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TESOL Videos - Theories, Methods & Techniques of Teaching - Total Physical Response
Our next particular methodology is accredited to James Asher around 1965 and is called total physical response. Asher looked at the way in which we learn our native language and he saw that most children, before they even went to school, have picked up a very large percentage of both the grammar and the vocabulary that they would use in their native language before any type of formal schooling. So Asher started to have a look at ideas of how to use the whole of our brain in language learning in the way that we do when we're very young. It's accepted that within our brain there are two hemispheres, one is the left hemisphere the other is the right hemisphere, and one of the functions of the left hemisphere is language learning. One of the major functions of the right hemisphere is controlling our body's movement and what Asher said was that when we are young what we tend to do in the way in which we learn language, is to use the whole of our brain whereas formal schooling tends to only use half of it, only the left-hand side. So his idea was to try to introduce movement into the process of learning a language so that we're using the whole brain and therefore doubling the capacity of our learning within that process. So the use of motion and learning would be a fairly typical way of using total physical response. If we, for example, are learning the vocabulary of the parts of the body, then we wouldn't just listen and repeat those particular words but we'd actually use movement. So if we were learning the word for our arm, we would move our arm whilst we were saying that word. If we were learning the word hand, we would use our hand whilst we're learning that word and by bringing those two things together, it was shown that would actually enhance the learning process. One of the main positives points to this particular methodology is that it's very good for young students, for young learners. If you can get the young learners to be moving around whilst they're actually learning, then it will enhance the process of learning and they will enjoy it and it's said to give much longer-term retention of those particular vocabulary words than if you were just to say them without any emotion at all. Some of the negative points for this particular methodology; whilst it is good for young learners, obviously, it wouldn't be so good for one-to-one professional learners or for very high levels of grammar. One of the other requirements of this particular methodology goes back into the way in which we learn our native language. Within our native language, we are listening to what's being said around us but there's a long silent period involved in learning our native language, where we don't say anything we're just absorbing the information and then we start to use it. This long silent period is part of the total physical response approach or methodology and therefore we don't get immediate results from this.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
I really enjoyed watching these two videos. I found the first video to show a number of flaws in the teacher?s presentation. He was not friendly; he didn?t introduce himself or get to know the students by name; he did not elicit knowledge using appropriate language for the learner level; he spent a lot of time writing on the board with his back to the class; he spoke to the students whilst still facing the board; he sat down a lot; he didn?t assist the student; he provided negative feedback when students answered questions; he didn?t provide clear enough instructions to students. The students looked uncomfortable and awkward which would have impacted their self esteem and ability to learn. The second video provided much better examples: introduction; interesting elicitation in the Engage phase; students grasped the concept of the lesson easily when examples were provided and communicated easily when questioned; the teacher?s body language and voice were more welcoming and use of gestures and mimes created interest. The students appeared interested and actively involved in the lesson and were able to interact and complete activities successfully. The students finished the lesson with evidence of having grasped the concept of the modal auxiliary verb and were happy. This would provide a more positive basis for their willingness to return the following week for further learning. A teacher?s attitude plays a huge part in whether a lesson will be successful or not, prior to even starting the lesson. It sets the tone for the lesson and that atmosphere conducive for learning. If a teacher doesn?t connect with the students then that will also hinder learning. A positive outlook will generate positive involvement from the students and assist their learning.