សកលវិទ្យោល័យធនធានមនុស្ស

HUMAN RESOURCE UNIVERSITY

Faculty of Arts, Humanities, and Languages

Foundation of Education
Topic: Total Physical Response
(Year4, Semester2)
• Lecturer: Chhom Chumrong  Shift: Evening (Monday to Friday)
• Prepared by: Heng VorLeak
WHAT IS TOTAL PHYSICAL RESPONSE (TPR)
TPR is one of the English teaching methods and approaches that has been developed.
Dr. James J. Asher is the author of this article. It has been used for about three decades. This
strategy aims to focus emphasis on encouraging students to listen to and respond to their
professors' spoken target language orders. In other words,
TPR, in other terms, is a language instruction method based on the synchronization of many The
steps of learning a new language for the first time. As a result, there are three fundamental
processes:
(a) Children develop listening skills before they gain the ability to talk. They can grasp
complicated statements in the early stages of first language acquisition, but they are unable to
make or imitate them spontaneously. Asher considers the possibility that a student is creating a
mental model of the language that will allow them to communicate effectively.
Later in this listening era, produce spoken language;
(b) children's listening comprehension skills are developed as a result of their need to physically
respond to spoken language in the form of parental directives; and
(c) after establishing a basis in listening comprehension, Speech emerges from it in a natural and
fluid manner.
CHARACTERISTICS OF TPR
TPR's most common classroom activity is imperative exercises. They are usually designed to emphasize
the learners' physical motions and activity. Learners take on two key roles in this scenario: listener and
performer.
They pay attention and physically respond to the teacher's orders.
Learners must respond both individually and collectively; they have only a minimal impact on learning
content because content is determined by others.

the professor Learners are also required to notice and respond to novel combinations of previously taught
elements when they first start learning. These unique utterances are recombinations of elements that the
teacher has used in the classroom. 'Walk to the table!' and 'Sit on the chair!' are two examples of teacher
directions. Learners are familiar with these because they have been around for a long time.

I'd gotten into the habit of reacting to them. Learners are also expected to generate.

They've come up with their own unique combos. Learners keep track of and evaluate their own progress.
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