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Fle-238 Total Physical Response

Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that incorporates physical movement and actions to help students learn a new language. In TPR, the teacher gives students commands in the target language and students respond by performing physical actions, allowing them to learn through associating the language with actions before speaking. TPR aims to reduce stress and help students develop listening comprehension through kinesthetic activities led by the teacher.

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317 views

Fle-238 Total Physical Response

Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that incorporates physical movement and actions to help students learn a new language. In TPR, the teacher gives students commands in the target language and students respond by performing physical actions, allowing them to learn through associating the language with actions before speaking. TPR aims to reduce stress and help students develop listening comprehension through kinesthetic activities led by the teacher.

Uploaded by

api-274381136
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Total Physical

Response

What is TPR?
Total Physical Response (TPR) is a
language teaching method built around
the coordination of speech and action.
TPR was developed by Dr. James Asher.
TPR won popularity in the middle of the
70s.

Principles
Understanding of the target language
should be developed before speaking
Meaning can often be conveyed through
actions, especially by using commands.
Feelings of success and low anxiety
facilitate learning.

Memory is activated through learners


responses.
Students learn one part of the language
rapidly by moving their bodies.
Spoken language should be emphasized
over written language.
The imperative is a powerful linguistic
device.

Teachers should be tolerant towards


students errors.
Meaning is more important than form.
Students develop flexibility in
understanding novel combinations of the
target language chunks.
Students will speak when they are
ready.

The Theories of Learning


The bio-program
Brain laterization
Reduction of stress

Bio-program
Second language learning is parallel to first
language learning and should reflect the same
naturalistic processes:
Listening should develop before speaking.
Children respond physically to spoken language.
Once listening comprehension has been
developed, speech develops naturally and
effortlessly.

Brain Lateralization
Asher sees TPR as directed to right brain
learning, whereas most second language
teaching methods are directed to left
brain learning.
Adults should use right brain motor
activities, while the left hemisphere
watches and learns.

Reduction of Stress
By focusing on meaning interpreted
through movement, rather than on
language forms, the learners are free
from stressful situations.

Objectives of TPR
Teaching oral proficiency and basic
speaking skills,
Producing learners who are capable of
free communication, which is
understandable to a native speaker.

Syllabus

TPR uses a sentence-based grammatical


syllabus.

The Roles Of
Teacher&Learners
Teachers are:
active

Learners are:
attentive listeners
and performers

responsible for
providing the best
exposure to language

imitators of the
teachers non-verbal
model

motivators of the
learners

ready to speak

the directors of all


students behavior

alert to respond
physically to the
commands given
required to respond
both collectively and
individually

Activities
Visual
Auditory
Kinesthetic

Typical Activities

Imperative Drills
Conversational Dialogue
Role Plays
Slide Presentations
Reading and writing

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Materials
There is generally no basic text in TPR
course.
Materials play an increasing role,
however, in later learning stages.
These may include pictures, realia,
slides, and word charts.

Procedure

Review
New Commands
Role Reversal
Reading and Writing

Listen...
Watch...
Imitiate...

Review
Teacher gives a summary of the last
lesson.
Teacher repeats what is learned in the
previous lesson.

New Commands
Teacher issues new commands that use
novel combinations of the words the
students have learned.
Instructors limit the number of new
vocabulary items given to at any one
time.

Role Reversal
Students volunteer to utter commands
that manipulate the behavior of the
instructor and other students.

Reading and Writing


Teacher writes new vocabulary items
and a sentence to illustrate the items on
the board.
Then, he/she speaks each item and acts
out the sentence.

Evaluation
Teachers can evaluate students through
simple observation of their actions.
Formal evaluation is achieved by
commanding a student to perform a
series of actions.

Advantages of TPR
It is fun, easy and memorable.
It is a good tool for building vocabulary.
It can facilitate students with the
meaning in real context.
It does not require a great deal of
preparation.

It helps the students understand the


target language.
TPR is inclusive and works well a class
with mixed ability levels.
It helps learners achieve fluency faster
in language learning.

Disadvantages of TPR
It is not a very creative method.
It can be a challenge for shy students.
Overusing TPR causes someone easily
bored.
It is limited.

DISCUSSION
QUESTIONS

What are the


contributions of TPR
method to students?

What can be the aims of


TPR in language
teaching?

In what conditions TPR


does not work?

What parts of language


are emphasized? Which
language abilities are
emphasized?

What are the


characteristics of teacher
in this method? How does
she behave when a student
make an error?

What do you think about


nourishing the language
with practical
application/ action?

What can you say about


the student-teacher and
student-student
interaction?

Do you think that


supporting the lesson
with TPR method helps
to provide permanent
information?

Audo Lingual Method vs.


Total Physical Method
Can you compare with ALM
and TPR? What are ther
typical differences?

How can abstract issues


be explained to students
with TPR?

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