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Date Posted: 15:26:55 06/13/07 Wed
Author: Francidéa
Subject: Task4

UNIVERSIDADE FEDERAL DO ESTADO DE MINAS GERAIS
FACULDADE DE LETRAS
ENGLISH TEXT PRODUCTION
PROFA. ADRIANA TENUTA
FRANCIDÉA BEZERRA DE MORAES FREITAS

LEARNING A LANGUAGE TAKES A BODY AND A BRAIN

Language learning is something natural for human beings. We all agree that every person, as long as there is not any handicap, has the ability of speaking a language and communicating with the others. If it is so natural to acquire a language, it should not be difficult to learn a second one, right? It is not a consensual opinion. Some people find it very hard to learn another language. Therefore, we teachers should be aware of those difficulties and try to make students acquisition of a second language less traumatic and more pleasurable.
In 1965, Dr. James J. Asher used a linguistic tool called “Total Physical Response”, known worldwide as TPR, to make language lessons more successful and to achieve better results. He stated that TPR is based upon the way every children, in every community learn a language from their mother tongue without knowing its grammar, syntax, vocabulary and so on. All it takes, according to Dr. Asher, is comprehension development and true situations to retain the new knowledge. That’s why I think TPR is a resourceful tool for teaching a second language.
First of all, there is a scientific reason for using TPR in the classroom. According to scientists, speaking ability and comprehension are located in different parts of the brain. While the former is located in the front lobe of the brain the latter is located in the temporal lobe. This is very significant to language acquisition because in traditional classes we are activating only the front lobe and our brains realize that information as a lie as there are no real situations to prove they are true, thus making it irrelevant and forgettable. On the other hand, if we use TPR activities we activate the part of the brain responsible for comprehension and the students really learn the topic or vocabulary given.
Secondly, by understanding the grammatical patterns, the vocabulary, the syntax or the semantics of the language, naturally through actions, they feel very comfortable to take risks and to adventure into using the new knowledge and communicating with their peers.
Thirdly, by making movements, playing games, proposing role plays and giving students the chance to apply what they have learnt, the teacher can keep the class lively and the students more attentive. It also avoids boredom as it resources to the element of surprise, the class becomes less predictable and consequently more interesting.
Although there are many advantages, there are some disadvantages too, such as making shy students feel awkward and a little anxious. However, it has been part of language classes around the world for over forty years. It can be a reliable proof that this tool really works.

Bibliography:

http://en.wikipedia.org/wiki/TPR
http://www.teachingenglish.org.uk/think/methodology/tpr.shtml
http://www.tpr-world.com/

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