Walk Your Students to Verb Competence
A Model for Reality‐Based Learning
Bibliographic Data
| ID | 8937611 |
|---|---|
| Authors | Ray Elvin Host (Eastern Mennonite University, corresponding author) |
| Year | 1993 |
| Volume | 26 |
| Issue | 1 |
| Pages | 83-86 |
| Publication date | 1993-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1993.tb01155.x |
| OpenAlex | W2098581801 |
| Language | EN |
| References cited | 1 |
As James Asher has ably demonstrated in Total Physical Response, physical involvement enhances language learning. Walking/not walking and the third‐person/firsr‐person contrast provide a ready model for involving students in learning verbs, in several tenses, while they create the meaning of the words they are learning. Classroom demonstration of walks, was walking, and walked not only offers active learning for a Few students; well‐planned questioning and choral responses involve the entire class in meaningful oral use of new verb forms, with the demonstration serving as a visual aid for all. Further, the demonstration‐based question‐answer sequence developed for conjugating Spanish caminar (to walk) may readily be applied to a wide variety of verb concepts which students can grasp quickly through classroom performance, in any language
Adjunct · Class (philosophy · Competence (human resources · GRASP · Linguistics · Mathematics education · Meaning (existential · Modal verb · Variety (cybernetics · Verb · Artificial Intelligence · Behavioral and Psychological Studies · Computer Science · Health, Education, and Physical Culture · Psychology · Social Psychology · Visual and Cognitive Learning Processes
| Citation velocity | historical |
|---|---|
| Highly cited | No |