TOTAL PHYSICAL TOTAL PHYSICAL RESPONSERESPONSE

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T P R(TOTAL PHYSICAL RESPONSE)

TPR is a method in language teaching which is based on the coordination of speech and action.

It allows students to react to language without thinking too much.

The students are required to carry out the instructions by physically performing the activities.

TPR was developed by James Asher, TPR was developed by James Asher, who is a professor of psychology at who is a professor of psychology at San Jose State University in San Jose State University in California.California.

What is the aim of this method?What is the aim of this method?

The aim is to teach language via The aim is to teach language via physical(motor) activity.physical(motor) activity.

*Asher also pays attention to; *Asher also pays attention to; Language teaching procedures Language teaching procedures

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Developmental psychologyDevelopmental psychology

Learning theoryLearning theory

Humanistic pedagogyHumanistic pedagogy

James AsherJames Asher thinks that;thinks that;* Second language learning is parallel to first language learning.* Both of them have parallel

processes.* Speech ► Commands* Commands ► Physical response* Physical response ► Verbal response

**Gamelike movements and understandable **Gamelike movements and understandable linguistic production;linguistic production;

► ► reduce stress.reduce stress.

► ► create a positive mood in the learner.create a positive mood in the learner.

► ► facilitate learning.

♦ ♦ Theory of languageTheory of language

→ → A grammar based view of languageA grammar based view of language

→ → Verb ► In ımperative formVerb ► In ımperative form

♦ ♦ Theory of language learningTheory of language learning

→ → A stimulus-response viewA stimulus-response view

““TRACETRACE

THEORY”THEORY”

Trace theoryTrace theory

* More often or intensive memory * More often or intensive memory connectionconnection

▼ ▼

* Stronger memory association* Stronger memory association

▼ ▼ * More likely it will be recalled* More likely it will be recalled

Three hypotheses that Asher Three hypotheses that Asher suggests;suggests;

**Bio-program

*Brain Lateralization

*Reduction of stress*Reduction of stress

The bio-programThe bio-program

* Innate* Innate

* First listening competence and then the * First listening competence and then the ability to speakability to speak

* Listening comprehension ► * Listening comprehension ► To respond To respond physically to spoken languagephysically to spoken language

* Establishment of listening comprehension * Establishment of listening comprehension ► ► Speech evolves naturally and effortlesslySpeech evolves naturally and effortlessly..

.. Listening=> Accompanied by physical Listening=> Accompanied by physical movementmovement

. Speech and other productive skills. Speech and other productive skills

. Sequence= Listening before speaking. Sequence= Listening before speaking

. Mode= To synchronize language with the . Mode= To synchronize language with the individual’s body.individual’s body.

Brain Lateralization

* Jean Piaget* Jean Piaget

* Asher says that TPR is directed to right * Asher says that TPR is directed to right brain learning while most second language brain learning while most second language teaching theories are directed to left brain teaching theories are directed to left brain learning.learning.

* Right-left-brain learning (different learning * Right-left-brain learning (different learning functions)functions)

- Right-brain activity - Right-brain activity ► ► Motor movement Motor movement

- Left-brain activity - Left-brain activity ► ► Watching and learningWatching and learning

Reduction of Stress

• Absence of stress ►An important condition for successful language learning

• Asher; ** Language acquisition: In a stress-free

environment** Adult language learning environment:

Stress and anxiety. The lower the stress, the greater the

learning.

☼ The keys to stress-free learning:► Using natural bio-program.► Remembering relaxed and enjoyable

experiences.► Focusing on meaning.► Getting away from self-conscious and

stressful situations.► Devoting full energy to learning.► Not forcing student to speak

* Objectives* Objectives

* Syllabus* Syllabus

* Learning activities* Learning activities

* Roles of learner* Roles of learner

* Roles of teacher* Roles of teacher

* Materials* Materials

OBJECTIVESOBJECTIVES♣ ♣ Using action-based drills in the Using action-based drills in the

imperative form. imperative form. ♣ ♣ Teaching oral proficiency at a beginning Teaching oral proficiency at a beginning

level.level.♣ ♣ Teaching basic speaking skills.Teaching basic speaking skills.♣ ♣ Using comprehension as a means to Using comprehension as a means to

speaking. speaking. ♣ ♣ Facilitating a suitable “comprehension” Facilitating a suitable “comprehension”

and “speaking” period.and “speaking” period.

SYLLABUSSYLLABUS* Seeing the rules in context (inductively).

