Background:

The Total Physical Response (TPR) method, developed by James Asher, integrates speech
with physical action to teach language, drawing from psychology, learning theory, and
humanistic pedagogy. Asher suggests that adult language learning parallels child language
acquisition, emphasizing the importance of commands and physical response. He
advocates for a stress-free, game-like approach to language learning to enhance learner
mood and facilitate the process.

Approaches:

• Theory of language :Total Physical Response (TPR) aligns with a grammar-based

perspective on language. Asher emphasizes that using imperatives skillfully can
facilitate the learning of grammatical structures and vocabulary in the target
language. He considers the imperative verb as the central linguistic element that
organizes language use and learning.
Asher’s perspective on language teaching pedagogy is rooted in a stimulus-
response learning theory. Total Physical Response (TPR) can be linked to the "trace
theory” of memory in psychology, which suggests that repeated or intensive tracing
of memory connections strengthens associations and enhances recall. Verbal
rehearsal coupled with motor activity enhances the likelihood of successful recall,
as it combines tracing activities, promoting effective memory retention.
• Theory of learning:Asher discusses factors that either facilitate or hinder foreign
language learning, drawing on three influential learning hypotheses: 1. The presence
of an innate bio-program for language learning, guiding optimal paths for both first
and second language acquisition. 2. Brain lateralization, which assigns different
learning functions to the left and right brain hemispheres. 3. Stress, acting as an
affective filter that influences the learning process.
The bio program:
Asher’s Total Physical Response (TPR) method aligns with the concept of a “Natural
Method,” as he views first and second language learning as parallel processes. He
identifies three central processes: 1. Children develop listening skills before
speaking abilities, understanding complex language before being able to produce it.
2. Listening comprehension in children is fostered through physical responses to
parental commands. 3. Speech naturally emerges from a foundation of established
listening comprehension.
Asher suggests that foreign language learners should initially focus on internalizing
a “cognitive map” of the target language through listening exercises, accompanied
by physical movement. He bases these recommendations on the belief in a bio-
 program for language learning in the human brain, which dictates an optimal
sequence for both first and second language acquisition. According to Asher, this
sequence involves listening preceding speaking, and the mode of learning involves
synchronizing language with physical actions.
Brain lateralization:
Asher views Total Physical Response (TPR) as catering to right-brain learning,
contrasting with many second language teaching methods that target left-brain
learning. He draws on Jean Piaget’s work, suggesting that language acquisition in
children involves motor movement, which is a right-hemisphere activity. According
to Asher, right-hemisphere activities precede left hemisphere processing for
language production.
In line with his perspective, adults should advance in language mastery by engaging
in right-hemisphere motor activities, with the left hemisphere observing and
learning. Once a sufficient level of right-hemisphere learning occurs, the left
hemisphere is stimulated to generate language and initiate other abstract language
processes.
Reduction of stress:
According to Asher, a crucial factor for successful language learning is the absence
of stress. While first language acquisition occurs in a stress-free environment, adult
language learning often involves significant stress and anxiety. To facilitate stress-
free learning, Asher suggests tapping into the natural bio-program for language
development, recreating the relaxed and enjoyable experiences of first language
learning. By emphasizing meaning through movement rather than abstract language
forms, learners can free themselves from self-consciousness and stress, allowing
them to fully devote their energy to learning.

Design:

• Objective:

The main goals of Total Physical Response (TPR) are to achieve oral proficiency at a
beginner level, with comprehension serving as a pathway towards this objective. The
ultimate aim is to teach basic speaking skills, aiming for learners who can
communicate freely and intelligibly with native speakers. While specific instructional
objectives are not detailed, they should be achievable through action-based drills using
imperative forms, tailored to the learners’ specific needs.

• Syllabus:
Asher’s syllabus for Total Physical Response (TPR) can be understood through an
examination of the exercise types utilized in TPR classes. These exercises indicate a
sentence-based syllabus, where grammatical and lexical considerations are key in
selecting teaching materials. Unlike approaches focused solely on grammar or
structure, TPR prioritizes meaning over form initially, teaching grammar inductively.

Asher recommends introducing a limited number of items at a time, suggesting that

students can assimilate 12 to 36 new lexical items in an hour, depending on group size
and training stage. While a course based on Total Physical Response (TPR) principles
may not strictly adhere to a TPR syllabus, it can incorporate elements of TPR alongside
other teaching methods.

• Learning activities:

In Total Physical Response (TPR), imperative drills are the primary classroom activity,
aimed at prompting physical actions from learners. Conversational dialogues are
introduced after approximately 120 hours of instruction. Additional class activities
include role plays, focusing on everyday scenarios like those encountered in
restaurants, supermarkets, or gas stations, as well as slide presentations.

• Learners role:

In Total Physical Response (TPR), learners primarily assume the roles of listeners and
performers, attentively listening and physically responding to teacher commands. They
are expected to recognize and respond to new combinations of previously taught items
and to generate novel combinations themselves. Learners also self-monitor and
evaluate their progress, speaking when they feel confident after internalizing a
sufficient language basis. The teacher plays an active role, determining what to teach,
modeling and presenting new materials, and selecting supporting materials. Asher
advises detailed lesson planning to ensure smooth execution of activities.

• Teachers role:
Asher emphasizes that the teacher’s role in Total Physical Response is to create
opportunities for learning rather than to directly impart knowledge. The teacher is
responsible for offering optimal language exposure to help learners internalize the
basic rules of the target language. By controlling the language input, the teacher
provides the material for learners to construct their own “cognitive map.”
Additionally, the teacher should permit speaking abilities to develop naturally at the
learners’ own pace.
When providing feedback to learners, the teacher should emulate parents guiding
their children’s language development. Initially, parents correct few errors, gradually
 becoming less tolerant of mistakes as the child matures. Similarly, teachers should
avoid excessive correction and interruptions in the early stages, as it may hinder
learners. Over time, increased teacher intervention is appropriate as learners’
speech becomes more refined.
• Instructional material role:

In Total Physical Response courses, there’s typically no core textbook. However,

materials and real-life objects become more important as the course progresses. For
absolute beginners, lessons may rely solely on the teacher’s voice, actions, and
gestures. Later, common objects like books and pens are introduced, with the teacher
eventually incorporating supporting materials like pictures, realia, slides, and word
charts. Asher has created TPR student kits for specific situations, such as home or
supermarket scenarios, enabling students to engage in scene construction activities.

Procedure:

In Asher’s Total Physical Response (TPR) course, designed for adult immigrants,
procedures were carefully outlined. Each lesson, such as the sixth class described,
followed a structured format:

**Review**: The class began with a fast-paced warm-up session where students
responded to commands involving physical actions, reinforcing previously learned
vocabulary and actions.

**Introduction of new commands**: New verbs and vocabulary items were introduced,
such as actions related to personal hygiene and objects in the environment, with students
instructed to perform corresponding physical actions.

**Question and answer**: Simple questions were asked, prompting students to respond
with gestures, reinforcing comprehension and vocabulary recall.

**Role reversal**: Students were encouraged to take on the role of giving commands,
thereby engaging actively in the learning process and practicing language production.

**Reading and writing**: The instructor wrote new vocabulary items on the chalkboard,
accompanied by sentences demonstrating their usage. Students listened as the instructor
read the material aloud and acted it out, with some students copying the information into
their notebooks.

This structured approach allowed for a dynamic and interactive learning experience,
incorporating physical movement, reinforcement of vocabulary, comprehension checks,
active participation, and exposure to written language.