Posts Tagged ‘TPRS’

Cooperative Learning: A Comprehensible-Input Perspective

Many teachers are being told to use more cooperative activities in their classrooms, but does this approach actually improve student acquisition? Below are some common ideas about cooperative learning in the foreign language classroom, and a Comprehensible Input-based response to each. Idea: The more time spent in pair and group work, the better.  Time spent in pair and […]

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 of the action words into the descriptions of tasks, and breaking down each individual action or […]

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 some of the “other lists” when engaging non-CI-based folks in dialogue about what we do. This is how I cut […]

“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 monolingual administrators who hated their own hours in high school Spanish doing that. Their experience […]

I+1 or I+100?

TPRS is based on comprehensible input, and believes that students learn by input. Other major approaches to date have been based on output, and believe that student learn by outputting language. So, the two are not really compatible. They are based on completely opposite things. It’s true that many factors come together to support acquisition, […]

Tips for Tones

On a language teachers’ mailing list, someone asked for hints on how to teach Chinese tones. Here’s how I do it. Some tools for getting students to acquire tones in Mandarin: –Directional gestures (gestures specifically for each new word that incorporate both a meaning component and place the tones into a tonal space that is […]

CI in Short

After a reader had slogged through a 28-page forum discussion on Comprehensible Input-based language teaching, the question came out: Could someone post a very brief, 3- or 4- point summary of the basics? This is my take on that. Comprehensible Input: the brain acquires language by hearing language it can understand. It takes many repetitions […]

Comprehensible Input goes traveling

The newest buzz in the communicative language teaching community is — guess what — “Comprehensible Input”. Unfortunately, there seems to be some confusion about what “comprehensible” means. Sitting in workshops given by respected presenters in the communicative teaching world, one hears repeated references to “Comprehensible Input”, but what is really being said is usually one […]

Comprehensible input and acquired output

A TPRS teacher recently wrote: I know we’re not about writing because it’s output but not input, but maybe this kind of thing would help the kids see the value in paying attention to those stories in class, and give them a chance to see that there are thousands of kids who are being taught […]

“Oh, I do TPRS®, I just add some extra words.”

Lots of people out there these days saying they “do” TPRS®. What has to be happening to make a statement like that true? Teachers who teach using TPRS® are using Comprehensible Input. There are other ways to teach using Comprehensible Input. TPRS® is just one of them. The main hallmark of TPRS® is the insistence […]

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