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Azra Ilyase
Diploma in TESOL
14-10-2012

CLT and TPR A discussion on the merits or otherwise

Overview of Language Teaching Methodology
Language teaching methodology can be broken down into three terms to explain its meaning . In
1963, Anthony formulated a framework to describe various language teaching methods, which
consisted of three levels: approach, method, and technique.
Methodology is the he study of pedagogical practices in general , including pedagogy. By
methodology we mean whatever aspects are involved in the aspect of how to teach in a
classroom.
a) Approach is a set of principles or ideas about the nature of language learning which
would be consistent over time.
b) Method is a generalized set of classroom specifications for accomplishing linguistic
objectives. Methods tend to be primarily concerned with teacher and student roles and
behaviors and secondarily with such features as linguistic and subject-matter objectives,
sequencing, and materials. They are almost always thought of as being broadly
applicable to a variety of audiences in a variety of contexts.
(www.englishraven.com)
c) Technique is any wide variety of exercises, activities, or devices used in the language
classroom for realizing lesson objective.

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i)

Methodologies of Language teaching

There are several different types of methodologies that are applied in language teaching. They
are as follows.
A.

Structural methods
a.

Grammar-translation method

b.

Audio-lingual method

B. 3 Functional methods
a.

The oral approach / situational language teaching

b. Directed practice
C. 4 Interactive methods
a.

The direct method

b.

The series method

c.

Communicative language teaching

d.

Language immersion

e.

Silent Way

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f.

Suggestopedia

g.

Natural Approach

h.

Total Physical Response

i.

Teaching Proficiency through Reading and Storytelling

j.

Dogme language teaching

D. 5 Proprietary methods
a.

Pimsleur method

b. Michel Thomas Method

ii)

Communicative Language Teaching and Total Physical

Response
- An Introduction
Communicative language teaching (CLT), also known as the Communicative Approach,
emphasizes interaction as both the means and the ultimate goal of learning a language. It
continues to be popular, particularly in Europe despite critiscim where constructivist views on
language learning and education in general dominate academic discourse. The 'Communicative
Language Teaching' is not so much a method on its own as it is an approach as compared to Total
Physical Response.

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Total Physical Response (TPR) is a teaching method built around the coordination of speech and
action .It attempts to teach the language through motor (physical )activity. The instructor gives
the students commands in the target language and the students act those commands out using
whole-body responses. (Source - Language Pedagogy Wikipedia)

a) Communicative Language Teaching and TPR-Merits

Both the methodologies have their own merits.
CLT makes use of real-life situations for communication. The teacher sets up a situation that
students are likely to encounter in real life. The real-life simulations change from day to day.
Students' motivation to learn comes from their desire to communicate in meaningful ways about
meaningful topics.
The TPR method relies on the assumption that when learning a second or additional language,
language is internalized through a process of codebreaking similar to first language
development and that the process allows for a long period of listening and
developing comprehension prior to production. Students respond to commands that require
physical movement. TPR is primarily used by ESL/EAL teachers, although the method is used in
teaching other languages as well. The method became popular in the 1970s and attracted the
attention or allegiance of some teachers, but it has not received generalized support from
mainstream educators.

CLT in classroom -Example Activities

1) Role- Playing through cues

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2)
3)
4)
5)
6)
7)
8)

Interviews
Information Gap
Games-identifying pictures , discovering identical pairs.
Language Exchanges
Surveys
Pair Work
Learning by teaching

An example of communicative exercises

This is a standard communicative language teaching activity Information Gap..
I choose 2 way tasks as the top dog because it is controlled and thus allows more scaffolding
and success by students. Two, it has repetition. Finally, it is a task and has built in motivation to
complete and finish. Tasks are a great way to get students communicating and not just
memorizing or parroting without meaning. The basic thrust is to communicate meaning to
another person.
Basically you give students A and B similar but varying incomplete information. It can be text,
dialogue, picture or even video. Then they have to fulfill a task to complete their own
information. For example give two pictures one for Student A / the other for Student B. Student
A through questions, must discover and record/draw what is on the other picture. Student B, the
converse. Thats 2 way tasks in a nutshell ! Even watching Mr. Bean can be a two way task.
Just show the video with one or two students describing the action while the other has their back
turned to the screen.
Pair work, communication games etc. This is a great way to get your classroom speaking
and producing language!

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TPR in classroom -Example Activities

1) Simon Says (with a spin!)

Clearly, its a classic among TPR activities, one that is more commonly used to teach
the parts of the body.

2) Charades
This one is best suited to action verbs and sports..

3) Songs
Young ESL learners love to sing songs, but if you add movement or miming, theyll
enjoy them so much more. It is, in fact, difficult for most children to sing songs while
sitting absolutely still. Singing and moving comes naturally to them and involves a lot
of movement.

4) A Stroll around the Classroom

This activity is great for kids and adult students. You'll need several objects or props /
realia - as many as you'd like to use. First, you pantomime a series of actions while you

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say the phrases. Then you say the phrases and ask a student to pantomime the actions..
Try something like this:

i.
ii.
iii.
iv.
v.
vi.

You open your bag.

You look inside.
You take out a pencil case.
You open it.
You close it.
You put it in the bag.

5) Mime Role Plays

These are also a lot of fun for adult students! Give each student a role to act out but tell
one of them tha ttheyve lost their voice. Tell this student what situation he or she has to
act out, but dont tell the other student what it is.

The role of teacher and student in classroom-A comparison

Total Physical Response

Communicative Language Teaching

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1. Teachers in communicative classrooms will

1. The teacher and students take on roles

find themselves talking less and listening

similar to that of the parent and child

more ,becoming active facilitators of their

respectively. Students must respond physically

students' learning.

to the words of the teacher.

2. The teacher sets up the exercise, but because

2. TPR can be used to practice and teach

the students' performance is the goal, the

various things. It is well suited to teaching

teacher must step back and observe, sometimes

classroom language and other vocabulary

acting as referee or monitor.

3.A classroom during a communicative

connected with actions.

3. It can be used to teach imperatives and

activity is far from quiet, however. The

various tenses and aspects. It is also useful for

students do most of the speaking, and

story-telling.

frequently the scene of a classroom during a

communicative exercise is active, with students
leaving their seats to complete a task.
4. Because of the increased responsibility to

4. The method promises double efficiency in

participate, students may find they gain

terms of rate of learning, according to several

confidence in using the target language in

studies in the literature and referenced in the

general.

above book.

5. Students are more responsible managers of

5.TPR may also be a useful alternative teaching

their own learning.

strategy for students with dyslexia or related

(Larsen-Freeman, 1986).

learning disabilities, who typically experience

difficulty learning foreign languages with

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traditional classroom instruction. Zink de Diaz,

Laura (2005). "TPR Foreign Language Instruction
and Dyslexia". Retrieved 2007-05-23