Total Physical Response(TPR)

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"Babies don't learn by memorizing lists;why should children or adults?"

James J. Asheran emeritus professor of psychology at San José State

University in California

http://www.youtube.com/watch?v=ikZY6XpB214

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What is TPR?

A language teaching method developed by James Asher, which is built around the coordination of speech and actions.

Or we can say a method of teaching a language using physical movement to react to verbal input.

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Concept

After the learner internalizes an extensive map of how the target language works, speaking will appear spontaneously.

For example, a baby spends many months listening to the people around him/her long before he/she ever says a word. No one tells babies to speak. They choose to speak when they are ready to do so.

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Principles

Understanding of the target language before ability to

speak.

Meaning of TL words conveyed through actions.

Spoken language preferred over written language.

Understanding should evolve through the movement of the

student’s body.

No forcing to speak.

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Class setting

Level of students: beginning-level.

Class duration: 1 hour – 3 times a week.

Number of students: 30.

Setting: Sweden.

Mother tongue: Swedish.

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Procedures:

Step 1. The teacher says the commands as he himself performs the action.

Step 2. The teacher says the command as both the teacher and the students perform the action.

Step 3. The teacher says the command but only students perform the action.

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Procedures:

Step 4. The teacher tells one student at a time to do commands.

Step 5. The roles of teacher and student are reversed. Students give commands to teacher and to other students.

Step 6. The teacher and student allow for command expansion or produce new sentences.

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Command examples

Stand up. Sit down. Turn around. Walk. Stop.

Jump…..

Point to the door. Point to the desk…..

Touch the door. Touch the desk…..

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Back

Observations and principles 1

The teacher gives a command in the target language and performs it with the students.

Meaning in the target language can often be conveyed through actions.

The target language should be presented in chunks, not just word by word.

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Observations and principles 2

Students say nothing.

Students’ understanding of the target language should be developed before speaking.

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Observations and principles 3

The teacher sits down and issues commands to the volunteers.

The imperative is a powerful linguistic device through which the teacher can direct student behavior.

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Observations and principles 4

The teacher introduces new commands after he is satisfied that the first six have been mastered.

It is very important that students feel successful. Feeling of success and low anxiety facilitate learning.

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Observations and principles 5

When the students make an error, the teacher repeats the command while acting it out.

Correction should be carried out in a comfortable manner.

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Observations and principles 6

The teacher says: “jump to the desk.” Everyone laughs.

Language learning is more effective when it is fun.

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Observations and principles 7

The teacher writes the new commands on the blackboard.

Spoken language should be emphasized over written language.

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Observations and principles 8

A few weeks later, a student who hasn’t spoken before gives commands.

Students will begin to speak when they are ready.

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1. What are the goals of teachers who use the TPL? Teachers who use TPR believe in the importance of having their

students enjoy their experience in learning to communicate in a foreign language.

2. What is the role of the teacher? What is the role of the students?

Teachers are directors of all student behavior. Students are imitators of teachers nonverbal model.

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3. What are some characteristics of the teaching / learning process?

Commands are to be demonstrated immediately by students.

Teachers should say them quickly and randomly.

4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?

Teachers interact with groups and individuals. Students interact when they have the ability to do so.

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5. How are the feelings of the students dealt with? Anxiety and stress are reduced.

Learning is enjoyable for learners.

6. How is language viewed? How is culture viewed? Oral modality is primary.

Culture can be introduced through simple sentences.

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7. What areas of language are emphasized? What language skills are emphasized?

Vocabulary, grammar, then speaking.

Spoken language is emphasized over written language.

8. What is the role of the students’ native language? Native language is used in the introduction of class only.

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9. How is evaluation accomplished? Evaluation is down through teachers observation.

10. How does the teacher respond to student errors? Teachers should be tolerant of errors and only correct major

errors.

Teachers should correct errors in a comfortable manner.

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Action sequence

As students learn more and more of the target language, a longer series of connected commands can be given. For example:

• Take out a pen.• Take out a piece of paper.• Write a letter. (Imaginary)• Fold the letter.• Put it in an envelope.• Seal the envelope.• Write the address on the envelope.• Put a stamp on the envelope.• Mail the letter.

This series of commands is called an action sequence or an operation.

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Materials

Generally no basic text.

Initially: teacher’s voice, actions and gestures.

later: classroom objects and/or supporting

materials.

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Advantages

TPR is fun and easy.

Good tool for building vocabulary for long-

term memory.

Does not require long preparations.

Effective for both adult and young learners.

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Disadvantages

Challenge for shy students.

No opportunity to talk in a creative manner.

Can become too repetitive and boring.

Preparation becomes an issue at higher

levels.

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Useful links

http://www.tpr-world.com http://www.teacherjoe.us/TeachersTP

R.html

http://www.tprsource.com/

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If you were asked to choose a method of the different methods that you have been introduced to, what would be that method and why?

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