Total Physical Response

1. Total Physical Response
• Developed by James Asher.
• It is a language teaching method
built around the coordination of
speech and action; it attempts to
teach language through physical
(motor) activities.

2. Approach:
Theory of language
• Asher states that ‘’most of the
grammatical structure of the target
language and hundreds of vocabulary
items can be learnt from the skillful use
of imperatives by the instructor’’.
• Imperatives are used to initiate different
speech acts such as requests and
apologies.
• He views the verb in the imperative form
as the central linguistic motif around
which language use and learning are
organized.

3. Theory of learning
•Usher still sees a stimulus-
response view as providing the
learning theory underlined
language teaching pedagogy.

4. Theory of learning
• Asher has elaborated an account of what
he feels facilitates or inhibits foreign
language leraning.
• Three learning hypotheses:
• The bio-program
• Brain lateralization
• Reduction of stress

5. Objectives
• The general objectives of Total
Physical Response are to teach oral
proficiency at beginning levels.
Comprehension is a means to an end
and the ultimate aim is to teach basic
speaking skills.
• A TPR course aims to produce
learners who are capable of an
uninhibited communication that is
intelligible to a native speaker.

6. The syllabus
• Total Physical Response requires initial
attention to meaning rather to the form of
items.
• Grammar is thus taught inductively.
• Grammatical features and vocabulary
items are selected according to the
situations in which they can be used in the
classroom and the ease with which can be
learned.

7. Types of learning and teaching
activities
• Imperative drills are the major classroom
activity in TPR. They are typically used to
elicit physical actions and activities on the
part of learners.
• Other class activities include role plays
and slide presentations.
• Reading and writing activities may also be
employed to further consolidate structures
and vocabulary, and as follow-up to oral
imperative drills.

8. Learner roles
LISTENER
PERFORMER

9. Teacher roles
ACTIVE
DIRECT

10. The role of instructional materials
• There is generally no basic text in a TPR course.
• For absolute beginners, lessons may not require
the use of materials, since the teacher’s voice,
actions and gestures may be a sufficient basis for
classroom activities.
• Later the teacher may use common classroom
objects, such as books, pens, cups and furniture.
• As the course develops, the teacher will need to
make or collect supporting materials to support
teaching points. (pictures, slides and word charts)

11. Conclusion
• TPR emphasizes the role of comprehension
in second language acquisition.
• It provides comprehensible input and
reduces stress.
• It deals with only the very beginning
states of learning.
• It should be used in association with other
methods and techniques.