TOTAL PHYSICAL RESPONSE

Background.
TPR was built around the coordination of speech and action, it attempts to teach language
through physical (motor) activity, it was developed by James Asher professor of
psychology at San Jose State University. Asher shares with the school of humanistic
psychology a concern for the role of affective emotional factors in language learning, a
method that is undemanding in terms of linguistic production and that involves gamelike
movement reduces learners stress. He believes that creates a positive mood in the
learner, which facilitates learning.
Asher sees successful adult second language learning as a parallel process to child first
language acquisition. He claims that speech directed to young children consists primarily
of commands, which they respond to physically before they begin to produce verbal
responses. Asher feels adults should recapitulate the processes by which children acquire
their mother tongue.

Theories behind TPR.

a) Childhood language acquisition theories. Children are exposed to hear amounts of
language input before speaking, language learners can also benefit from following
this natural progression from comprehension to production.
b) The left brain-right brain divide: the left brain can be described as logical, one-track
and cynical, it is used when analysing, talking, discussing etc. The right brain is
used when moving, acting, using metaphors, drawing, painting, etc.
c) Lowering stress and affective filter. Students learn more when they are relaxed,
this is because the affective filter and mental barrier between the students and the
information is raised when students are nervous or uncomfortable, when the
affective filter is high, learners find it harder to understand process and remember
information.

The method.
Total Physical Response is linked to the "trace theory" of memory in psychology which
states the more often and intensely a memory is traced, the stronger the association and
more likely it will be recalled. 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.)

Asher assures that humans are endowed biologically with a program that follows this
process of language. He adheres to Krashens Natural Approach of language learning. The
learning process focuses on comprehension; the speaking part is postponed until
comprehensions skills are established.
The bio-program.
a) Children develop listening competence before they develop the ability to speak. At the
early stages of first language acquisition they can understand complex utterances that
they cannot spontaneously produce or imitate. Asher speculates that during this period of
listening, the learner may be making a mental "blueprint" of the language that will make it
possible to produce spoken language later.
b) Children's ability in listening comprehension is acquired because children are required
to respond physically to spoken language in the form of parental commands,
c) Once a foundation in listening comprehension has been established, speech evolves
naturally and effortlessly out of it. As we noted earlier, these principles are held by
proponents of a number of other method proposals and are referred to collectively as a
Comprehension Approach.

The TPR method relies on three assumptions about language:

a) A lot of the grammatical structures of the language can be learnt using the
imperative form, the reason behind this asseveration is that verbs in imperative are
primordial form upon which language learning can be organized.
b) The language distinguishes between abstractions and non-abstractions. Nonabstractions can be taught in order to create a cognitive map and grammatical
structure of the language. (LEER ESTE ARTCULO SOBRE ABSTRACTION:
https://en.wikipedia.org/wiki/Abstraction_(linguistics) )
c) Language can be internalized as single items or chunks of information.
This method also emphasises the importance of a stress free environment, this is
achieved only if the teacher focuses on transferring knowledge through physical activities.

The most prominent features of the TPR.

The coordination of speech and action facilitates language learning.
Grammar is taught inductively.
Meaning is more important than form.

Speaking is delayed until comprehension skills are established.

Effective language learning takes place in low stress environment.
The role of the teacher is central. S/he chooses the appropriate commands to introduce
vocabulary and structure.
The learner is a listener and a performer responding to commands individually or
collectively.
Learning is maximized in a stress free environment.

TPR Activities.
They rely on action based instructions or exercises (drills) in the imperative form. This drills
have the objective of provoke a physical reaction on students, the use of dialog is delayed.
Some classroom activities include:
Drill commands: Drill commands are best given in an excellent command voice. A
command voice is characterized by DLIPS: Distinctness, Loudness, Inflection, Projection,
and Snap
Role plays at every day situation (restaurant, school, work, etc.)
Slide presentations to provide a visual centre for teachers narration, which is followed by
commands or questions.
Reading and writing can be introduced to consolidate grammar and expand vocabulary.

Principles of TPR Activities.

Prepare script: it is essential to prepare a script for you want to do.
Build on what has done before: TPR instruction should be seen as a progression with a
new language being added to and combined with the old every session.
Recycle language and review extensively: on a similar note previously learn language
should be reviewed and cycle into lessons constantly in order to reinforce it.
Dont change the target language: while it can be useful to introduce synonyms it is
extremely important that the language not be changed half way through a session, this is
extrememely confusing for students.
Be good natured and positive: in order for students to relax and feel comfortable during
TPR practice the teachers should project a friendly and positive manner.

Introduce limited number of items and manipulate them extensively: It is important to limit
the number of new items in order to avoid the student overload and to allow students to
process and absorb the language.
Incorporate some humour: once students are used to TPR practice introducing a limited
amount of humour into the class can greatly increase the students interest and enjoying.
Students dont speak: students should not be forced to repeat the commands or otherwise
to speak until they are ready.
Students dont help each other: students should not need help with the TPR command as
the meaning should be obvious from contest the teachers explanation previously learned
language.

Criticism and disadvantages.

James Asher never gives a detailed account of his distinction between abstraction and
non-abstraction. (Asher does not directly discuss the nature of language or how languages
are organized.)
TPR only deals with the beginning stage of language learning.
TPR syllabus, utterances and the sentences within it are questionable as far as their
communicative relevance is concerned.
It is not a very creative method.
Students are not given the opportunity to express their own thoughts in a creative way.
It is easy to overuse TPR.
It is limited since everything cannot be explained with this method.
It must be combined with other approaches.

Advantages.
When used in association with other methods and techniques, TPR can yield tremendous
results.
For many teachers TPR represents a useful set of techniques and is compatible with other
approaches to language teaching.

The focus on comprehension is another appealing feature of TPR.

The method is compatible with new approaches to language learning as it stresses the
importance to meaning rather than form.
Learning highly benefits from TPRs emphasis on stress reduction.
It does not require a great deal of preparation on the part of the teacher.
It is a great tool for learning vocabulary.
Class size does not need to be a problem.
There is no age barrier.

http://www.myenglishpages.com/blog/total-physical-response/
References:

Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and methods in language
teaching: A description and analysis. Cambridge: Cambridge University Press

Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York:
Longman

http://www2.vobs.at/ludescher/total_physical_response.htm

TPR
http://www.nevadaadulteducation.org/nvrb/HowToUseTotalTPRinESL.pdf

ACTIVITIES: