TOTAL PHSYICAL RESPONSE

SUBMITTED BY : DWI QATRUNNADA (140203190)

ENGLISH EDUCATION DEPARTMENT

BANDA ACEH, 2016

TARBIYAH FACULTY
ISLAMIC UNIVERSITY OF AR RANIRY
Background

James asher developed the total physical response method as a result of his observation of the
language development of young children. Asher saw that most of the interactions that young
children experience with parents or other adults combine both verbal and physical aspects. The
child responds physically to the speech of the parent and the parent reinforces the childs
responses through further speech. This creates a positive feedback loop between the parents
speech and the childs actions. Asher also observed that young children typically spend a long
time listening to language before ever attempting to speak, and that they can understand and
react to utterances that are much more complex than those they can produce themselves.

From his experiences, asher outlined three main hypotheses about learning second languages
that are embodied in the total physical response method. The first is that the brain is naturally
predisposed to learn language through listening. Specifically, asher says that learners best
internalize language when they respond with physical movement to language input. Asher
hypothesizes that speech develops naturally and spontaneously after learners internalize the
target language through input, and that it should not be forced. In ashers own words:

A reasonable hypothesis is that the brain and the nervous system are biologically programmed
to acquire language, either the first or the second in a particular sequence and in a particular
mode. The sequence is listening before speaking and the mode is to synchronise language with
the individuals body.

The second of ashers hypotheses is that effective language learning must engage the right
hemisphere of the brain. Physical movement is controlled primarily by the right hemisphere,
and asher sees the coupling of movement with language comprehension as the key to language
acquisition. He says that left-hemisphere learning should be avoided, and that the left
hemisphere needs a great deal of experience of right-hemisphere-based input before natural
speech can occur.

Ashers third hypothesis is that language learning should not involve any stress, as stress and
negative emotions inhibit the natural language-learning process. He regards the stressful nature
of most language-teaching methods as one of their major weaknesses. Asher recommends that
teachers focus on meaning and physical movement to avoid stress.
The main text on total physical response is james ashers learning another language through
actions, first published in 1977.

Https://en.wikipedia.org/wiki/total_physical_response

Definition

Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by

using physical movement to react to verbal input. The process mimics the way that infants learn
their first language, and it reduces student inhibitions and lowers stress. The purpose of TPR is
to create a brain link between speech and action to boost language and vocabulary learning.
.TPR method is based on the coordination of speech and action. According to childs
psychology language ability is developed through practical application. The research has
shown that teachers know that children are interested to learn by doing or actively involved in
the learning process. Teachers state that motivation and interest occurs through physical
activities which are fun, interesting and memorable. In order to stimulate children motivation
teachers chose activities considering childs cognitive development and children taught
differently. Second and third class children have more physical activities which include lots of
games appropriate tasks for this age grope. Older children, may perceive some activities as
childish and beside physical activities need more complex tasks which require thinking.

Http://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr

TPR is based on the premise that the human brain has a biological program for acquiring any
natural language on earth - including the sign language of the deaf. The process is visible when
we observe how infants internalize their first language.

The secret is a unique "conversation" between the parent and infant. For example, the first
conversation is a parent saying, "Look at daddy. Look at daddy." The infant's face turns in the
direction of the voice and daddy exclaims, "She's looking at me! She's looking at me!" Dr.
Asher calls this "a language-body conversation" because the parent speaks and the infant
answers with a physical response such as looking, smiling, laughing, turning, walking,
reaching, grasping, holding, sitting, running, and so forth.
Notice that these "conversations" continue for many, many months before the child utters
anything more intelligible than "mommy" or "daddy." Although the infant is not yet speaking,
the child is imprinting a linguistic map of how the language works. Silently, the child is
internalizing the patterns and sounds of the target language.
When the child has decoded enough of the target language, speaking appears spontaneously.
The infant's speech will not be perfect, but gradually, the child's utterances will approximate
more and more that of a native speaker.

