+Welcome.
Total physical response (TPR) [1] & Suggestopedia [2], developed by J. Asher & G. Lozanov respectively, are two teaching methods used mostly in language education. The first employs physical learning activities & realia, whereas the second peripheral learning, trust & baroque music.
Please share with us a) your experience, direct or indirect providing any results, or b) opinion, e.g. advantages, disadvantages, comparisons, propositions, predictions, or c) interesting references, with respect to the above two methods.
You may also consider the following questions:
Under what circumstances are these techniques more effective?
Could these techniques be applied to support bilingual or multilingual education?
How could technology assist the implementation of these methods?
Could these techniques be effectively applied to educational fields other than language?
Thank you.
[ Featured references:
1. http://en.wikipedia.org/wiki/Total_physical_response
2. http://en.wikipedia.org/wiki/Suggestopedia
]
I also utilize TPR in my classes for children only. For it is particularly designed for beginners in essence to enhance their listening comprehension and prepare them to have oral production in later stages. In fact, long term objectives are not specified in this method and all it can offer for intermediate and advanced levels is the use of reported speech for teaching different grammatical and vocabulary items.
Yea, I am more comfortable in teaching when I get the physical response from the students. Infact this will boost my contribution in teaching anything and help me to understand that the way we explain which students understood clearly or not.
As a teacher in foreign languages teaching training Master, I have had the opportunity of checking that this methodology is currently applied when dealing with specific skills to improve communication, such as vocabulary, grammar or phonetics issues.
I also utilize TPR in my classes for children only. For it is particularly designed for beginners in essence to enhance their listening comprehension and prepare them to have oral production in later stages. In fact, long term objectives are not specified in this method and all it can offer for intermediate and advanced levels is the use of reported speech for teaching different grammatical and vocabulary items.
I agree with Bahram that TPR is suitable with children, but also with beginners or with groups of students whose previous lessons have been mainly grammar-focused (especially in EFL contexts). TPR activities give the students a sense of confidence to use language meaningfully.
I've been on the teacher and student ends of L2 lessons with TPR. My experience with both was fairly positive.
Moving not only helped students understand and remember grammar and vocabulary, it also helped break up the monotony of other tasks. I don't think I would have learned much from my 5 hour classes if TPR were not involved.
I've never been involved in Suggestopedia, but Wikipedia's description reminds me of the Montessori classroom I observed.
TPR or TPRS??? Not the same thing though related - TPR was the original (Asher) work - TPRS (storytelling) is an adaptation banking heavily on Krashen-like comprehensible input activities - and there is much with Suggestopedia to warrant further investigation, including (baroque - low frequency-rich) music and relaxation work for right brain stimulation and alpha-wave production. I am sorry to hear that Lozanov is no longer with us.
Magdalena. I am not sure I understand your comment about the current concrete situation. I can say, however, that if there is something new/valuable in the field of language teaching and learning then it should be followed up. I would appreciate any reference you may have to Evelina Gateva and Lozanov. Thanks for your comments.
Very interesting. Mel Gill does not sound Romanian but I guess he is. Thank you. I will look.
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