A Report on the Approach of Total physical Response
A Report Writing on the Approach of Total physical Response
Abstract
TPR (total physical response) teaching method uses actions and movements to demonstrate
spoken words. It engages the students and allows them to comprehend what the teacher is
saying.
TPR is often exaggerated when teaching English online. It is especially good for beginner
learners, who may not understand the language. This suits all types of learners and helps
simplify the language. Therefore, it is essential in the online classroom.
Background
James Asher developed the total physical response (TPR) method as a result of his
observation of the language development of young children. Asher saw that most of the
interactions that young children experience with parents or other adults combine both
verbal and physical aspects. The child responds physically to the speech of the parent, and
the parent reinforces the child's responses through further speech. This creates a positive
feedback loop between the parent's speech and the child's actions. Asher also observed that
young children typically spend a long time listening to language before ever attempting to
speak and that they can understand and react to utterances that are much more complex
than those they can produce themselves.
From his experiences, Asher outlined three main hypotheses about learning second
languages that are embodied in the total physical response method. The first is that the
brain is naturally predisposed to learn language through listening. Specifically, Asher says
that learners best internalize language when they respond with physical movement to
language input. Asher hypothesizes that speech develops naturally and spontaneously after
learners internalize the target language through input and that it should not be forced. In
Asher's own words:
A reasonable hypothesis is that the brain and the nervous system are biologically
programmed to acquire language, either the first or the second in a particular sequence and
in a particular mode. The sequence is listening before speaking and the mode is to
synchronize language with the individual's body.
The second of Asher's hypotheses is that effective language learning must engage the right
hemisphere of the brain. Physical movement is controlled primarily by the right
hemisphere, and Asher sees the coupling of movement with language comprehension as
the key to language acquisition. He says that left-hemisphere learning should be avoided and that the left hemisphere needs a great deal of experience of right-hemisphere-based
input before natural speech can occur.
Asher's third hypothesis is that language learning should not involve any stress, as stress
and negative emotions inhibit the natural language-learning process. He regards the
stressful nature of most language-teaching methods as one of their major weaknesses.
Asher recommends that teachers focus on meaning and physical movement to avoid stress.
The main text on total physical response is James Asher's Learning Another Language
through Actions, first published in 1977.
Principles
1) Stimulating memory with psychomotor associations: Language in the form of the
teacher's commands is synchronized with body movements. According to Asher, this is the
way to recreate the process by which children learn their first language. Beginning foreign
language instruction should address the right hemisphere of the brain, the part which controls
nonverbal behavior.
2) Comprehension before production: Students are not required to produce in the second language until they themselves decide that they are ready. Therefore students are allowed a silent period; an often lengthy period during which learners do not try to speak but internalize the language by listening and comprehending it. Input (the new language material) is made comprehensible through listening and watching the teacher's modeling of commands and later fulfilling these commands.
3) Lowering the student's anxiety and stress reduction: This is achieved through the following:
(i) students are not required to produce in the new language before they feel ready.
(ii) the teacher's commands are often zany and humorous in order to make language learning as enjoyable as possible.
(iii) students first perform the commands together with the teacher and in groups.
(iv) early error correction is very unobtrusive and mistakes are allowed in the classroom at the beginning period.
4) Inductive teaching of grammar: The target language is presented in chunks and the focus is on meaning rather than on form.
5) Unobtrusive error correction in the early stages: Asher believes that it is more important to let the students just talk in order to lower their anxiety about making mistakes. Once their confidence in speaking is high they can be fine-tuned to produce the subtleties of speech that approximate the native speaker. Moreover, Asher states that the emphasis on error-free production and correct form is risky and if done so most children and adults will give up before reaching even the intermediate level.
