T P R (TOTAL PHYSICAL RESPONSE)

1. TOTAL PHYSICAL RESPONSETeaching is one of the easiest jobs in the world... ...Teaching WELL is one of the most difficult!

2. T P R(TOTAL PHYSICAL RESPONSE) • TPR is a method in language teaching which is based on the coordination of speech and action. • It allows students to react to language without thinking too much. • The students are required to carry out the instructions by physically performing the activities.

3. TPR was developed by James Asher, who is a professor of psychology at San Jose State University in California.

4. What is the aim of this method? • The aim is to teach language via • physical(motor) activity. *Asher also pays attention to; • Language teaching procedures + Developmental psychology Learning theory Humanistic pedagogy

5. James Asherthinks that; * Second language learning is parallel to first language learning. * Both of them have parallel processes. * Speech ► Commands * Commands ► Physical response * Physical response ► Verbal response

6. **Gamelike movements and understandable linguistic production; ► reduce stress. ► create a positive mood in the learner. ► facilitate learning.

7. *APPROACH* ♦ Theory of language → A grammar based view of language → Verb ► In ımperative form ♦ Theory of language learning → A stimulus-response view

8. “TRACE THEORY”

9. Trace theory * More often or intensive memory connection ▼ * Stronger memory association ▼ * More likely it will be recalled

10. Three hypotheses that Asher suggests; *Bio-program *Brain Lateralization *Reduction of stress

11. The bio-program * Innate * First listening competence and then the ability to speak * Listening comprehension ► To respond physically to spoken language * Establishment of listening comprehension ► Speech evolves naturally and effortlessly.

12. .Listening=> Accompanied by physical movement . Speech and other productive skills . Sequence= Listening before speaking . Mode= To synchronize language with the individual’s body.

13. Brain Lateralization * Jean Piaget * Asher says that TPR is directed to right brain learning while most second language teaching theories are directed to left brain learning. * Right-left-brain learning (different learning functions) - Right-brain activity ► Motor movement - Left-brain activity ► Watching and learning

14. Reduction of Stress • Absence of stress ►An important condition for successful language learning • Asher; ** Language acquisition: In a stress-free environment ** Adult language learning environment: Stress and anxiety . The lower the stress, the greater the learning.

15. ☼ The keys to stress-free learning: ► Using natural bio-program. ► Remembering relaxed and enjoyable experiences. ► Focusing on meaning. ► Getting away from self-conscious and stressful situations. ► Devoting full energy to learning. ► Not forcing student to speak

16. DESIGN * Objectives * Syllabus * Learning activities * Roles of learner * Roles of teacher * Materials

17. OBJECTIVES ♣ Using action-based drills in the imperative form. ♣ Teaching oral proficiency at a beginning level. ♣ Teaching basic speaking skills. ♣ Using comprehension as a means to speaking. ♣ Facilitating a suitable “comprehension” and “speaking” period.

18. SYLLABUS * Seeing the rules in context (inductively). * Using sentence-based grammatical syllabus. * Paying attention to meaning rather than the form and text * TPR works best with about 8 students. * A fixed number of items ( Assimilating 12 to 36 new lexical İtems)

19. Learning Activities ►Using objects ► Role plays and slide presentations ► Story telling ► Games ► Imperative exercises

20. Roles of learners * Primary roles : Listener and performer * Listening attentively * Responding physically To commands given by the teacher

21. * Recognizing and responding to new combinations of previously taught items * Producing new combinations on their own * Monitoring and evaluating their own progress * Being encouraged to speak *Speaking when become ready

22. Roles of Teachers * An active and direct role in TPR * Decider * Director * Organizer * Detailed lesson plan creator * OPPORTUNITY PROVIDER * Feedback giver * A sensitive instructor to the STUDENTS

23. MATERIALS ● No basic text ● For beginners; - Teacher’s voice - Actions - Gestures ● After a period of learning - Books, pens, cup, furniture

24. ● In later learning stages; - Materials( pictures, word charts etc.) - Realia ● Kits

25. PROCEDURE ☺ Review ►A fast-moving warm up ☺ New commands ☺ Asking simple questions ☺ Role reversal ☺ Reading and writing

26. STRENGTHS * Enjoyable and easy for teachers as well as students * Long-term retention (recollection-keep in mind) * Immediate comprehension of the target language * Stress-free * Facilitator in language learning * A helpful alternative teaching strategy

27. WEAKNESSES * Only suitable for beginner level * A challenge for shy students * Avoiding students from expressing their own ideas * Insufficient to teach abstract language

29. CONCLUSION

30. TOTAL PHYSICAL RESPONSE * Physical response to the commands is important. * Physical reaction is given priority; speech occurs when the learner is ready. * Reviewing, giving new commands, asking simple questions, role reversal, reading and writing are the types of learning activities. * Pictures, word charts, kits etc. are used during the learning stage. * Right-brain acitivities (physical/motor acitivities) have a primary role on learning. * Syllabus is sentence-based. AUDIOLINGUAL * Active verbal interaction is given importance. * The focus is on immediate and accurate speech. * Reflection, restatement, contarction, replacement etc. are types of learning. * Tape recorders and audiovisual equipment are the instructional materials for this method. * Structure, grammar points and rules are also important. * Syllabus is structure-based and includes the key items of phonology, morphology and syntax.

31. SIMILARITIES BETWEEN AUDIOLINGUAL AND TOTAL PHYSICAL RESPONSE * Both of them give importance to speaking skills before reading and writing. * Teachers are active and central. * Drills are important for both of them. * Teaching of the grammar is inductive. * Classes of ten or fewer are considered optimal.

32. REFERENCES * Richards,C. Jack & Rodgers,S.Theodore (2002) Cambridge University Press Approaches and Methods in Language Teaching *http://www.sil.org/LinguaLinks/LanguageLearning/WaysToApproachLanguageLearning/TotalPhysicalResponse.htm * http://www.teacherjoe.us/TeachersTPR.html * http://www.onestopenglish.com/section.asp?docid=146503 * http://coe.sdsu.edu/people/jmora/almmethods.htm#TPR * http://www.c-english.com/files/tpr.pdf *http://209.85.135.132/search?q=cache:G1lF__GfxQ4J:www.springinstitute.org/Files/tpr4.pdf+total+physical+response&cd=17&hl=tr&ct=clnk&gl=tr * http://www.teachingenglish.org.uk/think/articles/total-physical-response-tpr * http://conference.nie.edu.sg/paper/new%20converted/ab00466.pdf * http://wiki.galbijim.com/Total_Physical_Response#Disadvantages * http://www.foreignlanguagesweb.com/teaching/methods/tpr.htm