Professional Documents
Culture Documents
to Children
February 8, 2009 aminudin241072
TEACHING VOCABULARY
TO CHILDREN
A. INTRODUCTION
converse, and share to other people. English is as an international language that’s why it
is possible to everyone to communicate with other people around the world if someone
has an ability to use English. The ability in using English is very important to everyone.
This is one of the ways to improve human resources. The developing of human resources
by mastering English will be better if it starts as early as possible. That’s why Indonesian
Government has already run the policy and regulation for Elementary school to give
English subject for the students in the classroom. It is one of the concerns of the
English has been taught in Indonesia at Elementary school as one of the local content
subjects. It is hoped that the students will learn and comprehend English as early as
Education ”(1993), the aim of teaching English at Elementary School as follows: (1)
“Siswa dapat memahami kata-kata dalam bahasa Inggris yang sering ditemukan dan
digunakan dalam kehidupan sehari hari. (2) Siswa mampu berkomunikasi dalam bahasa
and use meaningful sentences because vocabulary provide organ of sentence. That’s why
vocabulary is very important to be mastered. Jeremy Harmer (1991, 153) classifies that
“Then it is vocabulary that provides the vital organs and flesh”. For that reason the
Vocabulary is not only sign of symbol for ideas but also a part of how to improve
language skills in the target language. The more vocabulary students learn the more ideas
they should have, so they can communicate by using their ideas more effectively. It is
mentioned by Julian Edge (1993, 27),” Knowing a lot of words in a foreign language is
very important. The more words we know, the better our chance of understanding or
However, students sometimes get difficulties to use or apply the vocabulary. Their
difficulties in using vocabulary which have been studied can be caused some reasons.
One of the reasons could be in the method which is used by the teacher in presenting the
lesson in the classroom. That’s why the appropriate method in delivering the lesson in the
One of the methods which is suitable for children in learning vocabulary is Total
understand the target language in chunks rather than word-by-word. This instant success
is absolutely thrilling for students”. It shows that using Total Physical Respond method is
effective to help the students to learn the target language because the students practice
directly using the vocabulary in real context. By doing so, the students can develop the
storage of the vocabulary in a short time. Besides that Total Physical Respond method
also helps the children to understand and memorize linguistic input because the children
Richard and Theodore s Rodgers, (1986, 92) that “The movement of the body seems to
be powerful mediator for the understanding, organization and storage of macro details of
linguistic input”. Considering to the above explanation, this paper discusses the TPR
Total physical Response is one of the language teaching methods which was
California. He used the commands from the teacher to students or a student to another
student. Students try to answer or response the commands through the movements of the
body or action. According to Jack C. Richard and Theodore S. Rodgers (1993, 90) “Total
Physical Response is a language teaching method built around the coordination of speech
From the above description, the students try to comprehend the utterances of
language before trying to produce verbal language. They learn by using physical
movements or actions. To make it easy for the students, the teacher should not give
abstract words first. It can be delayed until students can comprehend the target language.
Asher ( 1991, 244) stated that: “Abstractions should be delayed until students have
internalized a details cognitive map of the target language. Abstractions are not necessary
for people to decode the grammatical structure of a language. Once students have
internalized the target language” . To know more about Total Physical Response, the
following is the basic principles of Total Physical Response which was created by Asher
(1974, 244):
1. When should stress comprehension rather that production at the beginning levels
of second language instruction with no demands on the learners to generate the
target structure themselves.
2. We should obey the ‘here and now’ principle.
3. We should provide input to the learners by getting them to carry commands.
These commands should be couched in the imperative” .
There are many kinds of activities which can be used by teacher in the process of
This is the main activity which teacher can do in the classroom by using TPR method.
This exercise is essential to demonstrate body movement and activity from students.
It is hoped that when students are demonstrating the responses by acting out they will
Students can interact and have conversation during the lesson. While having the
because students are brought to the real context in the conversation. For example
when a student is asked to cry, walk, open, etc, he will do like the real one.
In this section every student is invited to act out his/her daily activity such as in school,
restaurant, supermarket, and so on. It is very interesting and useful for students to
practice the language because they are really like to act although pretending to be
other people.
learning process. In this form, students are asked to read or pronounce the words
written on the screen. After that teacher asks students to act it out in front of the class
about the words which have been learnt. Or teacher asks students to answer directly
after the command are written on the screen. It will give a good feedback for students
Reading and writing activities develop not only vocabulary but also train students to
make sentences based on the right order. This activity can create students’
imagination because they try to illustrate and translate the others’ action into sentence
C. CHARACTERISTICS OF CHILDREN
Generally children like doing any kinds of activities as long as they feel happy. Children
will choose the activities they like to do according to their own characteristics. The
character of the children may be one of the signs of their development. According to
characteristic of the children because children like to do physical movement. They like to
move from one place to another place. They like to go around without thinking whether
they disturb their surrounding or not. They don’t like to keep staying in one place which
forces them not to do something. Geoffrey Broughton stated that” Young children are
Besides that children also like to imitate and mime. They will give attention to
other people and try to imitate merely like other people do and say. This is the way how
children learn and develop their knowledge. This is supported by George Broughton et al
( 1980, 169) Rivers that “Children love to imitate and mime: they are uninhibited in
acting out roles, and they enjoy repetition because it gives them a sense of assurance and
in something active. To make them active, the teacher should be able to make the
may give motivation to the students to learn effectively. So hopefully the goal of the
psychology at San Jose University California has been succeeded in learning of foreign
language for children. The successful of learning process can’t be separated from the
advantages of TPR method itself. The advantages of using Total Physical Response
facilitates the student to involve in learning process, so it can develop not only motivation
but also the aim of students in learning. Besides that this method is very easy and the
usage of language contains of action games, that’s why it can help student to learn fast
and effectively. Besides that it is also able to avoid the problem which students usually
meet during the process of learning especially when they study foreign language. James
Asher (ttp//www.tpr.world.com,1) stated that “Use Total Physical Response method for
new vocabulary and grammar, to help your students immediately understand the target
method is very useful for children because children like to give response by using
physical response first better than using verbal response. It is very suitable when the
Children also not only like to response and act out something new but also intend to
know more and more about language by responding the action toward the given
Asher,http://www.tpr-world.com,1).
