Total Physical Response

What is Total Physical Response?

Total Physical Response (TPR) is one of new methods developed by James Asher, a professor of psychology at San José State University, California, USA, to aid learning foreign language. TPR is a language learning method which is based on the coordination of speech and action. It is linked to the trace theory of memory, which holds that the more often or intensively a memory connection is traced, the stronger memory will be. In TPR classroom, students respond to commands that require physical movement.

Asher defines that the method of TPR relies on the assumption that when learning a second language or a foreign language, that language is internalized through a process that is similar to first language development and that the process allows for long period of listening and developing comprehension prior to production (www.wikipedia.com).

TPR is based on the premise that the human brain has a biological program from acquiring any natural language in the world including the sign language of the deaf. The process is visible when we observe how infants internalize their first language (www.tprsource.com/asher.htm). Asher looks to the way that children combine both verbal and physical aspects. A child responds physically to the speech for the parent. The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. With TPR the teacher tries to mimic this process in class (www.tprworld.com/organizing).

TPR is also named the comprehension approach since of the importance given to listening comprehension. In TPR, students listen and respond to the spoken target language commands of their teacher. If they can perform the teacher’s instructions it means that they know the meaning of the words.

What are the goals of TPR?

TPR was developed in order to reduce the stress people feel when studying foreign language and thereby encourage students to persist in their study beyond a beginning level of proficiency. Teacher who use TPR believe in the importance of having their students enjoy their experience in learning to communicate in a foreign language (Larsen and Freeman; 2000:113).

What is the role of teacher and students?

In the teaching learning process using TPR method, teacher plays an active and direct role. According to Larsen and Freeman (2000: 113) teacher is the director of all students’ behaviors. Asher (1977) as quoted by Richard and Rodgers, (1986: 93) states “The instructor is the director of a stage play in which the students are the actors”. It means that teacher is the one who decides what to teach, who models and presents the new material, and who selects supporting materials for classroom use. Teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictable.

Learners in TPR have the primary roles of listeners and performers. They listen attentively and respond both individually and collectively. They have little influence over the content of learning since the content is determined by the teacher who must follow the imperative form for lesson (Richard and Rodgers 1986:93). According to Larsen and Freeman (2000: 113), the students are imitators of the teacher’s nonverbal model. There will be a role reversal with individual students

directing the teacher and the other students.In TPR, learners monitor and evaluate their own progress. They are encouraged to speak when they feel ready to speak that is when a sufficient basis in the language has been internalized.

What are some characteristics of the teaching/learning process?

The first phase of a lesson is one of modeling. The instructor issues commands to a few students, then performs the actions with them. In the second phase, these same students demonstrate that they can understand the commands by performing them alone. The teacher next recombines elements of the commands to have students develop flexibility in understanding unfamiliar utterance. These commands, which students perform, are often homorous.

After learning to respond to some oral commands, the students learn to read and write them. When students are ready to speak, they become the ones who issue the commands.

How the interaction occur?

The teacher interacts with the whole group of students and with individual students. Initially the interaction is characterized by the teacher speaking and the students responding nonverbally. Students perform the action together. Students can learn by watching each other.

How are the feelings of the students dealt with?

One of the main reasons TPR was to reduce the stress people feel when studying foreign language. One of the primary ways this is accomplished is to allow learners to speak when they are ready. Forcing them to speak before then will only create anxiety.

Another way to relieve anxiety is to make language learning as enjoyable as possible. The use of zany commands and homorous skits are two ways of showing that language learning can be fun.

How is language and culture viewed?

Just as with the acquisition of the native language, the oral modality is primary. Culture is the lifestyle of people who speak the language natively.

What areas of language are emphasized? What language skills are emphasized?

Vocabulary and grammatical structures are emphasized over other language areas. These are embedded within imperatives. The imperatives are single words and multi-word chunks.

Understanding the spoken word should precede its production. The spoken language is emphasized over written language.

What is the role of the students' native language?

TPR is usually introduced in the students' native language. After the introduction, rarely would the native language be used. Meaning is made clear through body movements.

How is evaluation accomplished?

Teachers will know immediately whether or not students understand by observing their students' action. Formal evaluations can be conducted simply by commanding individual students to perform a series of actions. As students become more advanced, their performance of skits they have created can become the basis for evaluation.

How does the teacher respond to students errors?

Teachers should be tolerant of the students errors and only correct major errors. Even these should be corrected unobtrusively.