6) Selection of grammatical features and vocabulary items from the immediate classroom surroundings: These are the imperatives in the first place and concrete nouns. With imagination, almost any aspect of the linguistic code for the target language could be communicated using commands. E.g., the future and present tenses can be embedded into a command as, "When Luke walks to the window, Marie will write Luke's name on the blackboard!"; Abstract nouns are presented at the later stages once the students are ready to decode the grammatical structure of a language.
How to Use
1. Prepare
Select the vocabulary that you are going to teach. Gather any equipment, props, or pictures
you will need to illustrate the meaning of the words.
2. Teacher Modeling
Say the new vocabulary word for the students. As you do this, use gestures, facial
expressions, props, or body movements to illustrate the meaning of the word.
3. Student Modeling
Have student volunteers mimic the same gestures, facial expressions, use of props, or body
movement modeled as you say the word.
4. Student Participation
Have all students mimic the same gestures, facial expressions, use of props, or body
movement modeled by the teacher and student volunteers. Ask them to say the word as they
are making the move. Vary this activity by then doing the action while students say
the word.
5. Writing
Write the word or phrase where all students can see it so that students can make the
connection between oral and written words.
6. Repetition and Practice
Teach the next word or phrase using the same method. Review and practice words with
students multiple times to ensure learning. Recycle words regularly to make sure that
students do not forget old words.
When to Use
Total Physical Response (TPR) may be used to teach many types of vocabulary but works
best when teaching vocabulary connected with action. It is an effective strategy to use with
English Language Learners as well as with native speakers when learning new words.
Variations
TPR Circles
Organize the students into a circle around the teacher. The teacher says the word and the last
person to do the action is out. This person then stands behind the teacher and watches for the
student who does the action last. Eventually, there is only one student, he or she is the winner.
TPR Simon Says
Play Simon Says. The teacher gives a command and students should only do it if the teacher
"Simon says..." at the start. The teacher might say, "Simon says, 'slice some bread'" or
"Simon says, 'chop an onion'" and the students must do the action. However, if the teacher
says, "Whisk an egg" the students shouldn't do this. If anyone does the action that Simon
doesn't say then they are out and have to watch for the mistakes of the other students.
TPR Sounds
The teacher will first get the students to do the actions connected with each vocabulary
word. Then, the teacher adds a sound related to the word, and the students practice hearing
the word and doing the action along with making the sound. The students are then ready to
give commands to each other
Research Questions:
Q.1
Language learning starts first with understanding and ends with production
Answer: James Asher, 1960
Q. 2
How many principles are there in TPR method?
Answer: 10
Q. 3
The role of the teachers in TPR is similar with.....
Answer: Audio-Lingual
Q.4
In TPR, what does the teacher use in order to evaluate students?
Answer: Students’ action
Q. 5
TPR emphasizes the same language area as....
Answer: Grammar-Translation Method
Q. 6
Which of the following is not the goal of TPR?
Answer: Makes learning more comfortable
Q. 7
Which one of these is not TPR techniques?
Answer: Dialogue memorization
Q. 8
Which of the following is true about the technique, Role Reversal
Answer: Students only speak when they are ready
Q. 9
Which of the following is the advantage of using TPR?
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Answer: It lifts the student's mood
Q. 10
Which of the following is the disadvantage of TPR?
Answer: Can be a challenge for introverted students
Q. 11
The teacher tells a story about animals. Children make animal noises every time
they hear the name of the animal.
Answer: Total Physical Response
Q. 12
Students ask their classmates when their birthdays are and write the answers down.
They try to find a different child for each month of the year.
Answer: Communicative Language Teaching
Q. 13
The teacher tests Students on the Spanish meaning for a set of words in their
mother tongue.
Answer: Grammar Translation
Q. 14
Students work in groups to make five questions about vocabulary from the previous
unit. Then, they exchange questions with another group and try to answer the
questions.
Answer: Communicative Language Teaching
Q. 15
Students sing a song, “ Hea and shoulders, knees and toes. “ They touch the correct
part of their body as they sing the song.