Thirdly, This method can facilitate students with the meaning in real context.
Students can memorize the vocabulary by looking at the action, even though the
imperative to help teacher in explaining the materials for students and in understanding
the meaning of vocabulary. Because of this method uses basic command and real context
in the process of learning it is very helpful for students to know the meaning. By telling
students to stand up, put their hands in the air, and pick up something and give it to
another students, etc, are acting which commonly and naturally done by students so it is
respond quickly and naturally while also teaching vocabulary in a fun, lively lesson”.
The usage of Total Physical Response method emphasize in action so students are
students. So by using this method students can accept the lesson easier and faster. Even
though Total Physical Response Method is effective to teach vocabulary, teacher needs to
think of media to set up the context in delivering the lesson of vocabulary to students.
Fourthly, using Total Physical Response method is interesting and fun. It is very
suitable for the students’ characteristics which have been mentioned before. By giving
something interesting and funny makes children attentively focused on the process of
learning. Because of that situation children feel free to involve in learning process.
Besides that they are not under pressed by the threatening situation and condition. Finally
they can get the aim of learning by keeping on learning and giving attention to the lesson.
It’s non-threatening. It keep their attention. They learn!”. For example: put your left hand
in the air
- put it down – put your right hand in the air – put it down – put both hands in the air –
put them down – put your left foot in the air – put it down – put your right foot in the air
– put it down – put both feet in the air ! Students try jumping in the air or attempt a
handstand on their desks! Another funny sequence of basic TPR is : – clap your hands –
clap your hands three times – clap them five times – clap your hands 800 times ! – turn
around – turn around twice then clap once – jump once – jump seven times – turn around,
jump once and clap twice – turn three times, jump five times and clap twice! Students
really struggle hard to remember this last one, but if you do it step by step and repeat
CONCLUSION
Total Physical Response is one of the learning processes which involves the students
learning. The effectiveness of the Total Physical Response has been shown by the experts
active by nature, Total Physical Response will make language learning especially
vocabulary more effective because children feel fun during the learning. This methods of
instruction “injects the lesson with both physical activity and fun as the students playact
their roles and respond to both simple yes/no questions and more complex questions
By having a good skills in presenting the lessons in any kinds of models teacher is
encouraged to develop knowledge and stimulate children’s to learn. The knowledge and
should be able to manage and select the material which can be absorbed by children.
Besides that comprehension of the vocabulary should be more emphasized and developed
in the learning process in order to get the aim of learning vocabulary. Finally, after
knowing some of the advantages of Total Physical Respond method, hopefully teacher is
REFERENCES
Broughton Geoffrey, Teaching English as a Foreighn Language: Routledge and Kegan Paul, London, 1980,
169.
Edge Julian, Essential of English Language Teaching: Longman, New York 1993, 27.
Harmer Jeremy, The Pracatice of English Language Teaching: Longman Group, London 1991, 153.
Ministry of National Education GBPP Kurikulu SD, Jakarta,1993.
Nunan David, Language Teaching Methodology: Prentile Hall International Ltd, 1991,188-244
Richard C Jack and Theodore S Rodgers, Approach and Method on Language Teaching: Cambridge
University Press New York, 1986, 92
Origin
The method was developed by James Asher, a professor of psychology at San
Jose State University, California in the 1960s. The Total Physical Response
Method (TPR) incorporates theories of developmental psychology, humanistic
pedagogy, as well the dramatic or theatrical nature of language learning. The
main idea behind TPR is based upon the principle of establishing psychomotor
associations to facilitate language learning. The teacher presents the language
in the form of commands which are demonstrated and modeled by the teacher
and fulfilled by the students, individually and/or in groups. The meaning is
made clear through demonstration. The emphasis is on developing
comprehension skills before the learner is required to produce in the target
language. Though the language is presented and taught in the form of
imperatives, Asher claims that most of the grammatical structures of the target
language and hundreds of vocabulary items can be learned from the skillful use
of the imperative by the instructor.
TPR is most effective in the early stages of language learning and Asher
himself has stressed TPR should be used in association with other methods and
techniques. And indeed TPR represents a useful set of techniques which are
compatible with other approaches to teaching.
Approach
Theory of language: The approach is based upon structuralist or grammar-
based views of language. The verb in the imperative is considered to be the
central linguistic motif around which language use and learning are organized.
