TOTAL PHYSICAL

RESPONSE
Operiano, Joanh Samonte Iris Kye

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

-from a lecture by Dr. Asher at Cambridge University, England.

WHAT IS TPR?
developed by James Asher, a professor of psychology at San Jose State University, California, in the 1970s.
a language learning method based on the coordination of speech and action It is an experience rather than a concept

It enables students of all ages to understand any language in few exposures

OBJECTIVE:
To

provide an enjoyable learning experience, having a minimum of the stress that typically accompanies learning a foreign language.

PRINCIPLES ELABORATED BY TPR:

Spoken language should be developed before speaking the language.

Understanding through the movement of the students body

Students should not be forced to speak.

THE LEARNING HYPOTHESES:

Childhood Language Acquisition Theories Listening before speaking (Natural Approach) and synchronization with the body. Affective Filter: the lower the stress, the greater the learning Brain Lateralization: TPR is directed to right brain hemisphere since it can trigger activities in the left-brain hemisphere.

LEFT BRAIN

VS.

RIGHT BRAIN

Left Brain: Right Brain: Language activities Motor activities Logical Random Sequential Intuitive Rational Holistic Analytical Synthesizing Objective Subjective Looks at parts Looks at wholes

ASPECTS OF LANGUAGE TPR EMPHASIZES:.

Grammatical structures and vocabulary are emphasized, imbedded in imperatives.

Understanding precedes production; spoken language precedes the written word.

ROLES:

The teacher plays an active and direct role because she/he decides what to teach, she/he selects and models the material.
The learners listen attentively and respond physically to commands. They are expected to recognize and respond to new combinations of taught items and they have to produce new combinations of their own.

Method is introduced in students native language, but rarely used later in course. Meaning is made clear through actions.

TEACHING-LEARNING PROCESS:
Lessons

begin with commands by the

teacher. Students demonstrate their understanding by acting these commands out. Teachers recombine their instructions in novel and often humorous ways; eventually students follow suit. Activities later include games and skits.

TEACHER-STUDENT AND STUDENT-STUDENT INTERACTION:

The

teacher interacts with individual students and with the group, starting with the teacher speaking and the students responding nonverbally. Later, this is reversed; students issue commands to teacher as well as each other.

ADVANTAGES OF TPR:

easy to implement/no translation reduces stress and pressure to students different style of teaching and learning Fun: Students enjoy the activity! Simple TPR activities do not require a great deal of preparation on the part of the teacher. TPR is inclusive and works well in a class with mixed ability levels. Good for kinesthetic learners who need to be active in class. Good tool for building vocabulary. Actions help build connections in the brain. Helps learners achieve fluency faster by immersing learners in activities that involve them in situational language use. Good instructional practice for ESL learners in their silent period.

DISADVANTAGES
Most

OF

TPR:

useful for beginners. Preparation becomes an issue for teachers at higher levels. Students are not generally given the opportunity to express their own thought in as creative manner. It is easy to overuse TPR and begin to bore students. May limit teachers in term of scope of language that can be addressed. Can be a major challenge for shy students.