Answer: Total Physical Response
Q. 16
Any of a wide variety of exercises, activities, or devices used in the language
classroom for realizing lesson objectives.
Answer: Technique
Q. 17
Theoretical positions and beliefs about the nature of language, the nature of
language learning, and the applicability of both to pedagogical settings.
Answer: Approach
Q. 18
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A generalized set of classroom specifications for accomplishing linguistic
objectives. Primarily concerned with the teacher and student roles and behaviors
and secondarily with such features as linguistic and subject-matter objectives,
sequencing, and materials. They are almost always thought of as being broadly
applicable to a variety of audiences in a variety of contexts.
Answer: Method
Q. 19
Designs for carrying a particular language program. Features include a primary
concern with the specification of linguistic and subject-matter objectives,
sequencing, and materials to meet the needs of a designated group of learners in a
defined context.
Answer: Syllabus
Q. 20
The teacher introduces new vocabulary and a grammar structure. Students complete
exercises on their books. Then the teacher checks their answers. The teacher asks
students to compare their answers with other classmates.
Answer: Presentation Practice Production
Pie chart of Total Physical Response
The Importance of Body Language in Communication
How is Total Physical Response Beneficial for Learning a New
Language?
Although TPR is not intended to extend beyond the beginner level, it can be modified for
preschoolers or elementary school children, or even middle schoolers. Total Physical
Response is fun; students enjoy it, and it lifts the pace and the mood of the class or
tutoring session.TPR also helps students to remember phrases or words. It’s perfect for
active kinesthetic learners who need a break from desk work. Through Total Physical
Movement, bodily actions convey each new word’s meaning effectively. In this way,
students are able to quickly understand and use the target language.TPR involves both leftand right-brained learning. The left side of your brain is normally the language learning
center. Combining both hemispheres stimulates connections, imagery, and logic. Total
Physical Response posits that memory is enhanced through association with physical
movement. Finally, it reduces student inhibitions and lowers their stress level.
How does Total Physical Response Mimic Native Language Acquisition?
Total Physical Response is modeled upon the way children learn their native language.
Parents use body language in speaking to their children from infancy. For example, a
parent might say:
“Pick up the ball.”
“Sit down.”
“Eat your lunch.”
“Look at me.”
For months before the child starts to speak, they are absorbing all the language, sounds,
and patterns they hear. Eventually, the child reproduces the language spontaneously. The
child looks to their parents for instructions and performs the movements required. The
child doesn’t need to be able to say the words, just to listen and understand.
TPR attempts to mirror this in the language-learning process.
According to TPR theory, comprehension—not word production—is the first step in
language acquisition.
A simple listen-and-repeat technique is the main technique TPR. It has been proven
effective for teaching foreign languages to beginners. For example, you could teach
¡Levantense! (“everyone stands up”) in Spanish by repeatedly standing up while saying the
command.
Since listening is the foundation for acquiring many other language skills, the meaning of
the words should be emphasized. The child does not necessarily need to communicate at
first, they just need to focus on repeating or responding.
Total Physical Response Strategies and Tips
Total Physical Response is mainly based on commands and actions, but the methodology
also involves other areas of language learning and usage.
The process itself is simple and effective, encompassing three essential principles:
Students listen before speaking.
Students learn through commands.
Students’ target language speech evolves from listening.
Here are some strategies and tactics for implementing TPR to teach your child Spanish!
1. Create a Stress-free Learning Environment
Develop a relaxed learning process by keeping the information simple at first. Model for
your students before commands are given.
Start with simple commands to keep stress levels low. Give constructive feedback,
enabling students to improve as they listen, repeat, and respond.
2. Use Props
For intermediate to advanced TPR classes, it’s fun to use objects in the lessons. An
An example of utilizing TPR materials is having a student walk to the front of the classroom,
grab a specific item, then carry it to another student to give it to them.
3. Prepare
Select the vocabulary that you are going to teach. Collect the items, props, or pictures
you’ll use to illustrate the meaning of the words.