* Using sentence-based grammatical syllabus.* Paying attention to meaning rather than the

form and text* * TPR works best with about 8 students.* A fixed number of items( Assimilating 12 to 36 new lexical İtems)

Learning ActivitiesLearning Activities► Using objects

► Role plays and slide presentations

► Story telling

► Games ► Imperative exercises

Roles of learners

* * Primary roles : Listener and performer

* Listening attentively

* Responding physically To commands given by the teacher

* Recognizing and responding to new * Recognizing and responding to new combinations of previously taught itemscombinations of previously taught items

* Producing new combinations on their own* Producing new combinations on their own

* Monitoring and evaluating their own * Monitoring and evaluating their own progressprogress

* Being encouraged to speak* Being encouraged to speak

*Speaking when become ready*Speaking when become ready

Roles of Teachers* An active and direct role in TPRAn active and direct role in TPR

* Decider* Decider

* Director* Director

* Organizer* Organizer

* Detailed lesson plan creator* Detailed lesson plan creator

* OPPORTUNITY PROVIDER* OPPORTUNITY PROVIDER

* Feedback giver* Feedback giver

* A sensitive instructor to the * A sensitive instructor to the

STUDENTSSTUDENTS

● No basic text● For beginners;- Teacher’s voice- Actions- Gestures ● After a period of learning

- Books, pens, cup, furniture

● In later learning stages;

- Materials( pictures, word charts etc.)- Realia

● Kits

☺ Review ►A fast-moving warm up

☺ New commands

☺ Asking simple questions

☺ Role reversal

☺ Reading and writing

* Long-term retention (recollection-keep in mind)

* Immediate comprehension of the target language

* Stress-free* Facilitator in language learning* A helpful alternative teaching strategy

* Enjoyable and easy for teachers as well as students

* Only suitable for beginner level

* A challenge for shy students

* Avoiding students from expressing their own ideas

* Insufficient to teach abstract language

CONCLUSION

TOTAL PHYSICAL TOTAL PHYSICAL RESPONSERESPONSE

* Physical response to the commands is important.

* Physical reaction is given priority; speech occurs when the learner is ready.

* Reviewing, giving new commands, asking simple questions, role reversal, reading and writing are the types of learning activities.

* Pictures, word charts, kits etc. are used during the learning stage.

* Right-brain acitivities (physical/motor acitivities) have a primary role on learning.

* Syllabus is sentence-based.

AUDIOLINGUALAUDIOLINGUAL

* Active verbal interaction is given importance.

* The focus is on immediate and accurate speech.

* Reflection, restatement, contarction, replacement etc. are types of learning.

* Tape recorders and audiovisual equipment are the instructional materials for this method.

* Structure, grammar points and rules are also important.

* Syllabus is structure-based and includes the key items of phonology, morphology and syntax.

SIMILARITIES BETWEEN AUDIOLINGUAL AND TOTAL

PHYSICAL RESPONSE

* Both of them give importance to speaking * Both of them give importance to speaking skills before reading and writing.skills before reading and writing.

* Teachers are active and central.* Teachers are active and central.

* Drills are important for both of them.* Drills are important for both of them.

* Teaching of the grammar is inductive.* Teaching of the grammar is inductive.

* Classes of ten or fewer are considered * Classes of ten or fewer are considered optimal. optimal.

REFERENCESREFERENCES* Richards,C. Jack & Rodgers,S.Theodore (2002) Cambridge

University Press Approaches and Methods in Language Teaching*http://www.sil.org/LinguaLinks/LanguageLearning/

WaysToApproachLanguageLearning/TotalPhysicalResponse.htm * http://www.teacherjoe.us/TeachersTPR.html * * http://www.onestopenglish.com/section.asp?docid=146503 * http://coe.sdsu.edu/people/jmora/almmethods.htm#TPR * * http://www.c-english.com/files/tpr.pdf *http://209.85.135.132/search?

q=cache:G1lF__GfxQ4J:www.springinstitute.org/Files/tpr4.pdf+total+physical+response&cd=17&hl=tr&ct=clnk&gl=tr

* * http://www.teachingenglish.org.uk/think/articles/total-physical-response-tpr

* http://conference.nie.edu.sg/paper/new%20converted/ab00466.pdf

* http://wiki.galbijim.com/Total_Physical_Response#Disadvantages * * http://www.foreignlanguagesweb.com/teaching/methods/tpr.htm