Total Physical Response

Developed by :
-

James Asher ( profesor of psychology at San Jose State University

Based on: Coordination of speech + Physical movement

Background
Instructor give commands to students
parallel process
who respond with body action.
o

Adults SLL have a

To children FLA

Undemand linguistic production and gamelike movements

o Reduce learner stress
o Create a positive mood

Approach: Theory of language and

learning
Total physical response
o

Reflects a grammar-based view of language.

Considers language as a matter of stimulus and response.

Is linked to the trace theory of memory.

What facilitates or inhibits foreign language learning?

1-

There exists a specific innate bio-program for language learning.

Brain lateralization defines different functions in the left- and right-brain

hemisphere.
2-

3-

Stress is considered an affective filter.

THE BIO-PROGRAM
There are three processes as central:
1-

Children develop listening competence before speaking.

2-

Children have to respond physically to spoken language.

After children acquire listening comprehension, speech evolves

naturally.
3-

BRAIN LATERALIZATION
o

TPR is directed to right-brain learning.

STRESS
First language acquisition takes place in an environment free from
stress.
o

Adults learn a second languague in an environment full of stress.

DESIGN
Objectives
o

To teach Oral Proficiency.

To teach basic speaking skills.

Learners capable of uninhibited communication.

Must be achieved through the use of action-based drills in the imperative

form.
o

Syllabus
o

A sentence-based syllabus, with grammatical and lexical criteria.

TPR method
o

Initial attention to meaning rather tan to the form of tems.

Grammar is taught inductively.

Learning activities
Imperative drills
o

Used to elicit physical actions and activity on the part of the learners.

Conversational dialogue are delayed until after about 120 hours instruction.

Include role plays and slide presentation.

Learner roles
o

Listener and performer.

They monitor and evaluate their own progress.

Speaking security.

Teacher roles
o

Active and direct role.

Decide what to teach, models and present the new material.

Exposure to language.

Allow speaking abilities.

Not interrupt to correct errors.

MATERIALS
There is no basic text.
At the beginning :
They may not requiere it.
materials.
o

Later:
o

Supporting

PROCEDURE
Review:
o Warm up activity.
o Students were moved through commands.
New commands:
o Introduction of verbs and new tems.
Role reversal:
o Students played the role of the instructor.
Reading and writing:
o New vocabulary is written on the chalkboard and a sentence to illustrate
them.

CONCLUSION

Popular in the 70s and 80s

o It is associated with other methods
and techniques.
o