TOTAL PHYSICAL RESPONSE Teaching is one of the easiest jobs in the world... ...Teaching WELL is one of the most difficult!

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TOTAL PHYSICAL RESPONSETeaching is one of the
easiest jobs in the world... ...Teaching WELL is
one of the most difficult!
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T P R(TOTAL PHYSICAL RESPONSE)

• TPR is a method in language teaching which is
  based on the coordination of speech and action.
• It allows students to react to language without
  thinking too much.
• The students are required to carry out the
  instructions by physically performing the
  activities.

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• TPR was developed by James Asher, who is a
  professor of psychology at San Jose State
  University in California.

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What is the aim of this method?

• The aim is to teach language via
• physical(motor) activity.
• Asher also pays attention to
• Language teaching procedures
• Developmental psychology
• Learning theory
• Humanistic pedagogy

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James Asher thinks that

• Second language learning is
• parallel to first language learning.
• Both of them have parallel processes.
• Speech ? Commands
• Commands ? Physical response
• Physical response ? Verbal response

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• Gamelike movements and understandable
  linguistic production
• ? reduce stress.
• ? create a positive mood in the learner.
• ? facilitate
  learning.

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APPROACH

• ? Theory of language
• ? A grammar based view of language
• ? Verb ? In imperative form
• ? Theory of language learning
• ? A stimulus-response view

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• TRACE
• THEORY

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Trace theory

• More often or intensive memory connection
• ?
• Stronger memory association
• ?
• More likely it will be recalled

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Three hypotheses that Asher suggests

• Bio-program
• Brain Lateralization
• Reduction of stress

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The bio-program

• Innate
• First listening competence and then the ability
  to speak
• Listening comprehension ? To respond physically
  to spoken language
• Establishment of listening comprehension ?
  Speech evolves naturally and effortlessly.

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• . Listeninggt Accompanied by physical movement
• . Speech and other productive skills
• . Sequence Listening before speaking
• . Mode To synchronize language with the
  individuals body.

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Brain Lateralization

• Jean Piaget
• Asher says that TPR is directed to right brain
  learning while most second language teaching
  theories are directed to left brain learning.
• Right-left-brain learning (different learning
  functions)
• - Right-brain activity ? Motor movement
• - Left-brain activity ? Watching and learning

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Reduction of Stress

• Absence of stress ?An important condition for
  successful language learning
• Asher
• Language acquisition In a stress-free
  environment
• Adult language learning environment Stress
  and anxiety
• . The lower the stress, the greater the learning.

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• The keys to stress-free learning
• ? Using natural bio-program.
• ? Remembering relaxed and enjoyable experiences.
• ? Focusing on meaning.
• ? Getting away from self-conscious and stressful
  situations.
• ? Devoting full energy to learning.
• ? Not forcing student to speak

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DESIGN

• Objectives
• Syllabus
• Learning activities
• Roles of learner
• Roles of teacher
• Materials

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OBJECTIVES

• ? Using action-based drills in the imperative
  form.
• ? Teaching oral proficiency at a beginning level.
• ? Teaching basic speaking skills.
• ? Using comprehension as a means to speaking.
• ? Facilitating a suitable comprehension and
  speaking period.

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• SYLLABUS
• Seeing the rules in context (inductively).
• Using sentence-based grammatical syllabus.
• Paying attention to meaning rather than the
  form and text
• TPR works best with about 8 students.
• A fixed number of items
• ( Assimilating 12 to 36 new lexical
• Items)

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Learning Activities

• ? Using objects
• ? Role plays and slide presentations
• ? Story telling
• ? Games
• 
  
• ? Imperative exercises

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Roles of learners

• Primary roles Listener and performer
• Listening attentively
• Responding physically
• To commands given by the teacher

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• Recognizing and responding to new combinations
  of previously taught items
• Producing new combinations on their own
• Monitoring and evaluating their own progress
• Being encouraged to speak
• Speaking when become ready

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Roles of Teachers

• An active and direct role in TPR
• Decider
• Director
• Organizer
• Detailed lesson plan creator
• OPPORTUNITY PROVIDER
• 
  
• 
  Feedback giver
• A sensitive
  instructor to the
• STUDENTS

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MATERIALS

• ? No basic text
• ? For beginners
• - Teachers voice
• - Actions
• - Gestures
• ? After a period
  of
• learning
• - Books, pens, cup,
  furniture
• 
  

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• ? In later learning stages
• - Materials( pictures,
• word charts etc.)
• - Realia
• ? Kits

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PROCEDURE

• ? Review ?A fast-moving warm up
• ? New commands
• ? Asking simple questions
• ? Role reversal
• ? Reading and writing

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Enjoyable and easy for
teachers as well as students
STRENGTHS

• Long-term retention (recollection-keep in mind)
• Immediate comprehension of the target language
• Stress-free
• Facilitator in language learning
• A helpful alternative teaching
• strategy

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WEAKNESSES

• Only suitable for beginner level
• A challenge for shy students
• Avoiding students from expressing their own
  ideas
• Insufficient to teach abstract language

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CONCLUSION
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• TOTAL PHYSICAL RESPONSE
• Physical response to the commands is important.
• Physical reaction is given priority speech
  occurs when the learner is ready.
• Reviewing, giving new commands, asking simple
  questions, role reversal, reading and writing are
  the types of learning activities.
• Pictures, word charts, kits etc. are used
  during the learning stage.
• Right-brain acitivities (physical/motor
  acitivities) have a primary role on learning.
• Syllabus is sentence-based.

• AUDIOLINGUAL
• Active verbal interaction is given importance.
• The focus is on immediate and accurate speech.
• Reflection, restatement, contarction,
  replacement etc. are types of learning.
• Tape recorders and audiovisual equipment are
  the instructional materials for this method.
• Structure, grammar points and rules are also
  important.
• Syllabus is structure-based and includes the
  key items of phonology, morphology and syntax.

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SIMILARITIES BETWEEN
AUDIOLINGUAL AND TOTAL PHYSICAL RESPONSE

• Both of them give importance to speaking skills
  before reading and writing.
• Teachers are active and central.
• Drills are important for both of them.
• Teaching of the grammar is inductive.
• Classes of ten or fewer are considered optimal.

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REFERENCES

• Richards,C. Jack Rodgers,S.Theodore (2002)
  Cambridge University Press Approaches and Methods
  in Language Teaching
• http//www.sil.org/LinguaLinks/LanguageLearning/W
  aysToApproachLanguageLearning/TotalPhysicalRespons
  e.htm
• http//www.teacherjoe.us/TeachersTPR.html
• http//www.onestopenglish.com/section.asp?docid
  146503
• http//coe.sdsu.edu/people/jmora/almmethods.htm
  TPR
• http//www.c-english.com/files/tpr.pdf
• http//209.85.135.132/search?qcacheG1lF__GfxQ4J
  www.springinstitute.org/Files/tpr4.pdftotalphys
  icalresponsecd17hltrctclnkgltr
• http//www.teachingenglish.org.uk/think/article
  s/total-physical-response-tpr
• http//conference.nie.edu.sg/paper/new20conver
  ted/ab00466.pdf
• http//wiki.galbijim.com/Total_Physical_Respons
  eDisadvantages
• http//www.foreignlanguagesweb.com/teaching/met
  hods/tpr.htm