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Total Physical Response Method.

Vanessa Gonzalez

on 12 March 2014

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About The Originator.

Name: James John Asher.
Department: Psychology.
Academic Rank: Professor.
Birthplace: Detroit, Michigan Birth Year: 1929.
Marital Status: Spouse or Partner’s.
Name: Virginia Lee Asher.
Children’s Names: Jeffrey J. Asher, Melissa M. Smith.
Colleges or Universities Attended: Year Degree
San José university.

Background history.

James Asher developed the total physical response method as a result of his observation of the language development of young children. Asher saw that most of the interactions that young children experience with parents or other adults combine both verbal and physical aspects.
Theory of language.

Asher does not directly discuss the nature of language or how languages are organized. However, the labeling and ordering of TPR classroom drills seem to be built on assumptions that owe much to structuralist or grammar-based views of language.
Theory of learning.
For this dimension of his learning theory he draws on three rather influential learning hypotheses :
1. There exists a specific innate bio-program for language learning, which defines an optimal path for first and second language development.
2. Brain lateralization defines different learning functions in the left- and right-brain hemispheres.
3. Stress (an affective filter) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.
Let us consider how Asher views each of these in turn.

What is TPR Method?
Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity.
Are to teach oral proficiency at a beginning level.
Comprehension at the end.
And emphasize on listening and speaking
The syllabus.
A sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items. Grammar is thus taught inductively.
The movement of the body seems to be a powerful mediator for the understanding.
Types of learning and teaching activities or techniques.
Imperative drills in classes.
Role plays.
Slide presentations.
Learn new vocabulary based on an order.
Group activities.
Role play.
Imperative drills.
Group activities.
Review: summary of the last lesson.

New commands: teacher's giving the commands.
Focusing on meaning and comprehension.
Listening and acting.
Verbal response is not necessary.
Grammar taught inductively. The coordination of speech and action.
Students enjoying.
Not preparing long hours. Effective for adult and young learners.
It is good tool for building vocabulary.
It benefits the Struggling students.
Best suitable for beginners.
It is only focus on listening comprehension and speaking.
Students are not generally give chance to express their thoughts in a creative way.
Roles of the teachers.
Teachers play an active and direct role in the class.
Directed learning models in a fun way.
Does not makes corrections to the instant.
Roles of the students.
Listener and performer.
They listen attentively and respond physically to the commands given.
The role of instructional materials.
The teacher's voice, actions, and gestures. Later the teacher may use common class­room objects.

Makes emphasis in the physical activity as answer to the linguistic message.
The teacher uses orders in the communication with the students. Listening comprehension and the vocabulary is more development.
Language learning is more effective when it is fun.
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