TOTAL PHYSICAL RESPONSE (TPR)

TPR is a language teaching method built around the

coordination of speech and action; it attempts to teach language through physical motor activity
Developed by James Asher, a professor of psychology at

San Jose State University, California

He claims that speech directed to young children

consists primarily of commands, which children respond to physically before they begin to produce verbal responses

TOTAL PHYSICAL RESPONSE (TPR)

Asher shares with the school of humanistic psychology

a concern for the role of affective factors in language learning

TOTAL PHYSICAL RESPONSE (TPR)

Asher draws on three influential learning hypotheses

for facilitating or inhibiting foreign language learning:

There exists a specific innate bio-program for language

learning which defines an optimal path for first and second language development
Brain lateralization defines different learning functions

in the left-and-right brain hemispheres

Stress intervenes between the act of learning and what is

to be learned; the lower the stress, the greater the learning.

TOTAL PHYSICAL RESPONSE (TPR)

Listening should be accompanied by physical

movement. Speech and other productive skills should come later.

Asher sees TPR as directed to right-brain learning,

whereas most second language teaching methods are directed to left-brain learning. Asher hold that the child language learner acquires language through motor movement.

TOTAL PHYSICAL RESPONSE (TPR)

Adults should proceed to language mastery through

right hemisphere motor activities, while the left hemisphere watches and learns.

THE OBJECTIVE OF TPR

The objective of TPR is to teach oral proficiency at a

beginning level. Comprehension is a means to an end. The ultimate aim is to teach basic speaking skills. TPR requires initial attention to meaning rather than to the form of items. Grammar is thus taught inductively.

THE ROLE OF THE LEARNER

Learners in TPR have the primary roles of listener and

performer.
They listen attentively and respond physically to

commands given by the teacher.

Learners are also expected to recognize and respond to

novel combinations of previously taught items.

THE ROLE OF THE LEARNER/TEACHER

Learners monitor and evaluate their own progress.
They are encouraged to speak when they feel ready to

speakthat is, when a sufficient basis in the language has been internalized.
The teacher plays an active and direct role in TPR.

PRINCIPLES
Meaning in the target language is often conveyed

through actions
Students understanding of target language should be

developed before speaking

Students can initially learn one aspect of the language

rapidly by moving their bodies

Imperatives are linguistic device which the teacher

uses to direct students behaviour

PRINCIPLES
Students learn through observing actions and

performing the actions themselves.

Feelings of success and low anxiety among students

facilitate learning.
Students should not be asked to memorize fixed

routines.
Corrections should be carried out in a unobtrusive

manner.

PRINCIPLES
Students must develop flexibility in understanding

novel combinations of target language.

Language learning is more effective when it is fun.
Spoken language is emphasized over written language. Students will begin to speak when they are ready.

Teachers should be tolerant of errors made by students

when they begin speaking

GOALS OF TEACHERS WHO USE TPR

Students enjoy their experience in learning to

communicate in the target language.

Reduce stress among students when they learn the

target language

ROLE OF THE TEACHER

The teacher is the director of all student behaviour.
The teacher is a nonverbal model.

ROLE OF THE STUDENTS

Imitators of teachers nonverbal model.
Plays the role of the teacher (reverse role) with

individual students directing the teacher and other students.

CHARACTERISTICS OF THE TEACHING/LEARNING PROCESS

First phase of lesson is modeling of commands by

teacher and some students. The second phase is the same students demonstrate the actions. The teacher recombines elements of the commands. After responding to oral commands, students read and write them. Students issue the commands when they are ready to speak.

NATURE OF STUDENT-TEACHER INTERACTION

The teacher interacts with the whole group of students

and with individual students.

NATURE OF STUDENT-STUDENT INTERACTION

Students perform actions together.
Students learn by watching each other. Students issue commands to one another and to the

teacher.

HOW ARE FEELINGS OF STUDENTS DEALTH WITH?

Students are allowed to speak only when they are ready

to reduce stress.
To relieve anxiety language learning is made enjoyable

HOW ARE LANGUAGE/CULTURE VIEWED?

Oral modality is primary.
Culture is the lifestyle of people who speak the

language natively.

AREAS OF LANGUAGE EMPHASIZED

Vocabulary and grammatical structure emphasized

within imperatives.
Imperatives in single words and multi-word chunks

used.

LANGUAGE SKILLS EMPHASIZED

Spoken language emphasized over written language.

ROLE OF STUDENTS NATIVE LANGUAGE

TPR is usually introduced in the students native

language.

EVALUATION
Formal evaluation is conducted by commanding

individual students to perform a series of actions.

Performance in skits created by students can become

basis for evaluation.

Teachers respond to student errors

Teachers are tolerant to student errors.
Teachers only correct major errors.

TECHNIQUES
Using command to direct behaviour Role reversal Action sequence