total physical response

TOTAL PHYSICAL RESPONSE

INTRODUCTION

Let us first consider a general approach to foreign language instruction which has been named ‘the Comprehension Approach’. It is called this because of the importance it gives to listening comprehension.

One such method is Krashen and Terrell’s Natural Approach. Emphasis is placed on students’ developing basic communication skills and vocabulary through their receiving meaningful exposure to the target language. The students listen to the teacher using the target language communicatively from the beginning of instruction. They do not speak at first. The teacher helps her students to understand her by using pictures and occasional words in the students’ native language and by being as expressive as possible.

Another method is Winitz and Reed’s self-instructional program and Winitz’ The Learnables. In this method, students listen to tape-recorded words, phrases, and sentences while they look at the students described, to show that they understand their language to which they are listening, but they do not speak.

A new method, called the Lexical Approach. Students’ are given exercises and activities which raise their awareness about their lexical features of the target language. In particular, students are encouraged to notice multi-word lexical items such as ‘I see what you mean’ and ‘Take your time. There’s no hurry’. In this way, the phrasal lexicon of students can be developed.

A fourth method, James Asher’s Total Physical Response (TPR) that the fastest, least stressful way to achieve understanding of any target language is to follow directions uttered by the instructor (without native language translation).

THINKING ABOUT THE EXPERIENCE

Principles

a. Meaning in the target language can often be conveyed through actions.

b. The students’ understanding of the target language should be developed before speaking.

c. Students can initially learn one part of the language rapidly by moving their bodies.

d. The imperative is a powerful linguistic device through which the teacher can direct student behavior.

e. Students can learn through observing actions as well as by performing the actions themselves.

f. It is very important that the students feel successful.

g. Students should not be made to memorize fixed routines.

h. Correction should be carried out in an unobtrusive manner.

i. Students must develop flexibility in understanding novel combinations of target language chunks.

j. Language learning is more effective when it is fun.

k. Spoken language should be emphasized over written language.

l. Students will begin to speak when they are ready.

m. Students are expected to make errors when they first begin speaking.

REVIEWING THE PRINCIPLES

1. What are the goals of teachers who use TPR ?

Teachers who use TPR believe in the importance of having their students enjoy their experience in learning to communicate in a foreign language.

2. What is the role of the teacher ? What is the role of students ?

Initially, the teacher is the director of all student behavior.

3. What are some characteristic of the teaching/learning process ?

The first phase of a lesson is one of modeling.

4. What is the nature of student-teacher interaction ? What is the nature of student-student interaction ?

The teacher interacts with the whole group of students and with individual systems.

5. How are the feelings of students dealt with ?

One of the main reasons TPR was developed was to reduce the stress people feel when studying foreign languages.

6. How is language viewed ? How culture viewed ?

Just as with the acquisition of the native language, the oral modality is primarily.

7. What areas of language are emphasized ? what language skills are emphasized ?

Vocabulary and grammatical structures are emphasized over other language areas.

8. What is the role of students’ native language ?

TPR is usually introduced in the student’s native language.

9. How is evaluation accomplished ?

Teachers will know immediately whether or not students understand by observing their students’ actions.

10. How does the teacher respond to student errors ?

It is expected that students will make errors when they first begin speaking.

THE TECHNIQUES

a. Using commands to direct behavior.

b. Role reversal.

c. Action sequence.