Approach: Theory of language and learning

TPR is a technique of language instruction that focuses on teaching language by physical

movement, and reflects a grammar-based view of language.

In TPR, grammar is not taught explicitly but can be learned by induction. Lessons in TPR are
organized around grammar or around the verb.Teachers use TPR to teach vocabulary
connected with actions and is commonly used with English Language Learners but it also
helps native speakers with new words.

The total physical response has a lot of benefits, teachers are allowed to think outside the
box, and they can use gestures, facial expressions, props, or body movement to illustrate
the meaning of the word, and students enjoy getting out of the normal activities, they can
also mimic the same gestures, facial expressions, use body movement to recreate the word
that the teacher said.

As Camila said, TPR is a technique of language instruction that focuses on teaching

language by physical movement.
TPR reflects a grammar-based view of language, as we know Grammar-based
approach uses grammar as the base, the starting point, and foundation, for the
development of all language skills, which is the perfect example of a comprehension
approach to language teaching. The action of listening and responding has two
purposes: recognize the meaning and learn the structure of the language. Asher
states that “most of the grammatical structure of the target language and hundreds of
vocabulary items can be learned from the skillful use of the imperative by the
instructor”
In TPR, grammar is not taught explicitly but can be learned by induction. Lessons in
TPR are organized around grammar or around the verb. Asher sees the verb,
particularly in the imperative, as the central linguistic motif around which language
use and learning are organized. Teachers use TPR to teach vocabulary connected
with actions and is commonly used with English Language Learners but, it also helps
native speakers with new words.

The purpose of TPR is to create a link between speech and action. Also, sharpens
students’ listening skills since the students are not forced to speak until they are
ready, this creates a “safe zone” that lowers their stress. The teacher waits until
students acquire enough knowledge of the language through listening so they can
start to speak without thinking.
The total physical response has a lot of benefits, like for example; Teachers do not
have to limit themselves they are allowed to think outside the box, they can use
gestures, facial expressions, props, or body movement to illustrate the meaning of
the word, students enjoy getting out of the normal activities, idk who doesn’t enjoy
playing a game of Simons says, they can also mimic the same gestures, facial
expressions, use body movement to re-create the word that the teacher said.

Design

Objectives:

Teaching oral proficiency at the beginning level is the main objective of TPR.
Comprehension is the way to deal with that objective. The aim is to produce learners who
are capable of communicating in other languages.

There are no specific instructional objectives for this that will depend on the particular needs
of the learners. The goals are set through the use of action-based drills in the imperative
form.

The syllabus

The type of syllabus that Asher uses is a sentence-based syllabus (which means that) with
grammatical and lexical criteria focused on selecting teaching items. The TPR requires initial
attention to meaning rather than to the form of items. Grammar is taught inductively and
grammatical features and vocabulary items are selected according to their use in target
language situations. Asher focuses on the global meaning of language and the details of its
organization.

Types of learning and teaching activities

The main classroom activity is the imperative drill (students attentively and respond
physically to commands by the teacher). Conversational dialogues are delayed until
after 120 hours of instruction. Role plays focus on everyday situations and the slide
presentations are used to support the teacher`s narration. Reading and writing activities are
employed to further structures and vocabulary and as follow-ups to oral imperative drills.

Interaction: initially, the interaction is characterized by the teacher speaking and the
students responding nonverbally. Students perform the actions together and must
demonstrate their understanding of the commands in order to retain them.

Learner roles:

They are imitators of the teacher`s nonverbal model. They are listeners and performers.
They listen and respond physically to commands given by the teacher. Learners are
expected to recognize and respond to novel combinations of previously taught items. They
monitor their own progress. They are encouraged to speak when they feel ready to speak.
Teacher roles: “the instructor is the director of a stage play in which the students are
the actors”

The teacher is the director of all student behavior. The teacher who decides what to teach,
who models and presents the new materials, and who selects supporting materials plays an
active and direct role. Asher recommends using detailed lessons (for instance, to write out
the exact utterances the T will use and the novel commands). Regarding interaction, It is the
Teacher who starts the interaction even if learners interact with each other.

Feedback is given in the same way that parents give feedback to their children. At first,
teachers corrected very little. As time goes on, more teacher intervention is expected.

The roles of instructional materials

There is no text in TPR so that materials (such as pictures, slides, and word charts) and relia
are used with advanced learners. For beginners, the use of the material is not necessary
since the teacher`s voice, actions, and gestures are used for classroom activities.

Asher has developed kits that focus on specific situations(e.g. at the home, the supermarket,
etc.) so that students use that to construct scenes.

RELIA: is the use of real-life objects in the classroom to teach a specific concept.

2 types of tpr: instructional and educational. Instructional: give sts commands (gestures for
writing, silence, etc.)
educational: