners are actual­ized in teaching by means of students' being suggested and achieved by means of special techniques, which are distinctive features of the Kitajgorodskaya's Method of Activation of Individual and Group Potential.

Procedure of the Kitaigorodskaya's Method of Activation of Individual and Group Potential

Every microcycle (or class unit) includes three presentations of language ma­terial. Learners' activities at each of them are drastically different:

1. The first presentation of language material The language material is
given in the form of a polylogue (around 2,5 thousand of lexical units) which is
presented as an interactive performance of a group of people specially created and
performed by teachers. The presentation is oral, visual textual support is frag­
mentary. Learners listen to the presentation not less than 3 times (and sometimes
even four times) and by means of their natural sensations and developing their
intuitive sense try to cognize the meaningful contents of the situation presented by
the teachers. Phonemic comprehension by ear is developed in learners.

2. The second presentation of language material — During this presentation
learners carry out some analytical work. They read the polylogue aloud together
with the teacher sentence by sentence trying to imitate the teacher. For them to be
able to check whether their comprehension of the polylogue during its first pres­
entation was correct a parallel translation of it into the native language is given
in written, e.g.:


You Can't Miss It

Marilyn : Christmas holidays are ap­proaching and with them your trip to the capital.

Clare: We're looking forward to visiting Ottawa on the Ottawa River.

Paul: The Ottawa River runs north­westerly between what were once the colonies of Upper and Lower Cana­da.


He пропустіть нагоди

Наближаються різдвяні кані­кули, а з ними ваша поїздка до столиці.

Ми з нетерпінням чекаємо на­шої поїздки до міста Оттава на річці Оттава 149, 99].

Річка Оттава тече у північно-західному напрямку і розділяє колишні колонії Верхню та Нижню Канаду.

 

 


Group repetition of the text in chorus is conducted. After the text is un­derstood and can be produced aloud, learners study the vocabulary and gram­mar. Some rules and recommendations are given. No new material is given. Polyfunctional exercises are carried out, e.g.:

/. You are working with John on the same project. There are four forms of each verb below. Choose and copy out those with the help of which you would be able to tellJohn what has been done by you by now.

To eat                ate                     eaten                    eating

To read              read                  read                      reading

To give              gave                  given                    giving

To choose         chose                chosen                 choosing

To write             wrote                written                 writing

2. You 're a teacher of English. Your little neighbour who studies in school asks
you how to pronounce correctly the following words, e. g.: cake, cent, class,
central.
Explain it to him, read the words and add some more.

3. Read the following words silently trying to memorize them. Pick out the
name of professions. Shut the book and write as many names of professions
as you can. Give a piece of advice to your brother who finishes school this
year which of the professions are best and why.

A great variety of the exercises which result in learners' active reproduction of the language material is used. Various memorizing techniques expanding and developing all types of memory visual, auditory, kinesthetic, logical, associate, imaginary, emotional — are applied.

4.          The third presentation of language material — At the third presentation of
language material learners remember a lot of new facts and information
they need to know to survive in today's world. During the third presentation
students are very active. A lot of new lexical units are introduced, while
new grammatical structures and phenomena are not. Concentration of
considerable amount of language material is specific for this presentation
as well as constant speech interaction between learners. This presentation
includes some stages:

Consolidation of the achieved progress — Detailed comprehension of the polylogue is undertaken through carrying out numerous oral speech tasks.

A lot of new meaningful and language information is introduced. Learners are allowed to use a variant of the text in written.

Musical presentation ofthepolylogue It is the last stage when new language material is introduced. It differs from the previous stages in the following way: the teacher reads the accomplished version of the polylogue (3—3,5 thousands of lexical units) to a musical accompaniment which corresponds to the contents of the text.

Activation stage 1 — This stage presents training learners in speech interaction and developing foreign language speech competence. Various real-life situations connected with the theme ofthepolylogue are suggested to learners to which they are to find solutions. The tasks are so organized that creativity, intuition, artistic and logical abilities are developed in each of the learners, thus discovering in them some hidden potential of which they hadn7 known before. It creates a highly positive effect on foreign language acquisition of the whole community.

Activation stage 2 —At this stage learners use the language material they 've mastered in their speech interaction, the meaningful contents being not connected with the polylogue studied. Real-life natural foreign language communication takes place. Learners do not use the texts and dialogues suggested by teachers, they make up plots for communication themselves and role-play them in performances.

Below in the table on fig. 5 chronology of the methods of teaching foreign languages is given.


3.3. CHRONOLOGY OF THE METHODS OF TEACHING FOREIGN LANGUAGES MENTIONED IN THE BOOK

 


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