全身反应法：动动手脚就能学外语？TPR 详解！

【目录】

全身反应法文章介绍

全身反应法视频介绍

新概念英语1教学案例

【正文】

Total Physical Response is a language teaching method based on the assumption that the coordination of speech and action will boost language learning.

全身反应教学法是一种基于言语与动作协调能促进语言学习这一假设的语言教学方法。

It was developed by James Asher in the 1970s. He drew from various fields, including psychology, learning theory, and humanistic pedagogy.

该方法由詹姆斯・阿舍于20世纪70年代创立，其借鉴了心理学、学习理论和人本主义教学法等多个领域的知识。

Psychological Foundations

心理基础

Trace Theory Of Memory

记忆痕迹理论

According to the trace theory of memory in psychology, the more often and intensively a memory is traced, the stronger the memory association will be, and the more likely it will be recalled. The retracing can be verbal through repetition and/or in association with motor activity.

根据心理学中的记忆痕迹理论，记忆被反复强化的次数越多、强度越大，记忆关联就越牢固，就越容易被回忆起来。这种强化可以通过言语重复和 / 或与动作相结合的方式进行。

This is reminiscent of behavioristic psychology, which holds a stimulus-Response model of learning. The stimulus in the TPR method is verbal, and the response is physical. In this respect, Total Physical Response has many similarities to the Direct Method.

这让人想起行为主义心理学中的刺激 - 反应学习模型。在全身反应教学法中，刺激是言语，反应是身体动作。从这一点来看，全身反应教学法与直接法有很多相似之处。

Developmental Psychology

发展心理学

From developmental psychology, Asher draws a parallel between first language acquisition and second language learning. Children acquire language through a series of Commands from their parents to which they react physically. It’s only later that they can produce verbal responses (cf. Jean Piaget’s works).

从发展心理学的角度，阿舍将第一语言习得与第二语言学习进行了类比。儿童通过父母的一系列指令来习得语言，并对这些指令做出身体反应。只有在之后，他们才能做出语言回应（参见让・皮亚杰的著作）。

Asher contends that humans are endowed with a sort of bio-program that follows this process of language learning and that, when teaching a second language, we must follow the same process for successful learning.

阿舍认为，人类天生就有一种生物程序，遵循这种语言学习的过程，而在教授第二语言时，我们必须遵循同样的过程才能实现成功学习。

In this respect, Asher adheres to a naturalistic method of language learning (cf. Krashen’s Natural Approach). Language learning must focus on comprehension, and the teaching of speaking must be delayed until comprehension skills are established.

在这方面，阿舍坚持一种自然主义的语言学习方法（参见克拉申的自然法）。语言学习必须以理解为重点，口语教学必须推迟到理解技能建立之后。

Asher also believes that the skills acquired through listening transfer to other skills and that meaning precedes form.

阿舍还认为，通过听力获得的技能会转移到其他技能上，并且意义先于形式。

Language Assumptions

语言假设

Asher’s method relies on three assumptions about language:

阿舍的方法基于关于语言的三个假设：

1. Use Of Imperatives（祈使句的运用）

First, Asher thinks that many grammatical structures and vocabulary items can be learned through the skillful use of the imperative form. In his view, verbs in the imperative are fundamental forms upon which language learning can be organized.

首先，阿舍认为，许多语法结构和词汇项目可以通过巧妙运用祈使句形式来学习。在他看来，祈使句中的动词是语言学习可以围绕其组织起来的基本形式。

Command drills can serve as a vehicle for the internalization of many language structures and vocabulary.

指令操练可以作为许多语言结构和词汇内化的载体。

2. Abstractions Vs. Non-Abstractions（抽象概念与非抽象概念）

Another TPR assumption about language is the distinction between abstractions and non-abstractions. According to Asher, abstractions are not necessary to teach beginners.

TPR 对语言的另一个假设是抽象概念与非抽象概念之间的区别。阿舍认为，教初学者时抽象概念并非必要。

Non-abstractions, on the other hand, can help build a detailed cognitive map and grammatical structure of the language.而非抽象概念则有助于构建语言的详细认知图谱和语法结构。

3. Language Chunks（语块）

The third assumption states that language can be internalized not only as single items but also as wholes or chunks.

