TPRS and Webb’s Depth of Knowledge
Okay — first of all, depth of knowledge has to do with knowledge, not acquisition…but assuming that many teachers do need to provide this sort of administrivia, let’s see how beautifully TPRS and common TPRS-related activities fit! Incorporating some...Method? Strategy? Philosophy?
On a language teachers’ list, the comment recently appeared: Maybe we need to distinguish between input-based strategies and TPRS techniques, as well as “approaches” vs. “methodologies.” This is something I’ve been trying to do on...“Your class has a reputation for being ‘easy’…”
(You say that like it’s a bad thing…) More people (including other language teachers!) trying to stuff the acquisition of new languages into the same mold that fits fact-based disciplines, like — well, like everything else. I can understand clueless...TPRS™ and the Issue of Initial vs. Target Fluency
From a language teachers’ list: TPRS is used for teaching fluency. We use it whenever students don’t have “ease of expression”. Ease of expression means they speak with confidence, accuracy and without hesitation. It is been my exprience...Want more?
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