T O TA L P H Y S I C A L

RESPONSE
Zeki Doğuhan Başcı
Ali Deniz Aksu
Melike Zeynep Akış
 What is Total Physical Response(TPR)?

James Asher created the Total Physical Response (TPR) method for language
instruction in the late 1960s. It is a method of teaching a second language that
emphasizes the value of action and physical movement in the learning process.
It is most frequently used to teach English as a second language. As approach
enables learners to interact with the language in a natural and engaging way,
TPR is particularly well-liked for teaching languages to young children and
novices.
1) Background to the approach/method, key
features
Influences of Behaviorism:
• Behaviorist ideas of learning were prominent in psychology and
education in the mid-20th century.
• Behaviorism emphasized the role of conditioning, repetition, and
reinforcement in the learning process.
• These behaviorist principles were adopted by Dr. James Asher
into the TPR approach.
• TPR's focus on repetition, commands, and reinforcement aligns
with behaviorist learning theories.
Naturalistic Language Learning:

• TPR was inspired by Asher's observations of young toddlers

learning their first language.
• He noticed that toddlers respond to language through orders
and physical actions from parents or caregivers.
• Asher believed that language teaching could benefit from
replicating this natural, organic process of language
acquisition.
 The Role of Comprehension:

• Comprehension is a central and essential element of TPR.

• TPR stresses that language acquisition should begin with comprehension.
• Asher believed that children should understand and respond to language before being asked to
produce it.
• This approach aims to build a strong foundation in the language through listening and
understanding before moving to speaking.
 Focus on Commands and Imperatives:

• TPR frequently employs commands and imperatives as part of its teaching methodology.
• Students are provided with direct instructions to perform specific actions or tasks in the target
language.
• These commands serve as a practical and engaging way for students to learn vocabulary and
grammar.
 Observation and Imitation:

• Students initially observe and imitate the teacher's or the instructor's

actions and commands, which helps them internalize the language through
kinesthetic learning.
Larsen and Freeman(2013)
 2) Theoretical aspects related to the approach

What are the goals of teachers who use TPR?

• Teachers who deploy TPR method, aims to make the language learning process enjoyable for students.
• It focuses on reducing the stress and strain associated with learning a foreign language.
• TPR seeks to motivate students to continue their language studies after reaching a basic level of proficiency.
• James Asher, the creator of TPR, believes in modeling language instruction after how children naturally learn their
first language.
• By mirroring the natural language acquisition process, TPR aims to create a positive and engaging language learning
experience for students.
 What is the role of the teacher? What is the role of the students?

• Teacher initially controls all student behavior.

• Students imitate the teacher's nonverbal behavior.
• Some students become "ready to speak" (typically
after 10-20 hours of instruction).
• Roles shift, with specific students leading the
teacher and their peers.
 What are some characteristics of the teaching/learning
process?

• Lesson starts with modeling, where a select group of students receive and perform commands.
• These students later demonstrate comprehension by carrying out commands independently.
• The teacher combines commands for flexible comprehension, often with a humorous twist.
• Initially, students practice responding to oral commands.
• They later transition to reading and writing commands.
• When ready, students take over, giving their own orders and expanding activities like skits and
games.
 What is the nature of student–teacher interaction? What is the
nature of student–student interaction?

• Both the entire class and individual students are engaged in

conversation by the teacher.
• The teacher speaks, and the students initially respond
nonverbally.
• Later, when the students are more verbal, the teacher still reacts
nonverbally.
• Together, students frequently carry out tasks as they observe
and learn.
• In order to remember commands, observers eventually need to
show that they understand them.
• Students give commands to the teacher and to one another as
they start to speak.
How are the feelings of the students dealt with?

• TPR eases the strain of language learning by

allowing students to speak when they are ready.
• The acceptance of imperfection.
• Through humor and entertaining activities, TPR
enhances fun.
• balances student independence with modeling
for success and low anxiety.
 How is the language viewed? How is culture viewed?

• The importance of oral

language abilities is
emphasized by TPR.

• Language and culture are

entangled, with culture
giving language context.
 What areas of language are emphasized? What language skills are
emphasized?

• Vocabulary and grammar are stressed in TPR.

• Single-word and multi-word imperatives both contain these components.
• When speaking to children, imperatives are frequently used.
• Prior to speaking, one must understand spoken language.
• Reading is introduced in TPR after 10 hours of instruction and spoken language is
given priority over written language.
 What is the role of the students’ native language?

• TPR is explained in the native

language.
• In TPR, the use of native
languages is minimized.
• For meaning to be
communicated, body language is
essential.
How is evaluation accomplished?

• Teachers assess understanding by

observing students' behavior.
• Formal evaluations involve specific
tasks assigned to students.
• Advanced evaluation can include
original skits written and performed by
students.
 How does the teacher respond to student errors?

• Initial speaking mistakes are

normal.
• Teachers should be patient and
only address serious errors,
quietly.
• Fine-tuning and addressing minor
errors can come as students
advance.
 3) Techniques used in the method

• The primary technique is to direct

behavior with commands. Asher
admits that while this method is
effective, it is ideal to engage
students in a variety of activities to
keep their interest.
Bahtiar(2017)
There was an improvement 42.6 % of the students’ observation in cycle
1. From the researcher found the researcher found that the students felt more
interested in learning English than before.
Using Commands to Direct Behavior

• In TPR, commands are the primary method of

instruction.
• Students are prompted by commands to take
actions that explain their meaning.
• Keeping a lively pace requires advance
planning of command sequences.
 Role Reversal
• Students give directions to their teacher and their
classmates. According to Asher, after 10 to 20 hours
of instruction students will want to speak, though
some may need more time. Before they are ready,
students shouldn't be encouraged to speak.
 Action Sequence

• As students become more proficient in the target

language, they can handle longer sequences of
instructions that form complete procedures. While the
first lesson might not have included lengthy
sequences, more complex instructions can be given to
students as they progress.
• Several routine tasks, such as writing a letter, can be
divided up into an action sequence that students can
be asked to complete.
 4) The current status of the approach
• The current state of Total Physical Response makes it very difficult
to achieve high-level language proficiency.
• It is only expected to develop students’
language from beginner to
intermediate.
• When creating a language teaching
program, TPR shouldn't be the only
teaching method used. Other activities
that are compatible with the type of
materials used must go along with it.
 VIDEO
S
FIRST VIDEO
https://www.youtube.com/watch?
v=pr9QTISemxE

SECOND VIDEO
https://www.youtube.com/watch?
v=bkMQXFOqyQA
 DISCUSSION QUESTIONS
1)What is Total Physical Response (TPR), and how does it differ from other
language teaching methods?

2)Can you give examples of TPR activities that can be used in the classroom
to teach specific vocabulary or language structures?
3)Have you personally experienced TPR as a language learner? If so, how did
it impact your learning experience?

4)In your opinion, what is the future of TPR in language education, and how
might it continue to evolve?
 References

Bahtiar, Y. (2017). Using the total physical response to improve students’ vocabulary mastery.
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal, 2(1), 9-23
Cambridge University Press ELT. (2010, August 17). Total Physical Response (TPR) - Teacher

Training film no. 8 [Video]. YouTube.

https://www.youtube.com/watch?v=bkMQXFOqyQA
E-JOY ENGLISH ONLINE SCHOOL. (2020, September 27). How to use TPR in the classroom?
[Video]. YouTube. https://www.youtube.com/watch?v=pr9QTISemxE
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching