TOTAL PHYSICAL RESPONSE
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TPR
(TOTAL PHYSICAL RESPONSE)


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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.
TPR was developed by James Asher, who is a
professor of psychology at San Jose State
University in California.
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

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
**Gamelike movements and understandable linguistic
production;
► reduce stress.
► create a positive mood in the learner.
► facilitate learning.
♦ Theory of language
→ A grammar based view of language
→ Verb ► In ımperative form
♦ Theory of language learning
→ A stimulus-response view
“TRACE
THEORY”
Trace theory
* More often or intensive memory
connection
▼
* Stronger memory association
▼
* More likely it will be recalled
Three hypotheses that Asher
suggests;
*Bio-program
*Brain Lateralization
*Reduction of stress
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.
.
Listening=> Accompanied by physical
movement
. Speech and other productive skills
. Sequence= Listening before speaking
. Mode= To synchronize language with the
individual’s body.
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
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.
•
☼ 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
* Objectives
* Syllabus
* Learning activities
* Roles of learner
* Roles of teacher
* Materials
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.
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
İtems)
Learning Activities
► Using objects
► Role plays and slide presentations
► Story telling
► Games
► Imperative exercises
Roles of learners
* Primary roles : Listener and performer
* Listening attentively
* Responding physically
To commands given by the teacher
* 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
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
● No basic text
● For beginners;
- Teacher’s voice
- Actions
- Gestures
● After a period of
learning
- Books, pens, cup, furniture
● In later learning stages;
- Materials( pictures,
word charts etc.)
- Realia
● Kits
☺ Review ►A fast-moving warm up
☺ New commands
☺ Asking simple questions
☺ Role reversal
☺ Reading and writing
* Enjoyable and easy for teachers
as well as students
* Long-term retention (recollection-keep in mind)
* Immediate comprehension of the target
language
* Stress-free
* Facilitator in language learning
* A helpful alternative teaching
strategy
* Only suitable for beginner level
* A challenge for shy students
* Avoiding students from expressing their
own ideas
* Insufficient to teach abstract language
CONCLUSION
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.
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.
REFERENCES
* Richards,C. Jack & Rodgers,S.Theodore (2002) Cambridge University
Press Approaches and Methods in Language Teaching
*http://www.sil.org/LinguaLinks/LanguageLearning/WaysToApproachLangu
ageLearning/TotalPhysicalResponse.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?q=cache:G1lF__GfxQ4J:www.springinstitu
te.org/Files/tpr4.pdf+total+physical+response&cd=17&hl=tr&ct=clnk&gl
=tr
* http://www.teachingenglish.org.uk/think/articles/total-physicalresponse-tpr
* http://conference.nie.edu.sg/paper/new%20converted/ab00466.pdf
* http://wiki.galbijim.com/Total_Physical_Response#Disadvantages
* http://www.foreignlanguagesweb.com/teaching/methods/tpr.htm