The commands employed in the classroom are used to teach anything
beginning with focusing on prepositions to the conditional and subjunctive
moods (e.g., Henry would you prefer to serve a cold drink to Molly, or would
you rather have Eugene kick you in the leg?). Since Asher considers second
language learning as a parallel process to child language acquisition, the
language contents are based on concrete nouns and imperative verbs, i.e.
nonabstractions, the immediate surrounding in the classroom. As for teaching
abstractions, they should be delayed until students have internalized a detailed
cognitive map of the target language. Once students have internalized the
language code, abstractions can be introduced and explained in the target
language. Though the syllabus of TPR is structure-based and grammar-
focused, the emphasis is on meaning rather than on form. Language is
presented in chunks so that it would be internalized as wholes rather than as
single lexical items. In the early stages teachers similarly to parents should
refrain from too much correction in order not to inhibit learners.
Goals
The general objectives of TPR are to teach oral proficiency at a beginning
level. Another sub-goal of the method is to have students enjoy their
experience in learning a foreign language, to reduce the stress that people feel
when studying foreign languages and thereby encourage them to persist in their
study beyond a beginning level of proficiency.
Principles
1) Stimulating memory with psychomotor associations: Language in the
form of the teacher's commands is synchronized with body movements.
According to Asher, this is the way to recreate the process by which children
learn their first language. Beginning foreign language instruction should
address the right hemisphere of the brain, the part which controls nonverbal
behavior.
Syllabus
The TPR syllabus is sentence-based with grammatical and lexical criteria being
primary in selecting teaching items. Grammar structures and vocabulary are
selected according to their frequency of need or use in the classroom (not in
target language situations) and the ease with which they can be learned.
Advocating the use of the imperative, Asher states that it should be used in
combination with many other techniques. A TPR course begins with about ten
to twenty hours of training in listening comprehension. Only after it the
students are invited (but not pressured!) to reverse roles with the teacher and
speak out the commands in the target language.
a) Demonstration: the students sit in a semicircle around the teacher, they listen
carefully to his/her commands and do exactly what the teacher does. The
students are encouraged to respond without hesitation and to make a distinct,
robust response with their bodies. The first routine could be "Stand up! Walk!
Stop! Turn! Sit down!"
b) The routine is repeated for three or four times until individual students
indicate that they are ready to try it alone without the instructor as a model.
Each repetition of a routine is never an exact duplication of the previously done
sequence.
At first learners are listeners and performers of the teacher's commands. When
they are ready to speak there is a role reversal and students themselves speak
out commands. Yet, they have little influence over the learning process: the
content is predetermined by the teacher.
Techniques
1) Using commands in action sequences: The use of commands is the major
teaching technique of TPR (Larsen-Freeman, 1986). The teacher models the
commands and performs the corresponding actions to make the meaning clear.
Students fulfill the commands (action-based drills) with the teacher,
individually and in groups. When they begin to speak they direct commands to
the teacher and to each other.
a) Moving whole body or parts of body: Stand, walk, sit, jump, run, etc.;
Touch your feet, head, shoulders, etc.
b) Moving things (manipulatives): Put the book under the chair; Point to the
purple paper; Pick up the eraser and put it on your feet; Set the clock to 2:00.
2) Role reversal: When students are ready to speak, they command their
teacher and classmates to perform some actions.
3) Conversational dialogues and role plays: These are delayed until after
about 120 hours of instruction, when students achieve an advanced
internalization of the target language. Role plays center on everyday situations,
such as at the restaurant, supermarket, or petrol station.
4) Slide presentations: These are used to provide a visual center for teacher
narration, which is followed by commands, and questions to students, such as,
"Which person in the picture is the salesperson?"
Questions to Ponder
Do you use any of the afar-mentioned techniques in your teaching? Would you
want to adapt any?
Do you grant your students the right to make mistakes at the beginning of the
course or are you afraid that if allowed to do so the students will memorize
something wrong and you will have to re-teach it?
Have you ever witnessed «the silent period» in any of your students (a student
who is dead silent in the beginning of the course but who becomes a real
chatter-box by the middle of it?
Does it make any sense to delay the teaching of speaking? Would you agree
that the teacher should wait until the students feel ready to produce in the target
language?
You will find a few lessons based on the TPR method in the textbook 'The
Children's Response' by Caroline Linse. Try them out on your students.
TPR- Total Physical Response
I have decided to add a bit to the classroom on TPR. It is based on the work of Stephen
Krashen and James J. Asher’s book Learning Another Language Through Actions.
Total Physical Response was developed in the 70's by the psychologist James Asher. This
method teaches languages through commands that require, as the name implies, a “total
physical response.” Thus, the first day of class might consist of learning the correct
responses to the commands “Stand up,” “Sit down,” “Turn around,” and “Jump.”
Notice that students only have to act out the commands and not actually give them
(though this may happen later). This is because the initial focus of TPR is on the
comprehension of language, not production. TPR also appeals to the kinesthetic learning
style, by linking language to actions. This puts the language used into a meaningful
context and thus helps students retain it longer (Asher). The effectiveness of TPR in
teaching vocabulary quickly, painlessly and for long-term retention is virtually
undisputed. However, Total Physical Response does have some serious limitations. It can
become monotonous when employed exclusively. There is also only a certain set of
vocabulary and grammar concepts that can be taught this way, namely commands and
concrete objects (thus excluding discourse and abstract vocabulary) (Marsh, 24).