第三个假设指出，语言不仅可以作为单个元素被内化，还可以作为整体或块状被内化。

This idea was later developed by Michael Lewis (1993) in his Lexical Approach.

这一观点后来由迈克尔・刘易斯（1993 年）在其词汇教学法中得到了进一步发展。

Humanistic Pedagogy

人本主义教学法

Relying on humanistic pedagogy, TPR also stresses the importance of a stress-free environment. Second language learning often causes a lot of stress and anxiety.

基于人本主义教学法，全身反应教学法也强调无压力环境的重要性。第二语言学习常常会带来很大的压力和焦虑。

However, if teachers focus on meaning transferred into physical activity rather than on abstract language forms, students are freed from stress and anxiety.

然而，如果教师关注的是转化为身体活动的意义而非抽象的语言形式，学生就能摆脱压力和焦虑。

Features Of Total Physical Response

全身反应教学法的特点

In a nutshell, here are the most salient features of TPR:

简而言之，以下是全身反应教学法最显著的特点：

lThe coordination of speech and action facilitates language learning.

语言学习得益于言语和动作的协调。

lGrammar is taught inductively.

语法是通过归纳法教授的。

lMeaning is more important than form.

意义比形式更重要。

lSpeaking is delayed until comprehension skills are established.

口语能力的培养要等到理解技能建立之后。

lEffective language learning takes place in a low-stress environment.

有效的语言学习发生在低压力环境中。

lThe role of the teacher is central. They choose the appropriate commands to introduce vocabulary and structure.

教师的作用至关重要。他们选择合适的指令来引入词汇和结构。

lThe learner is a listener and a performer responding to commands individually or collectively.

学习者是倾听者和执行者，根据指令单独或集体做出反应。

lLearning is maximized in a stress-free environment.

在无压力环境中学习效果最佳。

TPR Activities全身反应教学法的活动

Activities in the TPR method rely on action-based drills in the imperative form. Imperative drills are introduced to elicit physical/motor activity from the learners. The use of dialogs is delayed. Typical classroom activities include:

全身反应教学法中的活动依赖于祈使句形式的动作练习。引入祈使句练习是为了引发学习者的身体 / 动作反应。对话的使用被推迟。典型的课堂活动包括：

lCommand drills.

命令练习。

lRole plays in everyday situations (at the restaurant, at the movies, etc.)

日常情景中的角色扮演（在餐厅、在电影院等）。

lSlide presentations to provide a visual center for the teacher’s narration, which is followed by commands or questions.

用幻灯片展示为教师的叙述提供视觉中心，随后是命令或问题。

lReading and writing can also be introduced to further consolidate grammar and vocabulary and as follow-ups.

可以引入阅读和写作，以进一步巩固语法和词汇，并作为后续活动。

Criticism

批评

lAsher doesn’t provide a detailed account of his distinction between abstractions and non-abstractions. For example, as Richards and Rodgers (1986: 88) state, are tense, aspect, and so forth abstractions, and if so, what sort of detailed cognitive map could be constructed without them?

阿舍没有详细说明他关于抽象概念和非抽象概念的区分。例如，正如理查兹和罗杰斯（1986：88）所指出的，时态、体态等是抽象概念吗？如果是，没有它们能构建出什么样的详细认知图呢？

lTPR deals with only the beginning stages of language learning.

全身反应教学法仅适用于语言学习的初级阶段。

lThe TPR syllabus and the utterances and sentences within it are questionable in terms of their communicative relevance.

全身反应教学法的课程设置以及其中的用语和句子在交际相关性方面存在疑问。

Advantages

优点

lWhen used in association with other methods and techniques, TPR can yield tremendous results.

当与其他方法和技术结合使用时，全身反应教学法（TPR）能够产生巨大的效果。

lFor many teachers, TPR represents a useful set of techniques and is compatible with other approaches to language teaching.

