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Language Learning with TPR

The Total Physical Response (TPR) method teaches language through physical actions. It focuses on having students understand spoken language before speaking. Teachers give commands that students physically act out, building understanding. This progresses from the teacher acting alone, to acting together with students, to students acting alone or with each other. Students speak when they feel ready, allowing for individual learning paces. Though not all concepts can be physically demonstrated, TPR is very effective, especially for beginners.

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Muammer İreç
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97 views1 page

Language Learning with TPR

The Total Physical Response (TPR) method teaches language through physical actions. It focuses on having students understand spoken language before speaking. Teachers give commands that students physically act out, building understanding. This progresses from the teacher acting alone, to acting together with students, to students acting alone or with each other. Students speak when they feel ready, allowing for individual learning paces. Though not all concepts can be physically demonstrated, TPR is very effective, especially for beginners.

Uploaded by

Muammer İreç
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

TECHNIQUE

Total Physical Response


James J. Asher, Learning Another Language
Through Actions. San Jose, California: AccuPrint,
1979.
James J. Asher defines the Total Physical
Response (TPR) method as one that combines
information and skills through the use of the
kinesthetic sensory system. This combination of
skills allows the student to assimilate information
and skills at a rapid rate. As a result, this
success leads to a high degree of motivation.
The basic tenets are:
Understanding the spoken language before
developing the skills of speaking. Imperatives
are the main structures to transfer or
communicate information. The student is not
forced to speak, but is allowed an individual
readiness period and allowed to spontaneously
begin to speak when the student feels
comfortable and confident in understanding and
producing the utterances. This approach is
limited due to not being able to physically
demonstrate everything however using aspects
of this approach especially with beginners is
very effective.

Step I The teacher says the commands as


he himself performs the action.
Step 2 The teacher says the command as
both the teacher and the students then
perform the action.
Step 3 The teacher says the command but
only students perform the action
Step 4 The teacher tells one student at a
time to do commands
Step 5 The roles of teacher and student are
reversed. Students give commands to teacher
and to other students.
Step 6 The teacher and student allow for
command expansion or produces new
sentences.

Adapted from Adding English, Ch. 9 and http://edweb.sdsu.edu/people/jmora/ALMMethods.htm#Grammar

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