Classical TPR is one of the few methods that can realistically achieve this kind of
comprehensibility. When a teacher teaches a command, for instance, “Stand up”, he
models it for the class, so that there is no question about what it means. Thus, when
students hear the command, they will have an easy time following it and associate the
action with the meaning of the command. As mentioned before, although classical TPR
can provide a high degree of comprehensibility, it is limited in the types of words and
syntactical structures that it can use.
\
BEP – bizarre, exaggerated, personalized; the three key qualities for a
successful PMS or story. (Blaine Ray)from TPRS Publishing
BEPH – bizarre, exaggerated, personalized, humorous; the four key qualities for
a successful PMS or story. The more of these qualities that you can incorporate
into your story, the more likely it will be successful. (Carol Gaab) from TPRS
Publishing
I have used this technique successfully with all ages of beginning students (from 5 to 80)
in groups from a few to as many as 70.
It is a way to bring communicative language into beginning classrooms.
There is a CD for computers that looks like this. (I have never used it.):
There are of course new (and expensive materials) that support this. As above.
But you will be fine with the basic book and a few props to match the lesson.KMS 101
Cheers.
__________________
"Many of the pundits attacking government health insurance rely on
government health insurance for their own families." Daniel Gross
Last edited by Killing Me Softly 101; 13th August 2008 at 02:30. Reason: Automerged
Doublepost
Chapter 5 of Revitalizing Indigenous Languages, edited by Jon Reyhner, Gina Cantoni,
Robert N. St. Clair, and Evangeline Parsons Yazzie (pp. 53-58). Flagstaff, AZ: Northern
Arizona University. Copyright 1999 by Northern Arizona University. Return to Table of
Contents
What is TPR?
Popularized in the 1960s and 70s by James Asher (1977), TPR represented a
revolutionary departure from the audiolingual practice of having students repeat the
teacher's utterances from the very beginning of their first lesson and whenever new
material was introduced later on. Asher recommended that beginners be allowed a silent
period in which they learn to recognize a large number of words without being expected
to say them. The vocabulary presented at this level usually consists of action verbs and
phrases such as "walk," "run," "touch," "point to," "give me," "go back," and the names
of concrete items such as "floor," "window," "door," "mouth," "desk," "teddy bear," and
"banana." About 150 words are presented in the first five or six weeks, and at least three
new terms per lesson can be expected to become part of a learner's active vocabulary
during any lesson, even though they may not say them until later.
The teacher begins by uttering a simple command such as "walk to the window,"
demonstrating or having a helper act out the expected action, and inviting the class to join
in. Commands are usually addressed first to the entire class, then to small groups, and
finally to individuals. When a few basic verbs and nouns have become familiar, variety is
obtained by adding qualifiers such as "fast," "slowly," "big," "little," "red," "white,"
"my," and "your." Since the students are not required to speak, they are spared the stress
of trying to produce unfamiliar sounds and the consequent fear of making mistakes.
Stephen Krashen (1981) considers lowering the "affective filter" an important factor in
the language acquisition process. Although the teacher is continuously assessing
individual progress in order to control the pace of introducing new material, this
assessment is unobtrusive and nonthreatening. A learner who does not understand a
particular command can look at others for clues and will be ready to respond
appropriately the next time or the one after.
TPR is a continuous application of the "scaffolding" strategy (Vygotsky, 1986) with the
teacher, and then the class, supporting the learning of a new word by demonstrating its
meaning and then withdrawing assistance when it is no longer needed. For example, to
teach the word "gato" for "cat" the Spanish teacher may use a toy or a picture; later, the
word "gato" becomes part of the scaffolding for teaching modifiers such as "big," "little,"
"black," or "white."
During TPR, the teacher is always providing comprehensible input, the cornerstone of
Stephen Krashen's (1985) theory. New items are introduced within the framework of
items taught in previous lessons or available from the learners' preexisting knowledge. In
teaching the word "gato," the teacher is introducing a new label (an alternative to the
label already available, i.e., "cat") but not a new concept--the learners are already able to
identify the toy or the picture as representing a certain familiar creature.
TPR has been proven very effective for the initial stages of second language instruction,
but it has limited usefulness for more advanced learning. It emphasizes commands,
leaving out the forms used in narratives, descriptions, or conversations, and it is
predominantly teacher-initiated and directed, with little opportunity for student creativity
and little attention to individual interests. More importantly, TPR promotes only the
learners' receptive language skills and ignores the productive ones, which are essential to
real communication.
After a few weeks, some students spontaneously begin to give commands to each other.
This indicates readiness for a gradual evolution from the receptive to the productive
mode. At this point, TPR-Storytelling (Ray & Seely, 1997) provides easy-to-follow
guidelines for further progress towards more complex levels of language proficiency.
What is TPR-S?
The storytelling strategies of TPR-S utilize the vocabulary taught in the earlier stage by
incorporating it into stories that the learners hear, watch, act out, retell, revise, read,
write, and rewrite. Subsequent stories introduce additional vocabulary in meaningful
contexts. The children are already familiar with stories from other school and preschool
experiences, and now they are exposed to this familiar genre as the teacher presents it in a
new language with an abundance of gestures, pictures, and other props to facilitate
comprehension. After hearing a story, various students act it out together or assume
different roles while their peers watch. The teacher may retell the story with slight
variations, replacing one character with another, and engaging different students in the
acting. Another technique introduces some conversational skills, as the teacher asks
short-answer and open-ended questions such as "Is the cat hungry?", "Is the dog big or
little?", and "Where does the girl live?" (Marsh, 1996).
