TOTAL PHYSICAL RESPONSE

Teaching is one of the easiest jobs in the

world...
...Teaching WELL is one of the most
difficult!
 TPR
(TOTAL PHYSICAL RESPONSE)

 TPR is a method in language teaching which is based

on the coordination of speech and action.
 It allows students to react to language without
thinking too much.
 The students are required to carry out the
instructions by physically performing the activities.
TPR was developed by James Asher, who is a
professor of psychology at San Jose State
University in California.
What is the aim of this method?
 The aim is to teach language via
 physical(motor) activity.

*Asher also pays attention to;

 Language teaching procedures

+
Developmental psychology
Learning theory
Humanistic pedagogy
 James Asher thinks that;
* Second language learning is
parallel to first language learning.
* Both of them have parallel processes.
* Speech ► Commands
* Commands ► Physical response
* Physical response ► Verbal response
**Gamelike movements and understandable linguistic
production;

► reduce stress.

► create a positive mood in the learner.

► facilitate learning.
♦ Theory of language
→ A grammar based view of language
→ Verb ► In ımperative form

♦ Theory of language learning

→ A stimulus-response view
“TRACE
THEORY”
 Trace theory
* More often or intensive memory
connection
▼

* Stronger memory association

▼
* More likely it will be recalled
Three hypotheses that Asher
suggests;

*Bio-program

*Brain Lateralization

*Reduction of stress
 The bio-program
* Innate

* First listening competence and then the

ability to speak

* Listening comprehension ► To respond

physically to spoken language

* Establishment of listening comprehension

► Speech evolves naturally and effortlessly.
. Listening=> Accompanied by physical
movement

. Speech and other productive skills

. Sequence= Listening before speaking

. Mode= To synchronize language with the

individual’s body.
 Brain Lateralization

* Jean Piaget
* Asher says that TPR is directed to right brain
learning while most second language teaching
theories are directed to left brain learning.
* Right-left-brain learning (different learning
functions)
- Right-brain activity ► Motor movement
- Left-brain activity ► Watching and learning
 Reduction of Stress
• Absence of stress ►An important
condition for successful language learning
• Asher;

** Language acquisition: In a stress-free

environment
** Adult language learning environment:
Stress and anxiety
. The lower the stress, the greater the
learning.
☼ The keys to stress-free learning:
► Using natural bio-program.
► Remembering relaxed and enjoyable
experiences.
► Focusing on meaning.
► Getting away from self-conscious and
stressful situations.
► Devoting full energy to learning.
► Not forcing student to speak
* Objectives
* Syllabus
* Learning activities
* Roles of learner
* Roles of teacher
* Materials
 OBJECTIVES
♣ Using action-based drills in the imperative
form.
♣ Teaching oral proficiency at a beginning level.
♣ Teaching basic speaking skills.
♣ Using comprehension as a means to speaking.
♣ Facilitating a suitable “comprehension” and
“speaking” period.
 SYLLABUS
* Seeing the rules in context (inductively).

* Using sentence-based grammatical syllabus.

* Paying attention to meaning rather than the
form and text
* TPR works best with about 8 students.
* A fixed number of items
( Assimilating 12 to 36 new lexical
İtems)
 Learning Activities
► Using objects

► Role plays and slide presentations

► Story telling

► Games

► Imperative exercises
 Roles of learners
* Primary roles : Listener and performer

* Listening attentively

* Responding physically

To commands given by the teacher

* Recognizing and responding to new
combinations of previously taught items

* Producing new combinations on their own

* Monitoring and evaluating their own progress

* Being encouraged to speak

*Speaking when become ready

 Roles of Teachers
* An active and direct role in TPR
* Decider
* Director
* Organizer
* Detailed lesson plan creator
* OPPORTUNITY PROVIDER

* Feedback giver
* A sensitive instructor to the
STUDENTS
● No basic text
● For beginners;
- Teacher’s voice
- Actions
- Gestures
● After a period of
learning
- Books, pens, cup, furniture
● In later learning stages;

- Materials( pictures,
word charts etc.)
- Realia

● Kits
☺ Review ►A fast-moving warm up

☺ New commands

☺ Asking simple questions

☺ Role reversal

☺ Reading and writing

 * Enjoyable and easy for teachers
as well as students

* Long-term retention (recollection-keep in mind)

* Immediate comprehension of the target
language
* Stress-free
* Facilitator in language learning
* A helpful alternative teaching
strategy
 * Only suitable for beginner level
* A challenge for shy students

* Avoiding students from expressing their

own ideas
* Insufficient to teach abstract language
CONCLUSION
TOTAL PHYSICAL
RESPONSE
* Physical response to the
commands is important.
* Physical reaction is given
priority; speech occurs when
the learner is ready.
* Reviewing, giving new
commands, asking simple
questions, role reversal,
reading and writing are the
types of learning activities.
* Pictures, word charts, kits etc.
are used during the learning
stage.
* Right-brain acitivities
(physical/motor acitivities)
have a primary role on
learning.
* Syllabus is sentence-based.
AUDIOLINGUAL
* Active verbal interaction is
given importance.
* The focus is on immediate and
accurate speech.
* Reflection, restatement,
contarction, replacement etc.
are types of learning.
* Tape recorders and
audiovisual equipment are
the instructional materials for
this method.
* Structure, grammar points
and rules are also important.
* Syllabus is structure-based
and includes the key items of
phonology, morphology and
syntax.
 SIMILARITIES BETWEEN
AUDIOLINGUAL AND TOTAL PHYSICAL
RESPONSE

* Both of them give importance to speaking skills

before reading and writing.
* Teachers are active and central.
* Drills are important for both of them.
* Teaching of the grammar is inductive.
* Classes of ten or fewer are considered optimal.
 REFERENCES
* Richards,C. Jack & Rodgers,S.Theodore (2002) Cambridge University
Press Approaches and Methods in Language Teaching
*http://www.sil.org/LinguaLinks/LanguageLearning/WaysToApproachLangu
ageLearning/TotalPhysicalResponse.htm
* http://www.teacherjoe.us/TeachersTPR.html
* http://www.onestopenglish.com/section.asp?docid=146503
* http://coe.sdsu.edu/people/jmora/almmethods.htm#TPR
* http://www.c-english.com/files/tpr.pdf
*http://209.85.135.132/search?q=cache:G1lF__GfxQ4J:www.springinstitu
te.org/Files/tpr4.pdf+total+physical+response&cd=17&hl=tr&ct=clnk&gl
=tr
* http://www.teachingenglish.org.uk/think/articles/total-physical-
response-tpr
* http://conference.nie.edu.sg/paper/new%20converted/ab00466.pdf

* http://wiki.galbijim.com/Total_Physical_Response#Disadvantages
* http://www.foreignlanguagesweb.com/teaching/methods/tpr.htm