Embodiment of Trace Theory in Teaching Verb Tenses

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
The idea of physical motion’s advantage on
the language learning ability is very closely
related with TRACE THEORY of learning.
Trace Theory-1

Theory that if we are correctly said to
remember some fact or event (as against
relearning it, guessing it, and so on) there must
be some physiologically identifiable trace in
the brain which carried the information in
question right through from the time when we
first learnt it (Bursen, 1978).

The trace need not be a physical object; it
could be an electrical circuit or such like.
Trace Theory-2

Trace theory of memory (Katona, 1940)

The more often or the more intensively a
memory connection is traced, the stronger
the memory association will be and the
more likely it will be recalled.

Memory is stimulated or ‘traced’ and
increased when it is closely associated with
motor activity (Brown, 2001).
Trace Theory-3

Retracing can be done verbally (e.g., by
rote repetition) and/or in association with
motor activity. Combined tracing activities,
such as verbal rehearsal accompanied by
motor activity, hence increase the
probability of successful recall.

In this study, a new teaching method called
‘Teaching Verb Tenses through Actions
(TVTA)’ (Song & Lee, 2007) is suggested
to help students understand verb tenses
easily.

In this study, verb tenses are associated with
spatial time. They are represented in hand
signal actions.

Learning languages with physical actions
can enhance language learning and reduce
learners’ stress.

These actions could be very expressive and
helpful for L2 learners.


The purposes of this study
The purposes of this study

To corroborate the new teaching method
called ‘Teaching Verb Tenses through
Actions (TVTA)’

To help students use appropriate forms
of verb tenses


Review of the literature
Review of the literature
e
e

1. Time Orientation Metaphor

Lakeoff and Johnson (1999) suggest that we have a rich
and complex notion of time built into our conceptual
system. All of our understandings of time are relative to
other concepts such as motion, space, events and etc.

The most basic metaphor for time: They describe that the
location of a speaker is considered as the present, the
space in front of the speaker is regarded as the future, and
the space behind the speaker indicates the past.
2. Total Physical Response (TPR)

Asher(1997) believes the method that involves
game-like movements can reduce a learner’s
stress and create a positive effect on the language
learner.

It attempts to teach languages through various
physical actions.
3. The Effectiveness of Physical Activities

Walter & Marjorie (1981) claim that body movements are
very expressive and helpful for communication. Physical
activities can enhance and enrich the language learning
for students in various ways. They report that the memory
of objects and movement was much stronger than the
verbal learning.

Young students can learn the target language very easily
when they learn through physical activities (Lee, 1971).