Total Physical Response
(TPR)
Total Physical Response
"Babies don't learn by memorizing
lists; why should children or adults?“
from a lecture by Dr. Asher at
Cambridge University, England.
What is TPR?
Developed by James Asher in
the 1970s, TPR is a language
teaching method built around
the coordination of speech and
action.
Origin
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
(actions). 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:
(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).
The learning hypotheses:
1. Innate bio program: listening before speaking
(Natural Approach) and synchronized with body.
Second learning language should imitate first
language learning.
2. Affective Filter: like first language learning, second
language learning should take place in a stress-free
environment because the lower the stress, the
greater the learning.
3. Brain Lateralization: TPR is directed to right –brain
hemisphere because the right brain is responsible for
motor activities while language activity is situated in
the left hemisphere. Right hemisphere activities
trigger left hemisphere activities, but right brain
activities must occur before the left brain can
process language for production.
Left Brain v. Right Brain
Left Brain V. Right Brain
Left brain Right brain
Left Brain: Right Brain:
Logical Random
Sequential Intuitive
Rational Holistic
Analytical Synthesizing
Objective Subjective
Looks at parts Looks at wholes
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.
Goals
to provide an enjoyable
learning experience, having
a minimum of the stress
that typically accompanies
learning a foreign language.
Roles
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.
Teaching/learning process:
Lessons begin with commands by
the teacher. Students
demonstrate their understanding
by acting these commands out.
Teachers recombine their
instructions in novel and often
humorous ways; eventually
students follow suit. Activities
later include games and skits.
Interaction
Teacher-Student and student-student:
The teacher interacts with individual
students and with the group, starting
with the teacher speaking and the
students responding nonverbally.
Later, this is reversed; students issue
commands to teacher as well as each
other.
Dealing with feelings
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.
Aspects of language the approach emphasizes:
Grammatical structures
and vocabulary are
emphasized, imbedded in
imperatives.
Understanding precedes
production; spoken
language precedes the
written word.
Role of students’ native language:
Method is introduced in students’
native language, but rarely used
later in course. Meaning is made
clear through actions.
Response to students’ errors:
Students are expected to make
errors once they begin speaking.
Teachers only correct major
errors, and do this unobtrusively.
“Fine-tuning” occurs later.
Means for evaluation:
Teachers can evaluate students
through simple observation of
their actions. Formal
evaluation is achieved by
commanding a student to
perform a series of actions.
What are advantages of TPR?
•Fun and Easy: Students enjoy activity!
•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 kinesthetic 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.
What are disadvantages of TPR?
•Most useful for beginners.
•Preparation becomes an issue for teachers
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.
Check your understanding of TPR.
• 1.Asher believes that foreign language
instruction can and should be modeled on
native language acquisition. What are some
characteristics of his method that are similar to
the way children acquire their native
language?
• 2.One of the principles of TPR is that when
student anxiety is low, language learning is
enhanced. How does this method lower
student anxiety?
