Total Physical Response in Language Learning

1. Total Physical Response (TPR)

2. 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.

3. What is TPR?

4. Developed by James Asher in the 1970s, TPR is a language teaching method built around the coordination of speech and action.

5. Origin

7. The learning hypotheses:

8. 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.

9. Left Brain v. Right Brain

11. Principles

13. Goals

15. Roles

17. Teaching/learning process:

18. 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.

19. Interaction

20. 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.

21. Dealing with feelings

22. 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.

23. Aspects of language the approach emphasizes:

25. Role of students’ native language:

26. Method is introduced in students’ native language, but rarely used later in course. Meaning is made clear through actions.

27. Response to students’ errors:

28. Students are expected to make errors once they begin speaking. Teachers only correct major errors, and do this unobtrusively. “Fine-tuning” occurs later.

29. Means for evaluation:

30. Teachers can evaluate students through simple observation of their actions. Formal evaluation is achieved by commanding a student to perform a series of actions.

31. What are advantages of TPR?

33. What are disadvantages of TPR?