Students are not required to memorize the stories; on the contrary, they are encouraged to
construct their own variations as they retell them to a partner, a small group, or the entire
class, using props such as illustrations, toys, and labels. The ultimate goal is to have
students develop original stories and share them with others. A whole range of activities
may be included, such as videotaping, drama, creating booklets for children in the lower
grades, designing bulletin boards, and so forth. At this point TPR-S has much in common
with other effective approaches to reading and writing instruction.
Both TPR and TPR-S are examples of language teaching as an interactive learner-
centered process that guides students in understanding and applying information and in
conveying messages to others. TPR as well as TPR-S apply Cummins' (1989) interactive
pedagogy principle. At first the children interact silently with the teacher and indicate
comprehension by executing commands and then by acting out stories. They are active
participants long before they are able to verbally communicate with the teacher and with
each other.
TPR as well as TPR-S also apply some of Krashen's (1985) most valuable pedagogical
principles. The learners' affective filter is kept at a low level by a relaxed classroom
atmosphere, where the stress of performing and being judged is kept to a minimum. At
the beginning of the storytelling stage, the students' initial response is not oral, but
kinesthetic: When they begin to speak, the teacher responds to the content of their
messages rather than to their grammatical accuracy. In TPR as well as in TPR-S the
teacher provides comprehensible input without using L1; she relies on the learners'
preexisting knowledge of the world and uses gestures, actions, pictures, and objects to
demonstrate how one can talk about it in another language.
TPR and TPR-S also make abundant use of the pedagogical strategy of scaffolding
(Vygotsky, 1986). The teacher or a peer assists the learner during tasks that could not yet
be performed without help. The scaffold is removed as soon as it becomes unnecessary;
new support is then made available for the next challenge. Cooperative learning can be
seen as a particular kind of scaffolding provided within a group where students help each
other (Steward, 1995; Tharp & Gallimore, 1988).
Several Native American teachers and teacher-trainers have created TPR lessons to
introduce their tribal language to the children who have not learned it at home, and these
efforts are usually very successful; they allow the learners to indicate comprehension
non-verbally, keeping the affective filter low. However, these TPR strategies develop
receptive language skills and ignore the productive ones.
Many Native children can understand their tribal language because they hear it spoken at
home. These children can be very useful during TPR lessons, acting as assistants,
demonstrators, and group leaders. There is reason to rejoice over the fact that they can
understand their elders and appreciate their teachings and stories, but what will happen a
few years from now when the old people are gone and these children are grown up and
should carry on the task of culture transmission? If they can understand but not speak the
tribal language, how are they going to teach it to the next generation?
This situation is especially serious in the case of languages such as Hopi or Zuni that are
spoken only in a particular community, whose members cannot import speakers from
other parts of the world, a choice which is available to Hispanics, Slovenes, Chinese, and
other groups. It is essential that Native children learn to use their tribal language instead
of just understanding it. In some cases, their reluctance to speak may be owing not only
to the pressures of an English-speaking society but also to unreasonable expectations of
correctness and accuracy. Children who have suffered ridicule or embarrassment because
they mispronounced or misused a word are likely to avoid the risk of further
unpleasantness and take refuge in silence. This problem was brought up repeatedly
during the First and Second Symposia on Stabilizing Indigenous Languages (Cantoni,
1996), and it was recommended that all attempts to use the home language be encouraged
and rewarded but never criticized.
In addition, Native children face a more severe challenge than English-speaking children
who are learning French or Spanish. Research indicates that the extent to which
comprehensible input results in grammatical accuracy depends not only on the quantity,
quality, and frequency of available input, but on the "linguistic distance" between the
learners' L1 and the target L2 (Ringbom, 1987). There is evidence that students learning
Spanish through TPR-S made high scores on national grammar tests, but Spanish is an
Indo-European language, just like English, whereas Native American languages have
grammatical systems unrelated to those of English.
Consequently, Native language teachers who expect their students, or at least some of
them, to master the tribal language at a level of correctness that will satisfy the most
exacting local standards should provide them appropriate guidance, not just input. As
Rivers (1994) has pointed out, there is a crucial difference between comprehension and
production. The meaning that a learner constructs from input is drawn from semantic
clues and is not stored in memory in its full syntactic complexity. It is possible to
comprehend and remember input with little attention to syntax by relying on preexisting
knowledge, context, and vocabulary (Van Dijk & Kirtsch, 1983). This phenomenon is
known as "selective listening" and often occurs even when the teacher responds to an
ungrammatical utterance with one that models the correct form (Van Patten, 1985). This
kind of polite error correction, which is recommended for interactive journals, does not
necessarily work all the time for all learners; teachers might need to resort to other forms
of intervention, such as those described in the literature on the writing process.
TPR-S evolved from the grassroots efforts of interested and creative teachers rather than
from the application of theoretical models. Its reputation has spread by word-of-mouth,
from one satisfied practitioner to another, from one school to the next (Marsh, 1997).
Training new personnel to use this methodology is not difficult or excessively time-
consuming.
References
Asher, J. J. (1977). Learning another language through actions: The complete teacher's
guidebook. Los Gatos, CA: Sky Oaks.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York:
Longman.
