TOTAL PHYSICAL RESPONSE (TPR)

What is TPR?
Developed by James Asher in the 1970s, TPR is a language teaching method built around
the coordination of speech and action.
It is based upon the way that children learn their mother tongue. Parents have 'language-
body conversations' with their children, the parent instructs and the child physically
responds to this.
Total Physical Response (TPR) is a language teaching method that uses physical
movement to respond to verbal input. It's based on how children naturally learn their first
language, where physical actions and movements help them understand and remember
new words and phrases.
How TPR works:
Teacher: The teacher gives commands in the target language, often accompanied by
actions or gestures.
Students: Students respond to the commands by performing the physical actions.
Example: The teacher says "Stand up!" and the students stand up, or the teacher says
"Touch your nose!" and the students touch their noses.

1. Background
- In psychology, it is linked to the trace theory of memory, which says that the more
often a memory connection is traced, the more likely it will be recalled. Tracing
and retracing can be both verbal (language) and motor (action). The combination
of the two fosters the recall.
- 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.
- 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:
+ comprehension abilities precede productive skills in learning a language
+ the teaching of speaking should be delayed until comprehension skills are
established
+ skills acquired through listening transfer to other skills
+teaching should emphasize meaning rather than form
+ teaching should minimize learner stress (Richarrds & Rodgers 1986).

2. Objectives
 - To provide an enjoyable learning experience, having a minimum of the stress that
typically accompanies learning a foreign language.
- The teacher plays an active and direct role because he decides what to teach, he
selects and models the material.
- The learners listen attentively and respond physically to commands. They are
expected to recognize and respond to new combinations of taught items and they
have to produce new combinations of their own.
- The method was developed principally to reduce the stress associated with
language learning. Students are not forced to speak until they are ready and
learning is made as enjoyable as possible, stimulating feelings of success and low
anxiety.

3. Characteristics
- Grammatical structures and vocabulary are emphasized, embedded in imperatives.
- Understanding precedes production; spoken language precedes the written word.
- Method is introduced in students’ native language, but rarely used later in course.
Meaning is made clear through actions.
- Students are expected to make errors once they begin speaking. Teachers only
correct major errors, and do this unobtrusively “Fine-tuning” occurs later.
3.1. Evaluation
3.1.1. Advantages
- Fun and Easy: Students enjoy activities.
- Simple TPR activities do not require a great deal of preparation on the part of the
teacher.
- TPR is inclusive and works well in a class with mixed ability levels.
- Good for kin-esthetic learners who need to be active in class.
- Good tool for building vocabulary.
- Actions help build connections in the brain.
- Helps learners achieve fluency faster by immersing learners in activities that
involve them in situational language use.
- Good instructional practice for ESL’s learners in their silent period.
- Works well for child and adult learners.
Other benefits
Enhanced Comprehension:
TPR helps students understand language more intuitively by connecting spoken words to
physical actions.

Increased Memory:

The physical aspect of TPR helps to create stronger connections in the brain, making it
easier to remember new vocabulary and grammar.

Reduced Anxiety:

The hands-on nature of TPR can reduce anxiety and make learning more enjoyable,
especially for beginners.

Improved Listening Skills:

TPR requires students to actively listen and process the verbal instructions, which
improves their listening comprehension.

Engaging Learning Environment:

TPR can make learning more dynamic and engaging for students, particularly for
kinesthetic learners.

Examples of TPR in Action:

Teaching Vocabulary:

Students can learn new verbs (e.g., "jump," "run," "sit") by physically performing those
actions.

Teaching Grammar:

TPR can be used to teach prepositions (e.g., "on," "under," "in") by physically placing
objects in different locations.

Teaching Classroom Language:

Students can learn commands and instructions by responding to them physically.

Storytelling:
 TPR can be incorporated into storytelling activities by having students act out scenes
from a story.

In essence, TPR is a fun and effective way to teach language by engaging the body and
brain, helping students learn more naturally and retain information more effectively.

3.1.2. Disadvantages
- Most useful for beginners.
- Preparation becomes an issue for teacher at higher levels.
- Students are not generally given the opportunity to express their own thought in as
creative manner.
- It is easy to over use TPR and begin to bore students.
- May limit teachers in term of scope of language that can be addressed.
- Can be a major challenge for shy students.

Sources
http://www.slideshare.net/tarikelidrissi/total-physical-response-cpr11
http://www.slideshare.net/gingerfresa/total-physical-response-22840472?related=2
http://www.slideshare.net/ignorantdavinci/total-physical-response