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Total Physical Response Language Method

Total Physical Response (TPR) is a language teaching method developed by James Asher that emphasizes the coordination of speech and action through physical activity, mirroring the natural language acquisition process in children. The method aims to create a stress-free learning environment, allowing students to understand language before speaking, and involves various techniques such as following commands and role reversal. While TPR has advantages like engaging students and accommodating different learning styles, it may also lead to repetitive learning and is less suitable for advanced learners.

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193 views2 pages

Total Physical Response Language Method

Total Physical Response (TPR) is a language teaching method developed by James Asher that emphasizes the coordination of speech and action through physical activity, mirroring the natural language acquisition process in children. The method aims to create a stress-free learning environment, allowing students to understand language before speaking, and involves various techniques such as following commands and role reversal. While TPR has advantages like engaging students and accommodating different learning styles, it may also lead to repetitive learning and is less suitable for advanced learners.

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Total Physical Response (TPR)

(e.k. Käsutäitmismeetod)

Read through the text and be ready to point out the most important
information.

TPR is a language teaching method, developed by James Asher,


which is built around the coordination of speech and action; it attempts to
teach language through physical activity. According to the method, foreign
language acquisition has similarities with child language acquisition.
Babies do not talk, but they listen and respond, typically with movement.
They start speaking when they are ready for it. They go through a “silent
period”, during which they understand, but have no confidence to speak.
While learning a foreign language, learners go through a similar process.
They start to understand much faster than to produce (comprehension is
about four times as great as production).
TPR is one of the humanistic approaches to language
teaching/learning. Its main aims include giving positive feelings about
language learning, lowering anxiety and removing the psychological
barrier. In such conditions a foreign language is acquired more efficiently.
The teacher acts as a commander/director and an action monitor. Students
are order takers, performers and imitators. In time roles can be reversed.
It is possible to teach imperatives, including classroom language and
vocabulary using TPR. Spoken language is emphasised over written
language. Native language may be used at the very beginning, later not.
The teacher should be tolerant of errors and correct only major ones. It is
more important for students to understand what has been said than to say
something themselves. Typical techniques include the following: 1)
fulfilling teacher’s commands; 2) role reversal: students command their
teacher and classmates; 3) action sequence: the teacher or students give
several connected commands; 4) learning words by heart. At primary level
TPR can be used to teach and practise many things:
 vocabulary connected with actions (e.g. smile, jump, headache);
 action verbs in different tenses (e.g. Every morning I clean my
teeth, make my bed and have my breakfast.);
 classroom language and various instructions (e.g. Open your
books. Close your eyes.);
 action stories and TPR storytelling.
Lots of games and songs at primary level include TPR, for example
“Simon says”, “Charades”, “Head and shoulders” to name only a few.
The method has several advantages: 1) it is a stress-free approach
which offers a lot of motivating and purposeful activities which make
language memorable; 2) many students prefer kinaesthetic activities which
the method is based on; 3) it works well small and large classes as well as
with mixed-ability classes as everybody can participate; 4) it involves both
left- and right-brained learning; 5) often it does not require a lot of
preparation. On the other hand, as the method is mostly based on
commands the teaching/learning process may become repetitive and
boring, the language that can be taught is limited and the method is not
very suitable for advanced learners.

Based on:
Dyson, L. (n.d.). Total Physical Response in Pre-primary Language
Learning. Retrieved from
http://www.pearsonlongman.com/mylittleisland/ae/downloads/TPR-in-pre-
primary-language-teaching.pdf?WT.mc_id=MLIamengARTICLE
Frost, R. (n.d.). Total Physical Response. Retrieved from
https://www.teachingenglish.org.uk/article/total-physical-response-tpr
Larsen-Freeman, D. (2000). Techniques and Principles in Language
Teaching. Oxford: Oxford University Press.
Richards, J.C, & Rodgers, T.S. (2014). Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press.

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