Andrea Molina & Mary Balla EDU

540-906 Robbins
Methods Acting Assignment
October 1, 2007

Total Physical Response (TPR)

Historical Overview: TPR was developed by Dr. James Asher. While the
concept of associating language with motor activity was not new, Asher
formalized TPR as a method in 1977, after over a decade of study. It is
based upon principles of child language acquisition, in which the child
gives physical responses when listening to language. TPR’s ultimate
instructional goal is to teach oral proficiency and conversational
fluency. The emphasis is not on text or other media, but initially on
voice, action and gestures. Instruction is given in target language
only.

Theory:
• Building from the ideas of various other theories, such as trace
theory, TPR recognizes the value of language being associated
with physical responses.
• Follows a grammar-based view of language that focuses on
meaning, not form.
• Based upon principles of child language acquisition, which
proposes that the human brain has a set pattern for learning
language.

Founder/Proponents: Developed by Dr. James Asher in 1977, after

experimenting with the method in the 1960’s.

Instructional Goal: To produce conversationally fluent learners, with

focus on meaning, not form.

Unique Points:
• Reduces anxiety of language production in the learner
• Builds confidence by instant success in understanding target
language
• Uses language/body conversation at beginning stages

CONCLUSION

Strengths of Method:
• Allows students to get up and move while learning and
encourages a more relaxed learning environment that can easily
incorporate humor
• Helps retention by associating movement with words

Weaknesses of Method:
• Not as effective in higher levels of language learning
Andrea Molina & Mary Balla EDU
540-906 Robbins
Methods Acting Assignment
October 1, 2007

• Does not promote independent language use outside of oral work

modeled by teacher in classroom
• Learner needs for unrehearsed language not always met

Evaluation: Assessment types compatible with the method include

evaluation of student actions and gestures when given non-written
prompt, eventually moving towards student composition.

LESSON INRODUCTION
Topic: Numbers
Objectives: SWBAT count to ten in target language and identify
numbers one through ten out of order.
Language Level: 1st year Spanish

SOURCES: Brown, H.D. (2007). Teaching By Principles: An Interactive Approach to

Language Pedagogy. 3rd Ed.
Englewood Cliffs, NJ: Prentice Hall Regents.