Http://www.tprsource.com/asher.htm

The principle

Before applying the TPR method for teaching a foreign language, in this case, it is English, a
teacher should understand its principles well so he will be able to use it properly in the teaching
learning process. Asher (1984), as the developer of TPR, elaborates the principles of this
method, they are: second language learning is parallel to first language learning and should
reflect the same naturalistic process; listening should develop before speaking; children
respond physically to spoken language, and adult learners learn better if they do that too; once
listening comprehension has been developed, speech develops naturally and effortlessly out of
it; delaying speech reduces stress (Asher,1984)., Larsen and Freeman (2000: 114) propose
several principles in teaching learning process by using TPR upon which the teachers
behaviours is based. The principles of TPR are as follows: meaning in the target language can
often be conveyed through action; memory is activated through learners response; the target
language should be presented in chunks, not just word by word; the students understanding of
the target language should be developed before speaking; students can initially learn one part
of the language rapidly by moving their bodies; the imperative is powerful linguistic device
through which the teacher can direct student behaviour; students can learn through observing
actions as well as by performing the action themselves; feeling of success and low anxiety
facilitate learning; students should not be made to memorize fixed routines; correction should
be carried out in an unobtrusive manner; students must not develop flexibility in understanding
a novel combination of target language chunks; they need to understand more than the exact
sentences used in training; language learning is more effective when it is fun; spoken language
should be emphasized over written language; students will begin to speak when they are ready;
students are expected to make errors when they first begin speaking; work on the fine details
of the language should be postponed until students have become somewhat proficient.or less,
Dordjowidjojo (2006) after his research defines three principles which are very analogous to
Ashers ideas. He thinks that: skills can be improved by the use of kinaesthetic sensory system;
humans, especially children, acquire their language through activities; comprehension precedes
production". These three principles are manifested in the classroom practice. Students are
allowed to spend as much time as they want to comprehend before they are to produce any
sentence. To achieve this goal, physical movements are mandatory.(2007) also believes in
language-body conversation and TPR method. His ideas do not really differ from other
researches. Frost sais that parents have language-body conversations with their children, the
parent instructs and the child physically responds to this. These conversations continue for
many months before the child actually starts to speak itself. Even though it cant speak during
this time, the child is taking in all of the language; the sounds and the patterns. Eventually when
it has decoded enough, the child reproduces the language quite spontaneously. TPR attempts
to mirror this effect in the language classroom.

Explanations and examples provide us a general idea of the principle of TPR-to imitate the
process of infants first language acquisition i.e. Understanding of the target language should
be developed before speaking and students will start to speak when they are ready. There is a
process which incorporated TPR in the second language learning classroom. Moreover, spoken
language should be emphasized over written and presented in chunks, either students should
be allowed to make mistakes at the beginning and should not be made to memorize fixed
routines. Physical movements are necessary in teaching process in order to achieve teaching
goals.

Characteristic

The book entitled, inovative strategies in communication arts has enumerated 7

characteristics of total physical response method as follows:

Teachers give the command and the students do or follow it. For example, a teacher instructs
students to write a note to their seatmates.

Games, skits, and other fun-filled activities are given.

There is an interaction between the student and the teacher or between the student and another
student with the assistance of the teacher.
Oral communication is given emphasis. There is a need to consider the lifestyle and the culture
of native speakers.

The actions executed by the students can determine if the meaning of the vocabulary, phrase,
or sentence in the target language is correct.

Committing errors is expected from the students especially when they begin to speak. So,
teachers need not check minor errors. If there is a major error, then it can be corrected in a
discreet manner.

Students actions are observed as a form of evaluation. However, if it is a formal evaluation,

the teacher may give series of commands and the students should perform them. The
performance of the students can be graded individually, by pair or by group.

Implementation

Tpr can be used to teach and practise many things.

Vocabulary connected with actions (smile, chop, headache, wriggle)

Classroom language (open your books)

Imperatives/instructions (stand up, close your eyes)

Storytelling

For grammar

With a beginning level of students, a teacher may bring some objects or use the objects inside
the classroom. For example, the use of there is and there are, the students may pinpoint the
object/objects and construct sentences using there is and there are.