Ray, B., & Seely, C. (1997). Fluency through TPR Storytelling. Berkeley, CA: Command
Performance Language Institute.
Ringbom, (1987). The role of first language in second language learning. Clevedon, UK:
Multiligual Matters.
Rivers, W. M. (1994). Comprehension and production. In R.M. Barasch & C.V. James
(Eds.), Beyond the Monitor Model (pp. 71-95). Boston: Heinle & Heinle.
Slavin, R. E. (1990). Cooperative learning. Needham Heights, MA: Allyn & Bacon.
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life. Cambridge, UK: Cambridge
University.
Van Dijk, T. A., & Kritsch, W. (1983). Strategies of discourse comprehension. New
York: Academic.
Consider some excellent lesson models for teaching vocabulary, explaining idioms,
fostering word consciousness, instruction for English Language Learners, and mnemonic
strategies.
Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts
it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a
definition, but also implies how that word fits into the world." Vocabulary knowledge is
not something that can ever be fully mastered; it is something that expands and deepens
over the course of a lifetime. Instruction in vocabulary involves far more than looking up
words in a dictionary and using the words in a sentence. Vocabulary is acquired
incidentally through indirect exposure to words and intentionally through explicit
instruction in specific words and word-learning strategies. According to Michael Graves
(2000), there are four components of an effective vocabulary program:
Word-Learning Strategies
• Dictionary Use
• Morphemic Analysis
• Cognate Awareness (ELL)
• Contextual Analysis
According to the National Reading Panel (2000), explicit instruction of vocabulary is
highly effective. To develop vocabulary intentionally, students should be explicitly taught
both specific words and word-learning strategies. To deepen students' knowledge of word
meanings, specific word instruction should be robust (Beck et al., 2002). Seeing
vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary
drills, produces robust vocabulary learning (National Reading Panel, 2000). Such
instruction often does not begin with a definition, for the ability to give a definition is
often the result of knowing what the word means. Rich and robust vocabulary instruction
goes beyond definitional knowledge; it gets students actively engaged in using and
thinking about word meanings and in creating relationships among words.
Research shows that there are more words to be learned than can be directly taught in
even the most ambitious program of vocabulary instruction. Explicit instruction in word-
learning strategies gives students tools for independently determining the meanings of
unfamiliar words that have not been explicitly introduced in class. Since students
encounter so many unfamiliar words in their reading, any help provided by such
strategies can be useful.
It is often assumed that when students do not learn new vocabulary words, they simply
need to practice the words some more. Research has shown, however, that it is often the
case that students simply do not understand the instructional task involved (National
Reading Panel, 2000). Rather than focus only on the words themselves, teachers should
be certain that students fully understand the instructional tasks (Schwartz and Raphael,
1985). The restructuring of learning materials or strategies in various ways often can lead
to increased vocabulary acquisition, especially for low-achieving or at-risk students
(National Reading Panel, 2000). According to Kamil (2004), "once students know what is
expected of them in a vocabulary task, they often learn rapidly."
The scientific research on vocabulary instruction reveals that most vocabulary is acquired
incidentally through indirect exposure to words. Students can acquire vocabulary
incidentally by engaging in rich oral-language experiences at home and at school,
listening to books read aloud to them, and reading widely on their own. Reading volume
is very important in terms of long-term vocabulary development (Cunningham and
Stanovich, 1998). Kamil and Hiebert (2005) reason that extensive reading gives students
repeated or multiple exposures to words and is also one of the means by which students
see vocabulary in rich contexts. Cunningham (2005) recommends providing structured
read-aloud and discussion sessions and extending independent reading experiences
outside school hours to encourage vocabulary growth in students.
Diane August and her colleagues (2005) suggest several strategies that appear to be
especially valuable for building the vocabularies of ELLs. These strategies include taking
advantage of students' first language if the language shares cognates with English,
teaching the meaning of basic words, and providing sufficient review and reinforcement.
Because English and Spanish share a large number of cognate pairs, the first instructional
strategy is especially useful for Spanish-speaking ELLs. These students can draw on their
cognate knowledge as a means of figuring out unfamiliar words in English. A second
instructional strategy for ELLs is learning the meanings of basic words—words that most
EO students already know. Basic words can be found on lists, such as the Dale-Chall List
(Chall and Dale, 1995). A third instructional strategy that ELLs particularly benefit from
is review and reinforcement. These methods include read-alouds, teacher-directed
activities, listening to audiotapes, activities to extend word use outside of the classroom,
and parent involvement.
Grade level
• whole class
• small group or pairs
Materials
Animal idioms
An idiom is a phrase or expression in which the entire meaning is different from the usual
meanings of the individual words within it. Idioms are fun to work with because they are
part of everyday vocabulary. Students enjoy working with figurative meanings, as well as
imagining possible literal meanings for the expressions. They also enjoy finding out
about the origins of idiomatic expressions, some of which are very old. Introducing
idioms by topic can make them easier for students to remember. This sample lesson
model focuses on introducing idioms that make use of animals or animal comparisons.
Explanation
Tell students that an idiom is an expression that cannot be fully understood by the
meanings of the individual words that are contained within it. The meaning of the whole
idiom has little, often nothing, to do with the meanings of the words taken one by one.
