Bc.
Zuzana Bogricová, 1AjGm, W4: Cognitive approach & Total physical response
The Cognitive Approach explains how language teaching changed in the late 1950s and
early 1960s. Before this time, behaviorism dominated psychology, focusing on stimulus-
response conditioning. However, cognitive psychologists challenged this view, arguing it
couldn't explain all human learning. Noam Chomsky criticized B.F. Skinner's idea that language
was just conditioned behavior, pointing out that humans constantly create new sentences that
they've never heard before.
These new ideas affected language classrooms. The Audiolingual Method, based on
behaviorist ideas, had been popular but was losing support. It focused too much on
memorization and drills, giving students little chance to use language creatively. Students and
teachers were frustrated by the lack of grammar explanations and the strict classroom pace.
By 1970, cognitive principles replaced behaviorist ones in language teaching. Chomsky
proposed that humans have a "language acquisition device" in the brain that helps children
learn languages naturally. This device lets people internalize complex language rules.
The cognitive approach emphasizes several important concepts. First, there's a
difference between automatic processing (which happens spontaneously and doesn't require
much attention) and controlled processing (which requires conscious effort). Beginning
language learners use controlled processing, while skilled users process language
automatically. Second, meaningful learning (connecting new ideas to existing knowledge) is
more effective than rote learning (memorizing isolated facts). Third, restructuring occurs
when learners reorganize their mental understanding of language as they learn new information,
which explains why learners sometimes seem to forget grammar rules they previously knew.
Classroom activities based on cognitive principles include making learning meaningful
through explicit grammar explanations with many examples, providing extensive practice to
develop automatic language use, giving students opportunities to apply rules in real
communication, sequencing new material to build on previous knowledge, using pre-reading
and pre-listening activities, and teaching language learning strategies.
The Total Physical Response (TPR) method was developed by Dr. James Asher, a
psychology professor who wanted to find better ways to learn languages after struggling with
Latin, Spanish, French, and German. Asher was interested in "first-trial learning" helping the
brain learn new information on first exposure.
Bc. Zuzana Bogricová, 1AjGm, W4: Cognitive approach & Total physical response
Working with a Japanese graduate student, Asher discovered he could quickly learn
Japanese by physically responding to commands like "stand up" and "sit down." He refined this
technique into the TPR method, which became widely used across North America and Europe.
Studies showed that TPR improved students' listening comprehension and vocabulary retention
better than traditional methods, and these benefits transferred to reading, speaking, and writing
skills.
TPR is based on the idea that humans are naturally programmed to learn languages, and
this process works similarly for adults learning foreign languages as it does for children learning
their first language. Just as children hear a lot of language before they start speaking, Asher
believed older learners also need a "silent period" to absorb language patterns before speaking.
He noted that many commands that children hear (like "Don't touch that!") involve physical
responses, which activate the right brain hemisphere associated with movement. This helps the
brain learn language without the stress of complex analysis by the left brain.
In a TPR classroom, the teacher begins by demonstrating commands like "stand up" and
"sit down," having students copy the actions. As students master these basics, the teacher
introduces new vocabulary and grammar through more commands: "Touch your head," "Draw
a circle," "Walk between Maria and Juan." Speaking is introduced gradually, starting with
simple questions requiring short answers. Reading begins with vocabulary lists and stories
students have already heard, while writing involves answering questions about familiar
material.
Asher believed that TPR reduces the stress of language learning by using natural
learning processes, making learning more enjoyable and effective.