With students who are advanced, the teacher may say: think of two actions in which you can
use the simple present tense and progressive tense. Then, students will execute the actions
required.

Total physical response retrieved from http://www.tpr-world.com/originator.html

Villamin, a.m., salazar, e.l., bala, e.c., & sunga, n.r. (1994). Innovative strategies in
communication arts. Quezon city, qc: phoenix publishing house, inc.

Http://simplyeducate.me/2015/01/04/how-to-teach-using-the-total-physical-response-method/

Richard frost, british council, turkey

Https://www.teachingenglish.org.uk/article/total-physical-response-tpr

Advantages and disadvantages

It is a lot of fun, students enjoy it and it can be a real stirrer in the class. It lifts the pace and the
mood.

It is very memorable. It really helps students to remember phrases or words.

It is good for kinaesthetic learners who need to be active in the class.

It can be used in large or small classes. It doesn't really matter how many students you have as
long as you are prepared to take the lead, the students will follow.

It works well with mixed-ability classes. The physical actions get across the meaning
effectively so that all the students are able to understand and use the target language.

It doesn't require a lot of preparation or materials. As long as you are clear what you want to
practise (a rehearsal beforehand can help), it won't take a lot of time to get ready.

It is very effective with teenagers and young learners.

It involves both left- and right-brained learning.

Disadvantages

Students who are not used to such things might find it embarrassing. This can be the case
initially but i have found that if the teacher is prepared to perform the actions, the students feel
happier about copying. Also the students are in groups and don't have to perform for the whole
class. This pleasure is reserved for the teacher.

It is only really suitable for beginner levels.

Whilst it is clear that it is far more useful at lower levels because the target language lends itself
to such activities i have also used it successfully with intermediate and advanced levels. You
need to adapt the language accordingly. For example, it helped me to teach 'ways of walking'
(stumble, stagger, tiptoe) to an advanced class and cooking verbs to intermediate students
(whisk, stir, grate).

You can't teach everything with it and if used a lot it would become repetitive. I completely
agree with this but it can be a successful and fun way of changing the dynamics and pace of a
lesson used in conjunction with other methods and techniques.

Richard frost, british council, turkey

Https://www.teachingenglish.org.uk/article/total-physical-response-tpr

Weaknesses

The above examples, however, also illustrate some of the potential weaknesses inherent in the
approach. Firstly, from a purely practical point of view, it is highly unlikely that even the most
skilled and inventive teacher could sustain a lesson stage involving commands and physical
responses for more than a few minutes before the activity became repetitious for the learners,
although the use of situational role-play could provide a range of contexts for practising a wider
range of lexis.

Secondly, it is fairly difficult to give instructions without using imperatives, so the language
input is basically restricted to this single form.

Thirdly, it is quite difficult to see how this approach could extend beyond beginner level.

Fourthly, the relevance of some of the language used in TPR activities to real-world learner
needs is questionable.

Finally, moving from the listening and responding stage to oral production might be workable
in a small group of learners but it would appear to be problematic when applied to a class of
30 students, for example.
In defence of the approach, however, it should be emphasised that it was never intended by its
early proponents that it should extend beyond beginner level. (In theory it might be possible to
develop it by making the instructions lexically more complex (for example, "Pick up the
toothpaste and unscrew the cap"), but this does seem to be stretching the point somewhat). In
addition, a course designed around TPR principles would not be expected to follow a TPR
syllabus exclusively, and Asher himself suggested that TPR should be used in association with
other methods and techniques. In terms of the theoretical basis of the approach, the idea of
listening preceding production and learners only being required to speak when they are ready
to do so closely resembles elements of Stephen Krashens Natural Approach.

Short TPR activities, used judiciously and integrated with other activities can be both highly
motivating and linguistically purposeful. Careful choice of useful and communicative language
at beginner level can make TPR activities entirely valid. Many learners respond well to
kinaesthetic activities and they can genuinely serve as a memory aid. A lot of classroom
warmers and games are based, consciously or unconsciously, on TPR principles

Http://www2.vobs.at/ludescher/Ludescher/lacquisition/total_physical_response.htm