Point out to students that idioms are often used in writing or speech to make expression
more colorful and that some of the most colorful English idioms make use of animals or
animal comparisons. Explain that many idioms have interesting origins that may not
make literal sense to us today, but made perfectly good sense during the times in which
they were coined.
Tell students that the expression "to hold your horses" is an idiom. Demonstrate its literal
meaning by holding a bunch of small plastic toy horses in your hand. Tell students that
when someone tells you "to hold your horses" it would be silly to think that they wanted
you to hold a bunch of horses in your hand. The whole expression "to hold your horses"
actually means "to slow down, wait a minute, or be more patient." For example, if you
were impatiently waiting for your sister to get off the phone, your sister might say to you,
"Hold your horses. I'll be off the phone in a minute!"
Tell students that "to be raining cats and dogs" is another idiom. Ask students whether, if
someone said it's "raining cats and dogs," they would expect to look up and see animals
falling from the sky. Then explain to them that "raining cats and dogs" is used to describe
when it's raining really heavily or really hard. Ask volunteers to describe a time they
remember when it was "raining cats and dogs."
Ask students to draw pictures of the literal meaning of either "to hold your horses" or "to
be raining cats and dogs." Then have them take turns showing their illustration and using
the idiom correctly in a context sentence.
Collaborative practice
Tell students that they are going to work together in groups to make a drawing of an
animal idiom's literal meaning and then act out its real, or figurative, meaning. They will
see if the drawings and skits they make provide enough information for their classmates
to figure out what the idiom really means. To begin, select a group of three students to
demonstrate the activity. Tell this group that their idiom is "to let the cat out of the bag"
and that this idiom means "to give away a secret."
Divide the group tasks as follows: One student will draw the idiom the way it would look
if it meant literally what it said: by drawing a sketch of a cat leaping out of a paper bag.
This student labels the drawing with the idiom, "to let the cat out of the bag." The other
two students develop a brief skit about the figurative meaning of the idiom: "to give away
a secret." For example, they could develop a simple scene where someone finds out about
a surprise birthday party, because a brother or sister gives it away beforehand. The last
line could be: "You let the cat out of the bag."
When the group is finished, have them show the idiom's literal meaning in the drawing,
and then act out its figurative meaning in the skit. Have the group challenge their
classmates to guess the idiom's figurative, or intended, meaning and then correctly use
the idiom in a sentence: Nancy let the cat out of the bag when she told Nick about the
surprise birthday party. When the whole class has understood how this activity works,
assign a different animal idiom, with its figurative meaning, to other groups of students.
Each group then works out its plan for making the drawing and acting out the skit. Have
the groups take turns demonstrating their idioms to the class, so the class can guess the
idiom's figurative meaning and use it in a sentence.
Animal idioms
• to have ants in your pants • to be in a fine kettle of fish
• to take the bull by the horns • to seem a little fishy
• to let the cat out of the bag • to live high on the hog
• to have the cat get your tongue • to look a gift horse in the mouth
• to be raining cats and dogs • to eat like a horse
• the straw that broke the camel's • to hear it straight from the horse's
back mouth
• to have a cow • to hold your horses
• to wait until the cows come home • to put the cart before the horse
• to be in the doghouse
• to change horses in midstream
• to let sleeping dogs lie
English-language learner: Learning about idioms can be particularly helpful for ELLs
because the gap between the literal meaning of individual words and the intended
meaning of the expression often causes trouble in translation.
Grade level
Grouping
• whole class
• small group or pairs
• individual
Sample texts
Keyword method
Mnemonic strategies are systematic procedures for enhancing memory. The word
mnemonic comes from Mnemosyne, the name of Greek goddess of memory. The
keyword method, a mnemonic strategy, has been shown to be effective with students who
have learning difficulties and those who are at risk for educational failure. According to
the National Reading Panel, the keyword method may lead to significant improvement in
students' recall of new vocabulary words. This sample lesson model targets two
contextualized vocabulary words. The same model can be adapted and used to enhance
recall of vocabulary words in any commercial reading program.
Direct Explanation
Explain to students that you are going to show them how to use the keyword method, a
useful strategy for remembering the meanings of vocabulary words. Tell them you are
going to model the strategy twice, using the words archipelago and lunar.
Teach/Model
Explain to students that the next step is to create an image of the keyword pelican
and the meaning of the target word archipelago interacting in some way. Tell
them it is important that the keyword and the meaning actually interact and are
not simply presented in the same picture. On the board, sketch a picture of a
pelican flying over a group of small islands.
Say: Look at the picture of the pelican flying over the group of islands.
Ask: Pelican is the keyword for what word? (archipelago)
Say: Yes, archipelago. To recall the meaning of the word archipelago, imagine a
pelican flying over a group of small islands.
Tell students that when they see or hear the word archipelago, they should first
think of its keyword and then try to remember the picture of the keyword and the
meaning interacting.
Ask: What is the keyword for archipelago? (pelican) In the sketch, where was the
pelican flying? (over a group of islands)
Say: Right, over a group of islands.
Ask: So what does archipelago mean? (a group of islands)
Grade level
Prerequisite
• Context Clues
Grouping
• whole class
• small group or pairs
• individual
Teaching chart
Materials
• transparencies
• blue, red, and green overhead transparency markers
Direct explanation
Tell students that they can sometimes use context clues to figure out the meaning of an
unfamiliar word they come across in their reading. Remind them that context clues are
the words, phrases, and sentences surrounding an unfamiliar word that can give hints or
clues to its meaning. Caution students that although these clues can prove to be helpful,
they can sometimes be misleading.
