Total Physical Response (TPR)

1
Total Physical Response (TPR)

• by James Asher, 1977, one of the Designer Methods

2
Origin

• Developed by James Asher in the 1970s, TPR is a
  language teaching method built around the
  coordination of speech and action. TPR is linked
  to the developmental psychology, learning theory,
  and humanistic pedagogy. It is based on the
  belief that the fastest, least stressful way to
  achieve understanding of any target language is
  to follow instruction uttered by the instructor
  without native language translation.

3
Origin

• In psychology, it is linked to the trace theory
  of memory, which 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. Retracing
  can be done verbally such as rote repetition or
  in association with motor activity.
• In addition, in a developmental sense, Asher
  claims that speech directed to young children
  consists primarily of commands, which children
  respond to physically before they begin to
  produce verbal responses.

4
Origin

• The emphasis on developing comprehension skills
  before the learner is taught to speak links to
  the so-called Comprehension Approach, the
  principles of which share the belief that (1)
  comprehension abilities precede productive skills
  in learning a language (2) the teaching of
  speaking should be delayed until comprehension
  skills are established (3) skills acquired
  through listening transfer to other skills (4)
  teaching should emphasize meaning rather than
  form (5) teaching should minimize learner stress
  (Richards Rodgers, 1986).

5
Origin

• There are other methods being practiced under
  this common ground such as Krashen and Terrells
  Natural Approach, which emphasizes students
  developing basic communication skills and
  vocabulary through their receiving meaningful
  exposure to the target language. By using
  pictures and occasional words in the students
  native language, teachers have to make sure their
  input is comprehensible, acquisition will proceed
  naturally and a low affective filter should be
  created to reduce anxiety.

6
Origin

• Another example is Winitz and Reeds
  self-instructional program and Winitz The
  Learnables. In this method, students listen to
  tape-recorded words, phrases, and sentences while
  they look at accompanying pictures. The meaning
  of the utterance is clear from the context the
  picture provides.

7
Origin

• Another method is the Lexical Approach developed
  by Michael Lewis. It is more concerned that
  students receive abundant comprehensible input.
  Especially at lower levels, teachers talk
  extensively to the students while requiring
  little or no verbal response from them. They are
  particularly encouraged to notice multi-word
  lexical items such as I see what you mean.

8
Principles

• Understanding of the target language should be
  developed before speaking.
• Meaning can often be conveyed through actions,
  especially by using commands.
• Feelings of success and low anxiety facilitate
  learning.
• Spoken language should be emphasized over written
  language.
• Teachers should be tolerant of errors which are
  expected to be made by students.
• Meaning is more important than form.

9
Influences

• Learning a foreign language is similar to the
  first language acquisition.
• Make language learning as enjoyable as possible
  in a low-anxiety environment-gt
• Feelings of success and low anxiety facilitate
  learning, especially effective for beginners
• TPR represents a useful set of teaching ideas and
  techniques that can be integrated into other
  methodologies for certain instructional purposes.

10
Limitations

• There may be substantial limitations on what can
  be effectively accomplished in terms of
  proficiency goals through commands only
  (especially for advanced learners)
• There is little emphasis on the development of
  accuracy in Ashers description of the method.

11
Summary of TPR

• Based on the Comprehension Approach (p.6),
  understanding precedes production. Meaning is
  conveyed through actions (instructions given by
  the teacher) memory is increased if it is
  stimulated or traced through association with
  motor activity which is a right-brain function
  (the trace theory of learning). Learners
  learning anxiety has to be lowered.

12
Summary of TPR

• It seems to be especially effective in the
  beginning level and its appeal to the dramatic
  nature of lg learning is attractive. It can also
  be used into more advanced proficiency levels by
  incorporating more complex syntax into the
  imperative. However, in TPR reading and writing
  activities, Ss are limited to spinning off from
  the oral work in the classroom.