对许多教师而言，TPR是一套有用的技巧，并且与语言教学的其他方法兼容。

lThe focus on comprehension is another appealing feature of TPR.

注重理解是TPR的另一个吸引人的特点。

lThe method is compatible with new approaches to language learning as it stresses the importance of meaning rather than form.

由于该方法强调意义而非形式的重要性，因此它与新的语言学习方法相契合。

lLearning highly benefits from TPR’s emphasis on stress reduction.

TPR对减轻压力的重视对学习大有裨益。

（视频中含全身反应法的方法介绍和课程演示）

【案例】

以《新概念英语1》Lesson 43"Hurry up!" 为例。

一、教学目标

1、学生能够听懂并理解含有情态动词can表许可的指令和句子，如“Can you make the tea?”。2、学生能够准确说出并在相应情境中运用含can表许可的句子。

3、通过全身反应法，激发学生学习英语的兴趣，培养学生的听力理解和口语表达能力。

二、教学重难点

1、重点

掌握情态动词can表许可的用法，能在实际动作指令中准确理解和运用相关句子；熟练掌握与沏茶流程相关的词汇和句子，配合全身反应法完成指令表达。

2、难点

让学生在实际情境中自然、准确地运用含有情态动词can表许可的句子进行交流，避免语法错误。

三、教学方法

全身反应法（TPR）

四、教学过程

1、导入（5分钟）

教师走进教室，做出匆忙的样子，引起学生注意。然后说：“Hurry up! We are going to start our English class.” 同时做出快走的动作，引导学生理解 “Hurry up” 的含义，快速营造英语学习氛围。

2、知识呈现（10分钟）

教师在讲台上布置好茶壶、水壶、茶叶等道具，模拟厨房场景。

教师一边做动作，一边缓慢清晰地说句子：“Can you make the tea, Sam?” 同时指向一位学生，模仿对话中的情景。接着问：“Is there any water in this kettle?” 一边拿起水壶，做出查看的动作。

在展示句子的过程中，着重强调“can” 的发音和语调，重复关键词和短语，如 “make the tea”“water”“kettle”，同时配合夸张的动作，让学生通过视觉和听觉双重刺激理解含义，尤其体会 “can” 表许可、请求的语境。

3、练习巩固（15分钟）

教师下达指令，如“Can you go to the kettle”“Can you find the tea”“Can you put the tea in the teapot” 等，让学生根据指令做出相应动作。开始时，教师可以先示范动作，然后逐渐加快指令速度，增加难度，在学生执行动作过程中，及时纠正学生对 “can” 使用的错误。

将学生分成小组，每组推选一名“小老师”。“小老师” 下达含 “can” 的指令，其他组员做动作，之后组员轮流当 “小老师”，确保每个学生都有下达指令和执行指令的机会，在互动中强化对 “can” 表许可用法的掌握。

4、拓展延伸（10分钟）

教师改变情境，比如将场景换成咖啡店，给出新的指令，如“Can you make a cup of coffee?”“Can you get some milk in the fridge?” 引导学生运用含 “can” 的语言结构，结合新情境做出反应。

鼓励学生自己创编含“can” 的指令，描述在不同场景（如餐厅、书店等）中的行为，然后与小组同学互相交流，按照指令行动，拓宽 “can” 表许可用法的应用场景。

5、总结（5分钟）

回顾本节课学习的含有情态动词 can 表许可的句子和相关词汇，再次强调 “can” 的用法重点内容。邀请几位学生上台，重现课堂中的指令动作，巩固记忆。布置课后作业，让学生回家后，用含 “can” 的英语向家人提出做简单家务的请求或描述家务过程，并录制视频发送到班级群里。

五、教学反思

通过全身反应法教学，学生在课堂上表现出较高的积极性，对含情态动词can表许可的句子理解和掌握较好。但部分学生在实际运用中，可能仍存在“can”后动词形式错误、语境使用不当等问题。后续教学中，可增加更多真实情境的练习，强化学生对“can”语法规则的运用能力，同时设计更多句型对比练习，加深学生对“can”用法的理解。