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    T Physical Response

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    Ivis Ahn
    The document describes the Total Physical Response (TPR) language teaching method developed by James Asher. TPR is built around coordinating speech and action, and is based on the theory that adults learning a new language should go through a similar process as children acquiring their native tongue. In the TPR method, the teacher gives students commands to act out physically, students imitate the teacher's actions and later provide commands of their own, allowing them to learn through engaging and enjoyable physical activities without pressure of early speech production. The goal is to help students develop proficiency beyond beginning levels by simulating the natural way children learn their first language.

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    T Physical Response

    Uploaded by

    Ivis Ahn
    6 views14 pages
    The document describes the Total Physical Response (TPR) language teaching method developed by James Asher. TPR is built around coordinating speech and action, and is based on the theory that adults learning a new language should go through a similar process as children acquiring their native tongue. In the TPR method, the teacher gives students commands to act out physically, students imitate the teacher's actions and later provide commands of their own, allowing them to learn through engaging and enjoyable physical activities without pressure of early speech production. The goal is to help students develop proficiency beyond beginning levels by simulating the natural way children learn their first language.

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    The document describes the Total Physical Response (TPR) language teaching method developed by James Asher. TPR is built around coordinating speech and action, and is based on the theory that adults learning a new language should go through a similar process as children acquiring their native tongue. In the TPR method, the teacher gives students commands to act out physically, students imitate the teacher's actions and later provide commands of their own, allowing them to learn through engaging and enjoyable physical activities without pressure of early speech production. The goal is to help students develop proficiency beyond beginning levels by simulating the natural way children learn their first language.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
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    6 views14 pages

    T Physical Response

    Uploaded by

    Ivis Ahn
    The document describes the Total Physical Response (TPR) language teaching method developed by James Asher. TPR is built around coordinating speech and action, and is based on the theory that adults learning a new language should go through a similar process as children acquiring their native tongue. In the TPR method, the teacher gives students commands to act out physically, students imitate the teacher's actions and later provide commands of their own, allowing them to learn through engaging and enjoyable physical activities without pressure of early speech production. The goal is to help students develop proficiency beyond beginning levels by simulating the natural way children learn their first language.

    Copyright:

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    of 14

    TOTAL PHYSICAL RESPONSE

    IVANNA ARCE & RUT SALAZAR

    TPR
    LANGUAGE TEACHING METHOD BUILT AROUND THE COORDINATION

    JAMES ASHER

    SPEECH

    ACTION

    DEVELOPMENTAL PHYCOLOGY

    THEORY

    HUMANISTIC PEDAGOGY

    ADULTS SHOULD RECAPITULATE THE PROCESSES BY WHICH CHILDREN ACQUIRE THEIR NATIVE LANGUAGE.

    STUDENTS

    ENJOY

    GOALS
    TEACHERS

    EXPERIENCE IN LEARNING TO COMMUNICATE

    A FOREING LANGUAGE

    BEYOND A BEGINING LEVEL OF PROFICIENCY

    THE WAY CHILDREN LEARN THEIR NATIVE LANGUAGE

    TEACHER ROLE STUDENT ROLE


    DIRECTOR BEHAVIOR STUDENTS

    NONVERBAL MODEL

    IMITATORS

    READY TO SPEAK
    DIRECTOR

    TEACHER

    OTHER STUDENTS

    THE TEACHING/LEARNING PROCESS


    INSTRUCTOR ISSUES COMMANDS PERFORMS STUDENTS

    ACTIONS

    STUDENTS

    COMMANDS

    PERMORMING

    INSTRUCTOR

    ACTIONS / COMMANDS

    INSTRUCTOR (TEACHER) RECOMBINES ELLEMENTS STUDENTS STUDENTS

    COMMANDS

    FLEXIBILITY
    UNFAMILIAR UTTERANCES

    ORAL COMMANDS READ


    READY

    WRITE

    SPEAK INSTRUCTOR (TEACHER)

    ACTIVITIES

    SKITS

    GAMES

    STUDENT-TEACHER INTERACTION
    TEACHER SPEAKS WHOLE GROUP INDIVIDUAL STUDENT RESPONDING NONVERBALLY

    WHOLE GROUP INDIVIDUAL STUDENT

    SPEAKS

    TEACHER

    NONVERBALLY

    STUDENT-STUDENT INTERACTION
    PERFORM ACTIONS STUDENT STUDENT

    WATCHING

    LEARN

    ASHER BELIEVES OBSERVERS MUST DEMOSTRATE THEIR UNDERSTANDING OF THE COMMANDS IN ORDER TO RETAIN THEM.

    THE FEELINGS OF STUDENTS


    PERFORM ACTIONS STUDENT LEARN

    REDUCE STRESS
    RE MAKE LEARNING ENJOYABLE

    LANGUAGE CULTURED VIEWED


    NATIVE LANGUAGE ADQUISITION PRIMARY ORAL MODALITY LANGUAGE

    LIFE STYLE PEOPLE CULTURE LANGUAGE NATIVE

    AREAS OF LANGUAGE - SKILLS


    LANGUAGE VOCABULARY GRAMATICAL ESTRUCTURE

    EMPHASIZED

    SKILLS
    UNDERSTANDING TO SPOKE WORD SPOKEN LANGUAGE OVER WRITEN

    THE ROLE OF THE STUDENTSNATIVE LANGUAGE


    AFTER INTRODUCTION RARELY USED NATIVE LANGUAGE

    STUDENTS

    NATIVE LANGUAGES

    WORDS MEANING CLEAR THROUGH BODY MOVEMENTS

    EVALUATION ACCOMPLISHED
    PERFORM ACTIONS STUDENT EVALUATION
    STUDENT UNDERSTANDING

    OBSERVING STUDENTS ACTIONS

    LEARN

    HOW DOES THE TEACHER RESPOND TO STUDENT ERRORS?


    TOLERANT ONLY CORRECT MAJOR ERRORS TEACHER RESPOND

    CORRECT UNOBTRUSIVELY

    AS STUDENTS ADVANCE CORRECT MINOR ERRORS

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