Total Physical Response (TPR) is a language teaching method that emphasizes the connection between speech and physical actions. Developed by James Asher, a psychology professor at San Jose State University in California, TPR aims to teach language through physical (motor) activity. This method is inspired by the natural way children acquire their first language: they understand spoken language before they are able to speak it.
The Theory Behind TPR
The core idea of TPR is based on the way children learn their first language. Initially, children develop the ability to understand complex sentences and commands before they can produce them verbally. For example, a young child can understand their parent saying "Please pick up the toy," but they cannot yet say it themselves. According to Asher, language comprehension (especially listening) should come first, followed by the ability to speak. This is a shift away from traditional methods that prioritize speaking and writing early in the language learning process.
In TPR, learners are encouraged to physically respond to commands. For example, if a teacher says, "Touch your nose," students will touch their nose. This physical response helps solidify understanding and makes the learning process more engaging. Asher also suggests that motor activities help trigger the right hemisphere of the brain, which is important for processing language at a deep, instinctive level. Once sufficient understanding is gained through movement, the brain's left hemisphere, responsible for speech and abstract thinking, is then activated to produce language.
TPR also reduces stress, which is an important factor in language acquisition. By focusing on physical actions and not on abstract grammar rules, students feel more relaxed and can concentrate on understanding the language, not worrying about making mistakes or speaking immediately.
Objectives of TPR
The main goal of Total Physical Response is to develop oral proficiency, particularly listening comprehension at the beginner level. The focus is on helping students understand language and respond physically, which is the foundation for developing speaking skills later. Specific instructional objectives can vary depending on the needs of the learners, but the overall aim is to teach basic communication through action-based drills.
Grammar and Vocabulary in TPR
In TPR, grammar and vocabulary are taught inductively, meaning that students learn rules through examples and patterns rather than through explicit explanations. Vocabulary items are chosen based on the ease with which they can be taught through physical actions. For example, students might learn words like "sit," "stand," and "jump" through corresponding actions. This approach helps students internalize vocabulary in a way that feels natural.
Asher suggests introducing a small number of new vocabulary items at a time—between 12 and 36 items in one hour, depending on the group size and the stage of learning. This makes it easier for students to differentiate and remember the words.
Teaching Activities in TPR
The primary activity in TPR classrooms is the use of imperative drills. In these drills, the teacher gives commands, and students physically respond. For example, the teacher might say, "Walk to the door," and the students would walk to the door. This method emphasizes action and helps students quickly associate words with their meanings.
After about 120 hours of instruction, students may start engaging in conversational dialogues, but these come after extensive practice with physical commands. Other classroom activities can include role-playing real-life situations, like ordering food at a restaurant or shopping at a supermarket. Visual aids, such as pictures or slides, are also used to support learning by helping students connect words with images.
In addition to oral drills, reading and writing exercises can be incorporated later to reinforce the structures and vocabulary learned through physical actions.
Learner Roles in TPR
In TPR, students have the roles of listener and performer. They listen carefully to the teacher's commands and respond physically. Speaking comes later in the process, and learners are encouraged to begin speaking only when they feel ready. This self-paced approach helps reduce anxiety and gives students confidence in their ability to understand the language before they start producing it.
Teacher Roles in TPR
The teacher plays a central and active role in the TPR classroom. As the director of a stage play, the teacher gives commands, models the language, and provides opportunities for students to respond. The teacher's responsibility is not to directly teach rules, but to create an environment where language can be naturally internalized. The teacher prepares materials, organizes lessons, and provides consistent exposure to the target language.
Instructional Materials in TPR
At the beginning stages of TPR, lessons may not require extensive materials. The teacher's voice, gestures, and actions are often sufficient for conveying meaning. However, as lessons progress, the teacher may use everyday classroom objects—such as books, pens, or chairs—to help reinforce vocabulary. Additionally, visual aids like pictures, slides, and charts can be used to support learning and help students connect words with real-world objects.
Conclusion
Total Physical Response is an effective language teaching method that emphasizes listening comprehension and physical responses to language, followed by speaking. It mirrors the natural language learning process by focusing on understanding before speaking and reducing stress through engaging, interactive activities. By using physical actions, teachers can help students internalize vocabulary and grammar in a fun and low-pressure environment, laying the foundation for further language acquisition.
References
Asher, J. (1977). Learning another language through actions. Sky Oaks Productions.
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