TOTAL PHYSICAL RESPONSE

APPROACH
NATURE OF LANGUAGE

TPR reflects a grammar-based view of language

The instructor can learn most of the grammatical structure of the target language and hundreds of vocabulary items from the
skillful use of the imperative. (Comprehension Approach)
The verb is viewed, and particularly the verb in the imperative, as the central linguistic motif around which language use and
learning are organized.
Sillful use of imperative
Grammatical structure and vocabulary
A THEORY OF THE NATURE OF LANGUAGE LEARNING
Asher sees a stimulus – response view as providing the learning theory underlying language teaching pedagogy. TPR can also
be linked to the “ trace theory “ of memory of psychology; wich holds that the more often or the more intensively a memory
connection is traced, the stronger the memory association will be and the more likely it will be recalled.
COMMANDS OBSERVATION ( L – U ) PHYSICAL RESPONSE VERBAL RESPONSE
There are three principles

1. There exists a specific innate BIO-PROGRAM for language learning, which defines an optimal path for first and
second language development ( understanding the spoken language should develop before speaking the language)
2. Brain Lateralization: defines different learning functions in the left and right brain hemispheres (Understanding
should evolve through the movement of the student’s body)
3. Reduction of Stress ( an affective filter) intervenes between the act of learning and what is to be learned. The lower
of the stress ( Students should not be forced to speak. The student will produce sounds spontaneously )

THE BIO – PROGRAM

Asher sees three processes as central:
1. Listening competence
Spontaneously.
Speaking ability Children understand complex
utterances that they cannot
Produce or imitate.

2. Parental command Listening comprehension Physical response

3. Once listening comprehension has been established speech evolves naturally and effortlessly.

THE FOREIGN LANGUAGES LEARNER SHOULD INTERNALIZE

1. A “Cognitive map” of the target language ( listening exercises)

2. Listening should be accompanied by physical movement
3. Speech and other productive skills come later.

BRAIN LATERALIZATION

Asher sees TPR as directed to right-brain learning.

Right hemisphere activities must occur before the left hemisphere can process language for production.
While adult proceed to language mastery through right hemisphere motor activities, the left hemisphere watches and learns.

REDUCTION OF STRESS

The absence of stress is an important condition for successful language learning.

First language acquisition Stress free environment

Adult language learning Stressful Causes anxiety

Focus meaning through movement Not language forms.

DESIGN
OBJETIVES:

General objectives teach oral proficiency at a beginning level

Using of the comprehension as a means to speaking
Teach basic speaking skills.
Produce learners who are capable of an uninhibited communication
All goals must be attainable through the use of action-based drills in the imperative form.

Syllabus

Sentence-based syllabus ( analysis of the exercise types employed in TPR classes)

Grammatical and lexical criteria are primary
Unlike others, TPR requires initial attention to meaning rather than to the form of items.
Grammar is taught inductively

THE TYOES OF LEARNING AND TEACHING ACTIVITIES

Imperative drills are the major classroom activity in TPR

Conversational dialogues are delayed until after almost 120 hours of instruction.
Other class activities include role-plays and slide presentations.

LEARNER ROLES

Learners have the primary roles of listener and performer

Learners are expected to recognize and respond to novel combinations of previously taught items
Learners are required to produce novel combinations.
Learners monitor and evaluate their own progress.
They are encouraged to speak when they feel ready to speak.

TEACHER ROLES

Teachers play an active and direct role.

They decide what to teach, who models, present new materials and select supporting materials.
Teachers should allow speaking abilities to develop in learners at the learners own natural pace.
Teachers must be like parents while giving feedback.

THE ROLE OF TEACHING MATERIALS

Generally no basic text

Teacher’s voice, actions and gestures
Common classroom objetcs (books, pens, cups, furniture)
Supporting materials ( pictures, realia, slides and word charts)
Materials and realia play an increasing role later on.
Asher developed TRP student kits that focus on specific situations, such as the home, the supermarket, the beach.

 PROCEDURE

The teacher presents verbs or phrasal verbs in imperative

Wake up Get dressed

Rub your eyes Walk to the door.
Stretch your body eat an apple
Wash your face Put on your backpack
Brush your teeth Open the book
Comb your hair Touch your hair

Exercise 1 OBSERVATION ( LISTEN and UNDERSTAND)

Instruction: The teacher says actions and the students only listen and understand.
GET Dressed.

Teacher: WALK TO THE DOOR.

STUDENTS: Only listen and understand.

Exercise 2 PHYSICAL RESPONSE

Instruction: The teacher says and makes actions, and the students imitate the teacher.
Teacher: wash you hair
Students: imitate the teacher’s action

Exercise 3: Verbal Response

Instruction: The teacher says and makes, the students speak and imitate the teacher.
Teacher: tub your eyes
Students: imitate the teacher’s action also, they repeat the teacher’s phrase.

Exercise 4: Using commands to direct behavior.

Instruction: The teacher uses the commands for getting students to perform an action.

Stretch your body

Wash your face
When the teacher say these actions, also he or she does the action

Exercise 5 Role reversal

Instruction: One student commands their teacher and classmates to perform some actions.
Here one students does the teacher’s role. He says:

Touch your hair, stretch your body, get dressed and another actions.

Exercise 6: Action Sequence

Instruction: The teacher give three connected commands.

Touch your hair

Wash your hair
Comb your hair.