TPR

Juan Carlos Ramos
Erika Hernandez

Approach: Theory of Language and Learning	Design: Objectives, syllabus, learning activities, roles of learners, teacher, and materials	Procedure
TPR reflects a grammar-based view of language. Asher sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. TPR can also be linked to the ·trace theory” of memory in psychology. For this dimension of his learning theory he draws on three influential learning hypotheses: a)    Bio-program for language learning b)    Brain lateralization c)    Stress 1.   The bio-program Asher’s Total Physical Response is a “Natural Method”. He sees that the first and second language learning as parallel process. He sees three process as central: a)    Children develop listening competence before they develop the ability to speak. b)    Children’s ability in listening comprehension. c)    Established speech evolves naturally and effortlessly. Listening should be accompanied by physical movement. Speech and other productive skills should come later. 2.   Brain lateralization Asher sees Total Physical Response as directed to right-brain learning, whereas most second language teaching methods are directed to left-brain learning. -       The child language learner acquires language through motor movement- a right-hemisphere activity. -       The adult through right-hemisphere motor activities, while the left hemisphere watches and learns. 3.    Reduction of Stress An important condition for successful language is the absence of stress. First language takes place in a stress-free environment, according to Asher, whereas the adult language often causes considerable stress and anxiety. Stress-free learning is to tap into the natural bio-program for language development and pleasurable experiences that accompany first language learning. Focusing on meaning interpreted through movement.	The TPR’s general objective are:  To teach oral proficiency at a beginning Level to end in basic speaking Skills development. Create new items according to the student necessity. Create a student capable and uninhibited to communicate in an intelligible way to native speakers.  Syllabus according to Asher observations  were a) Sentence- based syllabus with grammatical and lexical criteria. b) Different from  grammar-based structural view of language core elements.   c) TPR requires initial attention to meaning rather than to the item’s form. d) Grammar is thus taught inductively. 12 to 36 new lexical items per hour. Activity a) Imperative drills are major classroom activity in TPS used to elicit physical actions. b) Conversational dialogues are delayed until after about 120 hours of instructions. c) Role plays of everyday situations  and slice presentations  Role: Learner role: a) Listener and performer. b) Monitor and self-evaluation. c) Learner internalizes the basic rules of the target language. Teacher role: a) Active and direct supporter. b) Teacher decides what to teach, who models and prepare materials for classroom. c) controls language input for learners. Materials: a) Realia plays in increasing role. b) Teacher voice, gestures may be sufficient to beginners. c) Pictures, realia , slides, and word charts. d) Kits to construct scenes.	Asher (1977) provides a lesson by lesson account according to TPR classroom. Course for adult emigrants Consisted of 159 hours of classroom instructions. Review: Fast moving warm up.  Pablo, drive your car around Miako and honk your horn quickly.  Items: Drive         your car                  Your buss Quickly      Honk your horn quickly. Around      Miako                  The street                   Your face Next the instructor asked simple questions which the student could answer with a gesture such as pointing. Where is the towel? (Eduardo point to the towel) Role reversal. Students readily volunteered to utter command that manipulated the behavior of the instructor and other students. Reading and writing. The instructor wrote on the chalkboard each new vocabulary item and sentence to illustrate the item. Then she/he spoke each item acted the sentence.
Conclusion
Total Physical Response enjoyed some popularity in the 1970s and 1980s because of its support by those who emphasize the role of comprehension in second language acquisition. Krashen (1981) sees performing physical actions in the target language as a means of making input comprehensible and minimizing stress. Asher stressed that Total Physical Response should be used in association with other methods and techniques. TPR practices therefore may be effective for reasons other than those prosed by Asher and do not necessarily demand commitment to the learning theories used to justify them.