The role of context in the TPRS classroom

Abstract

This article presents three selected dimensions, which we summarised under the term ‘context-sensitivity’. In this article, we attempt to show how auditory, visual, and linguistic elements support a TPRS lesson in the foreign language classroom. Also, a teaching sequence will be presented putting our ideas and suggestions into practice.

Three aspects of context-sensitivity

We discern three aspects of context-sensitivity which are of relevance for a TPRS lesson in the foreign language classroom:

• the auditory aspect
• the visual aspect
• the linguistic aspect

These dimensions have been selected by virtue of insights about how the brain impacts language learning. The linguistic aspect as well as the auditory and visual dimensions are of vital importance when it comes to retention in foreign language teaching (Schuhmann 1999; Roth 2011). In the same vein, Brown (2007: 176) equally states:

So, when a teacher in a foreign language class suddenly asks to perform something that is, let's say, too complex, your reaction of fear and anxiety means that the amygdala has sent neural signals to the rest of the brain indicating that the stimulus is too novel, unpleasant, unmanageable at the moment, and a potential threat to self-esteem.

Against this background, TPRS [1] appears all the more suitable to alleviate such a response on the learners’ part by virtue of its guiding principles, i.e. comprehensibility, repetition, high motivation, interaction as well as personalisation (Ray and Seely 2012: 9).

TPRS proves to be a particularly suitable approach with regard to young learners. Learners typically acquire information in a multimodal fashion [2], which is not only the beginning of information processing but also takes place in their sensory memory (Pishwa 2006: 5). Additionally, Roth (2011) claims that sustainable retention is merely achieved by repetition together with a multimodal mix of didactical methods in order to slow down the rate of forgetting newly learnt structures. In the case of a subjective input-overload due to a one-dimensional mode of instruction, for example,  information typically ends up in the so-called "bottle-neck" (Pishwa 2006: 5) of the learners, i.e. the amount of data to be processed further is thereby delimited and it is determined which pieces of information are stored in their memory and which ones are not. Therefore the use of realia as well as multimodal methods typically used in a TPRS sequence appears to mitigate this phenomenon and subsequently provides multiple ways of storing and interconnecting newly learnt input for the learners in various, redundant ways. Multhaup (2006: 179-180) equally observes that

[…] in teaching for instance, personal factors, stimulating learning environments, choice of interesting topics, and similar motivational 'gimmicks' matter no less than rationally and personal likes and dislikes, they selectively react to objects and events in their environment.

In the following, we will elaborate on the presented ideas in more detail. We are fully aware of the fact that many colleagues already act on their intuitions tapping into what we are going to suggest in the following paragraphs. Accordingly, we advocate systematic preparation and planning as opposed to arbitrary techniques relying on individual intuitions, because this is fairly tempting in the context of a TPRS lesson. However, trusting one’s intuitions alone does not automatically presuppose a sound methodological plan, in most cases. Frequently, the methodological-didactical value is virtually absent due to the creative sensation a teacher feels in such moments. This is why special emphasis has to be put on the planning and preparatory phase.

The auditory aspect

Auditory input facilitates comprehension and accelerates the input-intake process of the learners (Asher 1988; Krashen 1982; Krashen and Terell 1983; Krashen 1997; Roth 2011;). Especially, the conscious use of one’s voice is of relevance here. Consider, for example, intonation, effective pausing, prosody, volume, etc.  Moreover, singing difficult words children tend to forget or just using a rhythmical sequence as in a “jingle version” may also help enhance sustainable memorisation. In addition, auditory context-sensitivity also involves the teachers’ awareness of how they can use realia in the classroom in order to produce a variety of sounds introducing new linguistic concepts and structures.

The visual aspect

The visual aspect also takes advantage of standard classroom equipment (e.g. desks, chairs, board, chalk, etc.), which should be used for language teaching purposes. Experienced teachers would presumably integrate these items into their lessons anyhow. For instance, using chairs and tables to illustrate spatial prepositions is a typical strategy of instruction. We will discuss more concrete implications of visual stimuli in the last section of the article.

The linguistic aspect

In this domain, we would like to focus on how teacher input can be made even more comprehensible for learners sharing a common language of instruction in the classroom [3]. Even though planning will always differ from learner group to learner group, there are two notions we would like to refer to in particular. First, teachers could devise a list of topic-related cognates with regard to the learners’ common language of instruction. Secondly, it is also worth making high-frequency word lists (West 1953) the centre of your vocabulary teaching strategies.

Practical implications: Breakfast

Let us now consider a hands-on teaching sequence putting the ideas presented above into practice

It goes without saying that we cannot account for the level of detail as it would normally be required in this overview. Instead, we show up possible directions on the basis of our arguments. We have chosen the topic Breakfast for a TPRS teaching sequence for beginners (CEFR level A0-A1). The table below outlines various considerations of the planning phase as well as some starting points for the actual teaching in class:

Table 1. Considerations of the planning phase.

As can be seen, multimodal notions have been identified in the planning phase. Auditory and visual methods are prominently used in the first phase of our TPRS sequence (establish meaning) and serve as mnemonic devices for revision (if applicable). This is merely a small sample of ideas since opportunities of enhancement always depend on various parameters such as the topic, the learners’ language level, etc. In the context of Breakfast, let us discuss the role of cognates. Typically, the set of new items in a TPRS sequence should be limited (Ray and Seely 2012). Therefore, we only introduce three new expressions: to have breakfast, to spread something on something, to pass something to someone. New lexical items are put on display (e.g. on the board, etc.). However, English and German equally share an even longer list of cognates in this topical domain, which we suggest to deliberately not put on display. Various corollaries of similarity in alliteration, spelling, word origin, prefixes, suffixes, etc. will be easily comprehensible to the learners [4].

This lesson plan represents only one possible suggestion of enhancing a TPRS sequence, given that all learners share a commonly known language of instruction. Generally, the number of newly introduced expressions can always be augmented by auditory, visual and linguistic extensions in the manner presented.

We attempted to show how TPRS can be meaningfully intertwined with multimodal dimensions of context-sensitivity. Of course, our intuitions about potential practical scenarios for the EFL classroom do not end here, but have to be regarded as one possible way of rethinking tried and tested methods. Certainly, quantitative studies are required and also desirable in order to substantiate the empirical validity of our claims.