Applied Linguistics I - Lecture Notes PDF

# Applied Linguistics I ## Year: The Fourth ## Semester: The First ## Subject: علم اللغة التطبيقي ## Lecture Number: 2 ### The lecturer: Dr. Ghiyath Al-Sheikh Ibrahim ### Total Physical Response (TPR) - Communicative Language Teaching (CLT): - content based - intercultural - holis...

# Applied Linguistics I ## Year: The Fourth ## Semester: The First ## Subject: علم اللغة التطبيقي ## Lecture Number: 2 ### The lecturer: Dr. Ghiyath Al-Sheikh Ibrahim ### Total Physical Response (TPR) - Communicative Language Teaching (CLT): - content based - intercultural - holistic - experiential - learner-centred ## Prepared by: Eman Al-Najm ## Join us on - **Telegram:** t.me/EnStudentsOfIdlebUniversity - **Facebook:** Royal Team (English Department) ## 1.7 Total Physical Response (TPR) The idea of TPR originates from James Asher, who found that adults' second or foreign language learning could have similar developmental patterns to that of children's language acquisition. A baby spends a lot of months listening to the people around it long before it says a word. In Krashen's _The Natural Approach_ (1983) the students listen to the teacher using the target language communicatively from the beginning of the instruction throughout the course. The teacher helps her students to understand her by using pictures and occasional words in the students' native language and by being as expressive as possible. In TPR students listen and respond to the spoken target language commands of their teacher. The goal of TPR is to have the students enjoy their experience in learning to communicate in a foreign language. The TPR was developed in order to reduce the stress people feel when studying foreign languages and encourage students to persist in their study beyond the beginning level of proficiency. ### The principles of TPR: 1. The teacher is the director of all student behaviour. The students are imitators of her nonverbal model, in 10-20 hours of instruction students will be ready to speak. 2. Interaction is between the teacher and the whole group of students and with individual students. 3. The method is introduced in the students' native language, after the introduction rarely would the mother tongue be used. 4. Grammatical structures and vocabulary are emphasized over other language areas. 5. Pronunciation is developed through listening mostly. 6. Culture is the lifestyle of people who speak the language natively. 7. Skills: understanding the spoken word should precede its production. The spoken language is emphasized over written language. Students often do not learn to read the commands they have already learnt to perform until after 10 hours of instruction. 8. Formal evaluations can be conducted by commanding individual students to perform a series of actions. 9. Teachers should be tolerant of errors and only correct major errors. Even these should be corrected gently. 10. The syllabus is multi-strand. ### Activities characteristic of the method 1. Using commands to direct behaviour 2. Role reversal (Students command their teacher and classmates to perform some actions. Students will want to speak after 10 to 20 hours of instruction. Students should not be encouraged to speak until they are ready.) 3. Action sequence (Teacher gives three connected commands. As students learn more and more of the target language, a longer series of connected commands can be given which together comprise a whole procedure.) ## Characteristics of communicative classes: ### Communicative language teaching (CLT) - **Content based:** language is a tool for getting information about the world. In this approach message is more important than the form. Interdisciplinary or in another word: cross-curricular approach, by which content can be integrated into English teaching, is based on a lot of authentic materials taken from various text types such as newspapers, journals, pamphlets, guidebooks etc. These texts cover a wide range of topics, so in addition to broadening your students' minds, they will build up their vocabulary as well. - **Intercultural:** Foreign language learning is often foreign culture learning. In order to understand just what foreign culture learning is, one needs to understand the nature of acculturation and culture shock. A person's world view, self-identity, and systems of thinking, acting, feeling, and communicating can be disrupted by a change from one culture to another. - **Holistic:** It means that the whole personality of the learner must be developed during language teaching. This term related to communicative language teaching, will focus teachers' attention on the fact that students' ways of thinking should also be developed. - **Experiential:** The students are supposed to experience that the target language acquired is very useful in life. Authentic texts such as brochures, instructions, cookery books etc. make students feel how practicable their knowledge in English is. - **Learner-centred:** Learners' needs are very important in communicative language. Activities are chosen according to the various learning styles and they also must be age relevant. ## The goal of communicative language teaching The goal of communicative language teaching is to make students communicatively competent. Let us examine what the term communicative competence means. ### Participants of learning process The two important participants of learning process are the teacher and the learner. The good learning atmosphere in the classroom can be characterized by the mutual understanding and the cooperation of the two parties. Students must not feel that they are outsiders and the passive participants, spectators of the lessons conducted by the teacher. They should feel the importance of learning English in another word they must be motivated by the teacher. In the following parts the various roles of the teachers and the different types of learners will be described. ### Teacher's roles, teaching styles The teacher has several roles in the classroom. According to J. Harmer (2003) s/he can be a controller, an organizer, an assessor, a prompter, a participant and resource. 1. **Controller:** Teachers as controllers are in charge of the class and of the activities going on in groups. This control is not the most effective role for the teacher to adopt. This role is useful during the accurate reproduction stage of the lesson and in frontal activities. At the practice stage and especially at the production stage of the lesson this control should be relaxed to some degree. 2. **Organizer:** Organizing students to do various activities is one of the most important roles that teachers have. It involves giving the students information, defining the work- forms in the classroom and organizing teaching material. Skillful classroom management involves the following areas: - Organizing the environment - it means decorating the walls of the classroom with culture-related posters, maps, flags etc. and arranging the desks and chairs so that the students can learn in different work-forms (in group-, pair-work etc.). - Organizing the children - according to language proficiency or language abilities. - Organizing activities - so that the ideal balance of skills and activities should be maintained. After each stirring activity a settling activity must be planned, and various skills should be developed in different work-forms. - Organizing time - in an average lesson maximum five minutes must be devoted to a warm-up activity. Which is followed by the so-called 3Ps (presentation, practice and production with about ten-fifteen minutes spent on each). The last period of lesson is to be spent on revision and giving feedback to the students. - Organizing resources - is as important an area as the ones mentioned previously, because all types of teaching material such as the course book, the workbook, handouts, cassettes etc. must be kept in a well-organized way so that the teacher can use them smoothly without making a chaos. - Organizing records - is considered to be a crucial element of classroom management all the teachers have to think of as their handling not properly can have legal consequences as well. - Organizing yourself - is the last but perhaps most important element of organization as all the teachers are human beings and not machines with a lot of private problems their students cannot feel. Before entering the classroom, teachers should leave their problems outdoors and focus on the work taking place inside.