Total Physical Response

Introduction
Total Physical Response is a language learning method based on the coordination of
speech and action. It was developed by James Asher, a professor of psychology at San
Jose State University, California. It is linked to the trace theory of memory, which holds
that the more often or intensively a memory connection is traced, the stronger the
memory will be.
Approach
Theory of language
Asher does not directly
adressofhis
view of language, but Richards
Theory
learning
and Rodgers state that the labeling and ordering of classroom
activities seem to be build onAshers
the structural
language
view
learning
of language.
theories seem similar to those of other
behavioral psychologists. There are three principles he elaborates;
Second language learning is parallel to first language
learning and should reflect the same naturalistic processes

Listening should develop before speaking

Children respond physically to spoken language, and adult

Design
learners learn better if they do that too

Once listening comprehension has been developed, speech

devlops
naturally and effortlessly out of it.
Objectives

Adults should use right-brain motor activities, while the left

Here are some of the objectives of
Total Physical
Response
hemisphere
watches
and learns

speech

Teaching oral proficiency

at Delaying
a beginning
levelreduces stress.

Using comprehension as a means to speaking

Using action-based drills in the imperative form

The sSyllabus
TPR uses a sentence-based
grammatical
syllabus. and activities
Types of
learning techniques
Activities where a command is given in the imperative and the
students obey the command is the main activity in TPR.

Procedure

Asher gives step-by step accounts of how to use TPR for English or other
languages.

History
Total Physical Response is a language learning method based on the coordination
of speech and action. It was developed by James Asher, a professor of psychology
at San Jose State University, California. It is linked to the trace theory of memory,
which holds that the more often or intensively a memory connection is traced, the
stronger the memory will be.

Concept
TPR can be used to practice and teach various things. It is well suited to teaching
classroom language and other vocabulary connected with actions. It can be used
to teach imperatives and various tenses and aspects. It is also useful for storytelling.
Because of its participatory approach, TPR may also be a useful alternative
teaching strategy for students with dyslexia or related learning disabilities, who
typically experience difficulty learning foreign languages with traditional
classroom instruction.
However, it is recognized that TPR is most useful for beginners, though it can be
used at higher levels where preparation becomes an issue for the teacher. It does
not give students the opportunity to express their own thoughts in a creative way.
Further, it is easy to overuse TPR Any novelty, if carried on too long, will
trigger adaptation. It can be a challenge for shy students. Additionally, the nature
of TPR places an unnaturally heavy emphasis on the use of the imperative mood,
that is to say commands such as sit down and stand up. These features are of
limited utility to the learner, and can lead to a learner appearing rude when
attempting to use his new language. Of course, as a TPR class progresses, group
activities and descriptions can be used which continue the basic concepts of TPR
into full communication situations.
Language Skill Focus
The secret is a unique conversation between the parent and infant. Total
Physical Response focus on listening skill which the students are required to
listen what teachers comment and response immediately.

Advantage and Disadvantage

Students will enjoy getting up out of their chairs and moving around. Simple TPR
activities do not require a great deal of preparation on the part of the teacher. TPR

is aptitude-free, working well with a mixed ability class, and with students having
various disabilities. It is good for kinaesthetic learners who need to be active in
the class. Class size need not be a problem, and it works effectively for children
and adults.
In total physical response, the lack of reading and writing, become the main
disadvantage in this approach. This method limits the students creativity as it
only required the students to response.
[8]

[9]

Teachers Role
Teachers role is to command the students through various imperative sentences.
The teachers can use storytelling to make students interest during studying in the
class by using Total Physical Response. Have you ever seen students who cant
respond to English when it is spoken at normal speed? TPR trains students to
respond quickly and naturally while also teaching vocabulary in a fun, lively
lesson. Most often, TPR is used with basic commands. The teacher tells the
students to stand up, put their hands in the air, pick up something and give it to
another student, sit down, etc. The teacher should say these naturally to see how
students respond. By modeling the action and repeating as many times as
necessary, the students learn the meaning of the commands.

To make this basic TPR more interesting, Teacher uses some rather funny
commands. For example, after telling students to put their left hand in the air, he
has them put both hands in the air, and then follows up by asking students to put
both FEET in the air. The whole sequence is below:
put your left hand in the air
put it down
put your right hand in the air
put it down
put both hands in the air
put them down
put your left foot in the air
put it down
put your right foot in the air
put it down
put both feet in the air!
Students try jumping in the air or attempt a handstand on their desks! Another
funny sequence of basic TPR is this:
clap your hands
clap your hands three times

 clap them five times

clap your hands 800 times!
turn around
turn around twice then clap once
jump once
jump seven times
turn around, jump once and clap twice
turn three times, jump five times and clap twice!

Students Role
In the classroom the teacher and students take on roles similar to that of the parent
and child respectively. Students must respond physically to the words of the
teacher. The activity may be a simple game such as Simon Saysor may involve
more complex grammar and more detailed scenarios.
Conclusion
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. This
approach is focus based on the coordination of speech and action. . It is well suited to
teaching classroom language and other vocabulary connected with actions. TPR relies
on the assumption that when learning a second or additional language, language is
internalized through a process of code-breaking similar to first language
development and that the process allows for a long period of listening and
developing comprehension prior to production.

References
. 2009. Its All in the Way We Learn. http://www.tpr-world.com/what.html.
Accessed on April 21th, 2011.
Richards. 2009. Total Physical
Response.http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagel
earning/totalphysicalresponse.htm. Accessed on April 20th, 2011.
Joe. 2008. TPR: Total Physical
Response. http://www.teacherjoe.us/TeachersTPR.html. Accessed on April 20th, 2011.

. 2008. Total Physical

Response.http://en.wikipedia.org/wiki/Total_Physical_Response. Accessed on
April 20th, 2011.