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‡ Therefore, Asher decided
to create a stress-free
approach to
learning a second
language that used
many methods
found in the first
language
learning experience.
‡ According to Asher, TPR is based on the premise that
the human brain has a biological program for acquiring
any natural language on earth - including the sign
language of the deaf. The process is visible when we
observe how infants internalize their first language.
‡ TPR is offered as an example of a general approach
called ¶comprehension approach·.

‡ Comprehension approach places the value on the

student·s understanding of the target language, and
thus it emphasizes the listening skills.

‡ The Natural Approach, like TPR, is regarded as a

comprehension-based approach because of its
emphasis on initial silent period in the production of
language.
 ¢




‡ The NA was developed by Tracy Terrell and Stephen

Krashen in 1977. It came to have a wide influence in
language teaching in the United States and around
the world.

‡ The most striking proposal of the NA theory is that

adults can still acquire second languages and that the
ability to 'pick up' languages does not disappear at
puberty.
‡ The theory behind the NA implies that adults can
acquire all but the phonological aspect of any foreign
language .

‡ While learning adults have two paths to follow:

Acquisition and learning. However, children have only
one: Acquisition.

‡ For Krashen, even Grammar Translation Method is not

as old and traditional as the method of acquiring a
language in its natural environment, a method which
has been used for hundreds of thousands of years.
 ë
 ¢



  


‡ The Acquisition-Learning Hypothesis

‡ The Natural Order Hypothesis
‡ The Monitor Hypothesis
‡ The Input Hypothesis
‡ The Affective Filter Hypothesis
 ¢
  



 
‡ The Acquired System vs. The Learned System
‡ Learned competence functions (LC) as a monitor or
editor.
‡ ¶Learning does not become acquisition.· Stephen
Krashen
‡ Grammar study (learning) is less effective than simple
exposure (acquisition).
 ¢



‡ The relationship between acquisition and learning and
the influence of the latter on the former.

‡ ¶Fluency· in second language performance is due to

'what we have acquired', not ¶what we have learned·.

‡ Three conditions :(1)Having enough time; (2) focusing

on form; (3) knowing the rule.
 ¢



 
‡ Language rules are acquired in a predictable order
and certain rules tend to be acquired before others.

‡ The implication of natural order is not that second or

foreign language teaching materials should be
arranged in accordance with this sequence but that
acquisition is subconscious and free from conscious
intervention.
 ¢




‡ Explains how successful ´acquisitionµ occurs.

‡ Concerned with 'acquisition' not 'learning¶

‡ ¶Comprehensible input' should be provided.

(Krashen defined the present ´levelµ as i and the ideal
level of input as i +1.)
¢
 





‡ A number of 'affective variables' play a facilitative,
but non-causal, role in second language acquisition.

‡ These variables : Motivation, Self-Confidence and

Anxiety.

‡ People acquire a second language only if their

affective filters are low enough to allow them to
receive adequate input.
 
!

Asher -> Right Brain Learning

Language acqusition happens through 22
2


 Sufficient amount of right hemisphere learning

Language production & other abstract language processes

h


 




"
Stress-free environment

Relaxed and pleasurable experiences

Focusing on the meaning interpreted by

movement


„=2
 2 To teach basic speaking skills

„#$ 2 : Imperative

Drills

„% Sentence-based

„þ2h
Listener ² Performer

„

%& Parent ² Children example

„þ No basic text. Concrete materials and

realia is used instead.
 %#


oTo teach oral proficiency at a beginning
level and the ultimate aim is to teach basic
speaking skills.

oTo produce learners who are capable of

free communication, which is
understandable to a native speaker.
%
The syllabus is predictable from the exercises
used in the class: A sentence-based syllabus
with grammatical & lexical criteria being
primary in selecting teaching items.

TPR requires initial attention to meaning

rather than to the form of items. Grammar is
thus taught inductively.

 

Imperative drills are the major
classroom activity in TPR. Other
class activities include role plays
and slide presentations.

Conversational dialogues are

delayed until after almost 120 hours
of instruction.
 h


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Learners have the primary roles
of listener & performer. They
listen attentively and respond
physically to the commands
given. The teacher who has a
direct and active role has the
responsibility of providing the
best kind of exposure to
language.
v (
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2*

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,-.//

 

For absolute beginners lessons
may not require the use of
materials since the teacher·s
voice, actions and gestures may be
sufficient. The teacher can use
basic classroom objects such as
books, pens etc. As the course
develops, the teacher will need to
collect new materials. These may
include pictures, realia, slides,
word charts.
TPR Student Kit - Supermarket
þ


‡Review
‡New Commands
‡Role Reversal
‡Reading and Writing
 h

(
‡ Teacher gives a summary
of the last lesson.
‡ Teacher repeats the
verbs/items etc. that
were learned in
the previous lesson.
 
(22
‡ Giving the commands.

‡ Three commands at a time.

‡ Varying the sequence of

commands.
(2 

%
 
  


2



  

¢þh
¢

 Rachel, walk to the blackboard.
(Rachel gets up and walks to the blackboard.)

¢

 Class, if Rachel walked to the blackboard, stand up.

(The class stands up.)

¢

 Rachel, write your name on the blackboard.

(Rachel writes her name on the blackboard.)

¢

 Class, if Rachel wrote her name on the blackboard, sit down.
(The class sits down.)
 h
h

 
‡ Students commanding their teacher and
classmates.

h
0

‡ Writing the new items on the board.

2
$ 
  ¢þh
‡ Focusing on meaning and comprehension.
‡ Seated in a semi-circle.
‡ Great deal of listening and acting.
‡ Directing a performance in which the
students are actors.
‡ Verbal response is not necessary.
‡ Humor is easy to introduce.
‡ Teacher always uses the target language.
‡ Overcoming the fear of speaking
 
¢þh
‡ Students enjoying moving around the
classroom.

‡ Not preparing long hours

‡ before the lessons.

‡ Effective for both adult and young learners.

 ë 
¢þh

‡ Best suitable for beginners.

‡ Challenging for shy students.

‡ Rude and inappropriate language of the

learner.
 &
References
‡ T.Diaz-Rico, L. (2004). Teaching English Learners Strategies and Methods.
Pearson Education, Inc.
‡ Herrell, A., & Jordan, M. (2004) Fifty Strategies for Teaching English Language
Learners. Pearson Education, Inc.
‡ D.Moore, K. (2005). Effective Instructional Strategies. Sage Publications, Inc.
‡ Gonzalez, V., & Yawkey, T., & Minaya-Rowe, L. (2006). English-As-A-Second-
Language (ESL) Teaching and Learning. Pearson Education, Inc.
‡ Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching.
Oxford University Press.
‡ C.Richards, J., & S.Rodgers, T. (2001). Approaches and Methods in Language
Teaching. Cambridge University Press.

0
%

‡ http://faculty.ucmerced.edu/khakuta/LAU/ICLangLit/NaturalApproach.htm
‡ http://naturalway.awardspace.com/articles/article002.htm
‡ http://www.tpr-world.com



‡ The Learning Strategy of the Total Physical Response: A Review

James J. Asher http://www.jstor.org/stable/323182
 Thank You
For Listening