Education is probably the most important aspect in our times. Without education a state would have no medical service, no computer specialists, no politics and demo- cracy, no business, no economy, short a state would not work at all.
Education is the key for individual chances and success in life, and the driving force for developments in society. Prosperity derives from education. Culture is a result of education, just as interest in politics and most important perspectives for later occu- pations. Politics concerning education cannot work where not enough attention is paid to achievements in school, where it seems to be not important what students learn in contrast to students in other states.
The recent PISA-study showed unfortunately how little attention was paid to edu- cation in Germany in the last decades. It is not possible to find a convincing answer to where the problem was, may it be the German school-system, the instruction of new teachers at universities, teachers who are no longer motivated after having reached the state of an official, parents who do not seem to care about their children’s abilities in reading and writing. In fact, a change in our school-system is Ger- many’s deepest need at the moment to improve pupils’ achievements.
Therefore alternative methods will probably gain more and more interest in our school- and teaching-system. I will try to introduce, describe and discuss some of these methods. I will show up their difficulties, risks and also possible chances. In the end I will try to decide if those approaches will find their ways sooner or later or if they will remain utopian.
Table of Contents
1. Introduction
2. Description of the methods
2.1 Total Physical Response
2.2 Community Language Learning
2.3 The Drama Method
3. Discussion of the methods
3.1 About Total Physical Response
3.2 About Community Language Learning
3.3 About The Drama Method
4. Personal Statement
Objectives and Topics
This paper examines alternative approaches to foreign language instruction in response to perceived deficiencies in the current German school system. The primary research goal is to describe, analyze, and critically discuss three specific methodologies—Total Physical Response, Community Language Learning, and the Drama Method—to determine their viability and potential for improving language teaching practice.
- Theoretical foundations of behavioristic and student-centered language teaching.
- Mechanisms and practical application of the Total Physical Response (TPR) method.
- Psychic, emotional, and cognitive growth within Community Language Learning.
- Structuring language lessons through the multi-step Drama Method.
- Critical assessment of the suitability of alternative methods for diverse student populations.
Excerpt from the Book
2.1. Total physical response
Total physical response was first invented by Dr. James Asher in the 60’s and 70’s of the 20. century. Learning a foreign language by the TPR-method is based on behaviouristic psychology. TPR students are supposed to learn as children do when they learn their mother tongue. TPR is meant as a stimulus-response action, like in the adult’s language adressed to children.
This means the teacher “showing” and “acting” what he has just said before, so that students understand and internalize the vocabulary, like they did when they learned their native tounge as their parents talked to them. Furthermore motivation and self-confidence are increased, due to fast success in the student’s understatement and oral skills.
Summary of Chapters
1. Introduction: This chapter highlights the societal importance of education and identifies current challenges in the German school system, providing the motivation for investigating alternative teaching methods.
2. Description of the methods: This section provides a structured overview of the operational steps and theoretical backgrounds of the Total Physical Response, Community Language Learning, and Drama Method approaches.
3. Discussion of the methods: This chapter critically evaluates the effectiveness, limitations, and practical applicability of the three methods, contrasting them with traditional teaching structures.
4. Personal Statement: The author concludes by offering a subjective assessment of the methods, suggesting that while each has merits, a hybrid approach might be necessary to address specific educational challenges.
Keywords
Total Physical Response, TPR, Community Language Learning, Drama Method, Foreign Language Teaching, Behavioral Psychology, Language Acquisition, Communication, Interaction, Classroom Instruction, Educational Reform, Grammar-Translation Method.
Frequently Asked Questions
What is the core subject of this paper?
The paper explores alternative didactic methods for foreign language teaching that deviate from traditional school curricula to improve student outcomes.
Which specific teaching methodologies are analyzed?
The work focuses on Total Physical Response (TPR), Community Language Learning (CLL), and the Drama Method.
What is the author's primary research goal?
The objective is to describe these methods, identify their risks and chances, and determine whether they are feasible alternatives for modern classrooms.
Which scientific approaches are applied in the study?
The author uses descriptive analysis to explain the methods and critical evaluation to compare them against traditional grammar-focused teaching styles.
What content is covered in the main section of the paper?
The main section details the pedagogical steps of the three methods and provides a critical discussion of their advantages, disadvantages, and classroom effectiveness.
What are the key terms associated with these methods?
Key concepts include student-centered learning, stimulus-response, group-analytic sessions, and the integration of phantasy and empathy in education.
How does the author evaluate the Total Physical Response (TPR) method for adults?
The author questions the effectiveness of TPR for adults, noting that it relies on children's language acquisition processes and is primarily limited to the imperative mood.
What specific critique does the author offer regarding the Drama Method?
The author notes that while the Drama Method is profitable for communicative skills, it is criticized for being too rigid due to its strict twenty-five-step structure and limited applicability for beginners.
- Quote paper
- Katrin Zielina (Author), 2002, Alternative methods of teaching foreign languages, Munich, GRIN Verlag, https://www.grin.com/document/13209
