Transcript Total Physical Response (TPR)

Total Physical Response
(TPR)
by James Asher, 1977, one of the
Designer Methods
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.
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.
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).
Origin
 There are other methods being practiced
under this common ground such as Krashen
and Terrell’s 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.
Origin
 Another example is Winitz and Reed’s 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.
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.
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.
Influences
 Learning a foreign language is similar to the
first language acquisition.
 Make language learning as enjoyable as
possible in a low-anxiety environment->
 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.
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 Asher’s description of the
method.
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.
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.