Total Physical Response (TPR) Method in Language Teaching
Total Physical Response (TPR) in Language Education
Goals of TPR Teachers
Teachers using Total Physical Response (TPR) prioritize making language learning enjoyable. TPR was developed to reduce the stress associated with studying other languages, encouraging students to continue beyond beginner levels. Asher, the creator of TPR, suggests that foreign language learning should mirror how children learn their native language.
Role of Teacher and Students
Initially, the teacher directs all student behavior, and students imitate the teacher’s nonverbal model. After approximately 10–20 hours of instruction, some students will be ready to speak. At this stage, a role reversal occurs, with students directing the teacher and other students.
Characteristics of the Teaching/Learning Process
The first phase of a TPR lesson involves modeling. The teacher issues commands to a few students and performs the actions with them. In the second phase, these students demonstrate their understanding by performing the actions alone. Other students (observers) also have an opportunity to show their comprehension. The teacher then recombines command elements to enhance students’ flexibility in understanding new utterances. These commands are often humorous. After responding to oral commands, students learn to read and write them. When students are ready to speak, they issue the commands. Activities then expand to include skits and games.
Nature of Student-Teacher and Student-Student Interaction
The teacher interacts with the whole group and individual students. Initially, the teacher speaks, and students respond nonverbally. Later, students become more verbal, and the teacher responds nonverbally. Students perform actions together and learn by observing each other. Asher believes that observers must eventually demonstrate their understanding to retain the commands. As students begin speaking, they issue commands to one another and the teacher.
Addressing Student Feelings
TPR aims to reduce the stress of language learning. This is achieved by allowing learners to speak when they feel ready, avoiding forced early speaking. When students start speaking, perfection isn’t expected. Enjoyable activities, like zany commands and skits, make learning fun. It’s crucial to balance modeling and not rush students. Feelings of success and low anxiety are believed to facilitate learning.
Language and Culture in TPR
Similar to native language acquisition, the oral modality is primary. Culture is viewed as the lifestyle of native speakers of the language.
Emphasis on Language Areas and Skills
Vocabulary and grammatical structures are emphasized, embedded within imperatives (single words and multi-word chunks). Imperatives are used due to their frequent occurrence in speech directed at young children. Understanding spoken words precedes production. Spoken language is prioritized over written language. Students typically learn to read commands they’ve performed after about 10 hours of instruction.
Role of Students’ Native Language
TPR is usually introduced in the students’ native language. Afterward, the native language is rarely used. Meaning is clarified through body movements.
Evaluation in TPR
Teachers can immediately assess understanding by observing students’ actions. Formal evaluations involve commanding students to perform a series of actions. For more advanced students, performance of self-created skits can be used for evaluation.
Teacher Response to Student Errors
Errors are expected when students begin speaking. Teachers should be tolerant and correct only major errors unobtrusively. As students advance, teachers can ‘fine-tune’ by correcting more minor errors.