4. Model and Repeat
Say the new vocabulary word for the students. As you do so, use exaggerated gestures,
facial expressions, props, or body movements to illustrate the meaning of the word.
Have students mimic the same gestures, facial expressions, use of props, or body movement
as you say the word. Then, ask them to say the word as they are making the move. Finally, do the action
without saying the word and have students say the word. Be sure to write the word or
phrase so that students can make the connection between oral and written words. Review
and practice words with students multiple times to ensure learning. Review words
regularly to make sure that students do not forget old words.
Total Physical Response Learning Activities
TPR is enjoyable for kids because it gets them up, moving, and shaking. Here are 6 simple
activities and games you can use to implement TPR in a lesson.
1. Simple Commands
Initially, you will simply state a command or phrase, and the child will perform or repeat it.
It’s ideal to introduce just 3 to 5 new words per day to avoid overwhelm.
Hand-picked for you: How to Form Affirmative and Negative Commands in Spanish
2. Combined Commands
As soon as your child consistently understands isolated words, start giving slightly more
complex commands.
Instead of simply saying corre (“run”), say corre al arbol (“run to the tree.”) You can add-in
adverbs over time as well.
Corre rápido al árbol y toca lentamente una hoja.
Run quickly to the tree and slowly touch a leaf.
3. Series of Commands
Eventually, with consistent use of TPR, your child will start to understand multiple
directions in a row. For example:
Recoge el peluche. Llévalo a la mesa y déjalo allí. Entonces camina a la puerta y ábrela.
Pick up the stuffed animal. Take it to the table and leave it there. Then walk to the door and
open it.
4. Movement with Songs
Attaching motions to the lyrics when you sing songs is a form of TPR. Rather than
passively listening, the students connect to the words by acting them out.
Try out some of our recommendations:
10 Songs in Spanish for Kids
15 Popular Songs for Kindergarten
10 Spanish Alphabet Songs for Kids
Learn Spanish with Music for Preschool and Elementary
5. Simon Dice
This classic game incorporates TPR. The teacher rapidly calls out terms for the student to
act out. As long as she says “Simon Says” (or in Spanish, “Simon dice”) first, the child
should pantomime the action. If she doesn’t say “Simon Says,” the child should stay still
and not act out the command.
Simon dice levanta las manos.
Simon says raise your hands.
Simon dice toca tus rodillas.
Simon says touch your knees.
Simon dice canta como un pájaro.
Simon says sing like a bird.
6. Charades/Pictionary
Divide into two small groups, and have a representative from each group act out or draw
phrases you’ve written on scraps of paper. It’s nice to give the option to do either, as some
kids prefer drawing to acting and vice versa.
Give each group two minutes for guessing, and let the artist or actor keep the paper if their
team guesses correctly. Play several rounds and see who wins!
Conclusion
Total Physical Response is in a sense a revival and extension of Palmer and Palmer's
English Through Actions, updated with references to more recent psychological theories.
It has enjoyed some popularity because of its support by those who emphasize the role of
comprehension in second language acquisition. Krashen (1981), for example, regards
the provision of comprehensible input and reduction of stress as keys to successful language
acquisition, and he sees performing physical actions in the target language as a means of
making input comprehensible and minimizing stress. The experimental
support for the effectiveness of Total Physical Response is sketchy (as it is for most
methods) and typically deals with only the very beginning stages of learning. Proponents
of Communicative Language Teaching would question the relevance to real-world learner
needs of the TPR syllabus and the utterances and sentences used within it. Asher himself,
however, has stressed that Total Physical Response should be used in association with
other methods and techniques. Indeed, practitioners of TPR typically follow this
recommendation, suggesting that for many teachers TPR represents a useful set of
techniques and is compatible with other approaches to teaching. TPR practices, therefore,
may be effective for reasons other than those proposed by Asher and do not necessarily
demand commitment to the learning theories used to justify them.
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