Teach/Model
Give students copies of the Types of Helpful Context Clues chart. Briefly go over the
chart, identifying the types of context clues and discussing the example for each one. Tell
students that they should refer to the chart as they learn more about the five different
types of context clues.
Explain to students that in a definition clue the author provides the reader with the
specific definition, or meaning, of a word right in the sentence. Point out that words such
as are, is, means, and refers to can signal that a definition clue may follow. Then print the
following sentences on a transparency:
Say: I'm going to look for a context clue to help me understand the meaning of the word
conga.
Underline conga in blue.
Say: In the sentence, I see the word is. The word is can signal a definition context clue.
Underline is in red.
Say: A conga is a barrel-shaped drum. The author has given a definition context clue.
For more information about vocabulary, browse the articles, multimedia, and other
resources in this special section: Topics A-Z: Vocabulary.
References
References
Click the "References" link above to hide these references.
August, D., M. Carlo, C. Dressler, and C. Snow. 2005. The critical role of vocabulary
development for English language learners. Learning Disabilities: Research & Practice
20 (L), pp. 50-57.
Beck, I.L., M.G. McKeown, and L. Kucan. 2002. Bringing words to life:Robust
vocabulary instruction. New York: Guilford.
Calderón, M., D. August, R. Slavin, D. Duran, N. Madden, and A. Cheung. 2005. Bring
words to life in classrooms with English-language learners. In E.H. Hiebert and M.L.
Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice.
Mahwah, NJ: Erlbraum.
Chall, J., and E. Dale 1995. Readability revisited: The new Dale-Chall readability
formula. Brookline, MA: Brookline Books.
Cunningham, A.E. 2005. Vocabulary growth through independent reading and reading
aloud to children. In E.H. Hiebert and M.L.Kamil (eds.), Teaching and learning
vocabulary: Bringing research to practice. Mahwah, NJ: Erlbraum.
Cunningham, A.E., and K.E. Stanovich. 1998. What reading does for the mind. American
Educator. 22, pp. 8-15.
Kamil, M.L., and E.H. Hiebert. 2005. Teaching and learning vocabulary: Perspectives
and persistent issues. In E.H. Hiebert and M.L. Kamil (eds.), Teaching and learning
vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
National Center for Educational Statistics. 2005. The condition of education. Washington,
DC: U.S. Department of Education.
Schwartz, R.M., and T.E. Raphael. 1985. Concept of definition: A key to improving
students’ vocabulary. Reading Teacher 39, pp. 198-203.
Scott, J.A., and W.E. Nagy. 2004. Developing word consciousness. In J.F. Baumann and
E.J. Kame’enui (eds.), Vocabulary instruction: Research to practice. New York:
Guilford.
Stahl, S.A. 2005. Four problems with teaching word meanings (and what to do to make
vocabulary an integral part of instruction). In E.H. Hiebert and M.L. Kamil (eds.),
Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ:
Erlbaum.
References
August, D., M. Carlo, C. Dressler, and C. Snow. 2005. The critical role of vocabulary
development for English language learners. Learning Disabilities: Research & Practice
20 (L), pp. 50-57.
Beck, I.L., M.G. McKeown, and L. Kucan. 2002. Bringing words to life:Robust
vocabulary instruction. New York: Guilford.
Calderón, M., D. August, R. Slavin, D. Duran, N. Madden, and A. Cheung. 2005. Bring
words to life in classrooms with English-language learners. In E.H. Hiebert and M.L.
Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice.
Mahwah, NJ: Erlbraum.
Chall, J., and E. Dale 1995. Readability revisited: The new Dale-Chall readability
formula. Brookline, MA: Brookline Books.
Cunningham, A.E. 2005. Vocabulary growth through independent reading and reading
aloud to children. In E.H. Hiebert and M.L.Kamil (eds.), Teaching and learning
vocabulary: Bringing research to practice. Mahwah, NJ: Erlbraum.
Cunningham, A.E., and K.E. Stanovich. 1998. What reading does for the mind. American
Educator. 22, pp. 8-15.
Kamil, M.L., and E.H. Hiebert. 2005. Teaching and learning vocabulary: Perspectives
and persistent issues. In E.H. Hiebert and M.L. Kamil (eds.), Teaching and learning
vocabulary: Bringing research to practice. Mahwah, NJ: Erlbaum.
National Center for Educational Statistics. 2005. The condition of education. Washington,
DC: U.S. Department of Education.
National Reading Panel. 2000. Teaching children to read: An evidence-based assessment
of the scientific research literature on reading and its implications for reading
instruction. Washington, DC: National Institute of Child Health and Human
Development.
Schwartz, R.M., and T.E. Raphael. 1985. Concept of definition: A key to improving
students’ vocabulary. Reading Teacher 39, pp. 198-203.
Scott, J.A., and W.E. Nagy. 2004. Developing word consciousness. In J.F. Baumann and
E.J. Kame’enui (eds.), Vocabulary instruction: Research to practice. New York:
Guilford.
Stahl, S.A. 2005. Four problems with teaching word meanings (and what to do to make
vocabulary an integral part of instruction). In E.H. Hiebert and M.L. Kamil (eds.),
Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ:
Erlbaum.