T P RTOTAL

PHYSICALRESPONSE

THIS METHOD WAS DEVELOPED BY JAMES ASHER .

IT IS BUILT AROUNDTHE COORDINATION OF SPEECH AND ACTION

IT IS BASED ON SEVERAL TRADITIONS:DEVELOPMENTAL PSYCHOLOGY

LEARNING THEORY

HUMANISTIC PEDAGOGY

LANGUAGE TEACHING PROCEDURES

WHICH IS ASHER’S POINT OF VIEW?ADULT LANGUAGE = PARALLEL PROCESS

TO L1 ACQUISITION.THE USE OF COMMANDS WITH YOUNG

LEARNERS.AFFECTIVE FACTORS ARE IMPORTANT.

TPR APPROACHIT REFLECTS A

GRAMMAR-BASED VIEW OF LANGUAGE.

ASHER STATES THAT IMPERATIVES CAN HELP TO LEARN GRAMMATICAL STRUCTURES AND VOCABULARY.

IT IS LINKED TO STIMULUS-RESPONSE VIEW AND TO TRACE THEORY OF MEMORY IN PSYCHOLOGY.

The bio-program: L1 AND L2 PARALLEL PROCESS

Listening competence developed before the ability to speak.

Listening comprehension acquired because of the physical response to commands.

Once listening comprehension is established, speech evolves naturally.

Brain lateralization:

Right hemisphere Left hemispherechildren acquires

language through motor movements

Right hemisphere activities must occur before the left hemisphere can process language for production.

watch and learn

Reduction of stress:

Successful language learning → the absence of stress

First language acquisition → takes place in a stress free learning

Adult language environment →causes stress and anxiety

THE KEY TO STRESS FREE LEARNING IS:

*tap into bio program for language development and recapture

* the relaxed and pleasurable experience of first language.

T P RDESIGN

OBJECTIVES teach oral proficiency at a beginning level

comprehension and speaking skills

produce learners capable of an inhibited communication.

use of action-based drills in the imperative form

SYLLABUS

Grammatical and lexical criteria.

Fixed items ease of differentiation and assimilation. Students assimilate 12 to 36 lexical item.

ACTIVITIES* Imperative drills.*Conversational dialogues delayed after 120 hours of instruction.*Role plays and slides presentations.

LEARNERListener and performer

Recognize and respond to combinations of items.

Monitor and evaluate their own progress.

Encouraged to speak when they feel ready.

TEACHERActive and direct role.

Provide the raw material for the "cognitive map“.

Provide the best exposure so that learners internalize the basic rules of language.

Feedback to children

MATERIALSBEGINNERS LATER

→teacher's voice →gestures

→actions

Classroom objects (books, furniture, pens)

Pictures, slides presentations.

Words charts.

ASHER’S COURSEAsher provides a lesson by lesson account of

a course taught according to TPR principles.

It was for adult immigrants and consisted of 159 hours of classroom instruction.

NOW…..LET’S ENJOY A TPR LESSON FOR CHILDREN….

TPR METHODDaniela Martinez – Patricia Juarez