8/4/2019 T P R-2011

1/23

-

T P R -

Total PhysicalResponse

8/4/2019 T P R-2011

2/23

Background

James Asher (1977) Professor of

psychology in California.

TPR is based on the coordination of

speech and action.

Language is taught through physical

(motor) activity.

8/4/2019 T P R-2011

3/23

Background

Based on:

developmental psychology,

learning theory humanistic pedagogy

It can be used in combination withother methods and techniques.

8/4/2019 T P R-2011

4/23

Speech consisted on COMMANDS.

Students respond physically beforespeaking.

It takes into account the the role of

affective (emotional factors) inlanguage learning.

Reduction of learners stress.

Background

8/4/2019 T P R-2011

5/23

Approach: Theory of language

Grammar-based language

IMPERATIVE.

Central linguistic motif

Means by whichclanguage use andlearning are organized around

8/4/2019 T P R-2011

6/23

APPROACH: Theory of Learning

Stimulus response

Trace theory of memory inpsychology:

The more often or the more instensively a

memory connection is traced, the stronger the

memory association will be and the more likely

it will be recalled.Richards and Rodgers

8/4/2019 T P R-2011

7/23

APPROACH: Theory of Learning

Tracing activity +verbal

rehearsal+motor act.

=

SUCCESSFUL RECALL

8/4/2019 T P R-2011

8/23

Influential learning hypothesis

Specific innate bio-program for

language learning

Brain lateralizations: different

learning functions.

Reduction of stress

8/4/2019 T P R-2011

9/23

The bio-program

TPR is a Natural Method

1st and 2nd L learning: parallel processes.

Central processes

Listening development beforespeech

Acquisition of listening comprehension

respond physically to spoken language.

Once listening comprehension is

established natural speech

8/4/2019 T P R-2011

10/23

The bio-program

Foreign language learner should internalize

COGNITIVE MAP

of the target language

through listening activitiesand physical

movement

8/4/2019 T P R-2011

11/23

Brain lateralizations

Right-brain

learning:

TPR

Left-brain

learning:

L2 teaching

methods

8/4/2019 T P R-2011

12/23

Brain lateralizations

Based on Jean Piaget

learner acquires language throughmotor movement.

Right hemisphere activities should

occur before language processing inthe left hemisphere.

8/4/2019 T P R-2011

13/23

Reduction of stress

Important condition for successful

language learning.

ABSENCE OF STRESS

By recapturing the relaxed andpleasurable experiences in L1

learning.

8/4/2019 T P R-2011

14/23

Reduction of stress

By focusing on MEANING through

MOVEMENT

Learner is liberated from self-conscious

and stressful situations.

8/4/2019 T P R-2011

15/23

Design

Objectives

General

oral proficiency at beginning level.

Comprehension as a means to an end.

Teach basic speaking skills.

Produce learners capable to

communicate with a native speaker.Specific

They depend on the students need.

8/4/2019 T P R-2011

16/23

Design

Syllabus

Use of sentence-based syllabus.

Initial attention to meaning.

Grammatical and lexical criteria.

Initial attention to meaning rather than

form.

Grammar taught inductively.

8/4/2019 T P R-2011

17/23

Activities Imperative drills.

Conversational dialogues are delayed.

Role pays and slide presentations ofeveryday stuations.

Learners role

Listener and performer

Produce novel combination: when they

feel ready

Monitor and evaluate their own progress.

Design

8/4/2019 T P R-2011

18/23

Teachers role Active and direct role.

Decides what to teach: selecting,

modeling and presenting materials forclassroom use.

Detailed lesson plans no spontaneity.

Provide opportunities for learning

Controls the language input raw

material for cognitive map.

Allow learners own pace

Design

8/4/2019 T P R-2011

19/23

Errors

Teachers refrain from too much correction

and interruption in early stages as this will

inhibit learners.

Later students become fine tuned.

Teachers should be tolerant and only

correct major errors.

Design

8/4/2019 T P R-2011

20/23

Evaluation

Just by observing students actions.

F

ormal evaluations are done bycommanding individual students to

perform series of actions.

Design

8/4/2019 T P R-2011

21/23

Materials

No basic text

Beginner level teachers voice,

actions and gestures.

In later stages pictures, realia,

slides, word charts

Use of specific situations, eg. Home,the supermarket, the beach,etc.

Design

8/4/2019 T P R-2011

22/23

PROCEDURE

Review: fast-moving warm-up withcommands for individual students.

New commands where verbs are

introduced.

More commands to introduce vocabulary

items..

Simple questions asked by the instructor.

Role reversal. Students utter the commands

Reading and writing: new vocabulary items

written on the board for students to copy.

8/4/2019 T P R-2011

23/23