Let your class observe it. Then, let them all act it out as a class and as individuals. The movement itself will serve as another memory aid. We establish meaning early in TPRS. One of the foundational concepts of TPRS is comprehensible input. Every word that comes out of the mouth of the teacher must be perfectly understood by the students. Every word that comes out of the mouth of a teacher must be perfectly understood by the students.
Now, how is that even possible, much less in a foreign language class? It means that at no particular moment in class will you allow the foreign words to become vague or be open for guessing. Good night , she better make sure that her students know the translation for every word in that expression.
The longer her lesson goes, the more difficult it is to get them back in the right track. So she needs to get them back in the first instance. Now, how does the teacher know that the meanings of the words have been established and the class has understood?
How does the teacher know that all those pictures of people jumping, or the games where everyone looks for the highest jumper in class, have actually worked? TPRS has comprehension checks to make sure that the teacher and her class are on the same page. Questions serve as comprehension checks. This is the student considered to be most challenging in class.
When a TPRS teacher realizes that the student needs more time, she gives it. The rest of the class benefits by over-learning the lesson, which is all part of the process anyway. Moving to the next step is a recognition that knowing the meaning of those words, at this point, is only short-term memory.
Many teachers stop here and add a new set of target words. TPRS distinguishes itself by understanding that we need to transfer this knowledge into long-term memory—for the students to really acquire the language. You then build a story around it. Teacher : Once upon a time, there was a baby duck whose color was azul. Teacher : What color is azul? Teacher : Right! Azul is Spanish for the color blue.
Teacher : [points up] Azul , like the color of the sky. Teacher : [points to her blue blouse] Azul , like the color of my dress. Teacher : What is the color of the baby duck? Using a variety of statements and questions, the teacher goes on to repeat the target vocabulary as many times in the story as possible.
Teacher : Azul , just like the sky? Azul is blue. Teacher : Azul , just like my dress? Teacher : Oh, so you mean azul is the color blue! Notice that the teacher has told only one sentence in the story so far, but has repeated the word azul over a dozen times. A second line in this story that could really explode the repetition possibilities would be: He went to the city and saw a great many wonderful things. Then you can list all the blue things that the blue baby duck saw.
Two things you will notice with TPRS stories are that they are highly interactive…and that they go very slow. The story, after all, is just a vehicle. Each repetition is accompanied by gestures, pictures and examples. This is because TPRS stories have plots that are not set in stone.
The class has a say in what happens in the story and the details it contains. You involve the class by asking them questions that will help make move the story forward, just like they do in improv. The class will give a variety of answers. Pick a good one and run with it. What kind of store is it? The steps of TPRS include: 1. Through TPRS teachers are finding they can teach the language holistically without having to teach grammar rules.
Grammatical accuracy is taught but not in the traditional way through verb conjugations. Language is learned by understanding messages in the target language. That means language is picked up through comprehensible input. Input is listening and reading that is understood by the learner. We ensure the class is totally comprehensible.
Also it must be repetitive and interesting. We teach the class an interesting story that is invented as the teacher asks students repetitive questions. However, there are many other things that teachers can make compelling such as a discussion about cultural differences, social justice, the upcoming football game, etc.
Does TPRS require a lot of energy? There are many TPRS teachers who are not ridiculous, high-energy extroverts. It will take time for you to develop your TPRS or comprehensible input-based style, but it will come to you eventually.
TPRS seems very teacher-focused. I'm worried that my administrator won't like that during my evaluation. To summarize the answer, TPRS is actually very student-centered if you define a student-centered classroom as one where students come up with most of the ideas instead of the view that students have to be doing most of the talking. Why don't students in TPRS classes speak more? TPRS and other comprehensible input-based methods frequently get criticized because students do not produce very much language in the beginning.
The reason for this is that TPRS is based on the Input hypothesis by Stephen Krashen, as well as the many other researchers who studied the power of input. Don't TPRS stories get monotonous? It is true that TPRS story scripts follow a very monotonous format a problem, 3 locations, etc. Furthermore, no one says that you have to do TPRS all the time.
There are many other comprehensible input-based activities such as class novels or MovieTalk that offer a change of pace. Isn't it impossible to recreate first language acquisition? We acquire our first language as children through comprehensible input.
I think most people are in agreement with this. However, people debate about whether second language acquisition works the same way. Obviously it will work slightly differently because of cognitive development, already knowing one language, and in some cases the ability to think metacognitively about language.
However, there is not strong research to show, for example, that studying grammar rules will lead to proficiency in a second language. Is TPRS really unstructured? TPRS and comprehensible input-based instruction can seem chaotic and possibly random to an outsider.
For example, they must be aware of the language that the students have acquired, what they need more repetition of, and what language the students need to improve their proficiency.
Does TPRS reach all types of learners in the classroom? Even students in special education? So in a sense TPRS might work with all learners. It does not work with unmotivated learners. Does TPRS really engage all students? Does TPRS engage students better than other types of language teaching? I would say yes. There is something about live theater that is very engaging. I have seen students that seem to be disengaged tell me what is going on in the story over and over.
It is been my experience that virtually all students follow the story line. What are you comparing yourself to, and what are your goals? How many teachers are using TPRS? In the United States the method has gained vocal support from an increasing core of language teachers, and some school districts use it exclusively in their foreign language programs.
There are large support groups for TPRS teachers such as this group on Facebook that has over 4, teachers from around the world.
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