TPR (Total Physical Response) is a language teaching method that uses physical movement in response to verbal commands to help reduce stress and inhibitions. It was developed by Dr. James Asher based on observations that children first develop listening comprehension before speaking when acquiring their first language. In TPR lessons, the teacher gives commands for students to act out, focusing on meaning over form. This aims to make language learning more natural and stress-free.

2. ‘Babies
don't learn by memorizing lists;

3. why should children or
adults do?’

4. TPR is…
a method of teaching
language using physical
movement
to react to verbal input in order
to reduce student inhibitions
and lower their affective
filter (stress).

5. • One of the main reasons TPR was
developed was to reduce the stress
people feel when studying foreign
languages.
‘’Diane Larsen Freeman’’

6. The Origins
• TPR was originated by Dr. James
J. Asher who is a professor
emeritus of psychology at San
José State University.

7. •He wondered why so many people have a
hard time learning a second language
although almost no one has no trouble
while learning their first language.

8. • Asher developed TPR as a result of
his experiences observing young
children learning their first language.

9. • He noticed that interactions between
parents and children often took the
form of speech from the parent
followed by a physical response from
the child.

10. • Asher made three hypotheses based on
his observations:
• 1. language is learned primarily by
listening;
• 2.language learning must engage the right
hemisphere of the brain;
• 3. learning language should not involve
any stress.

11. According to Asher, the language learning
theories are similar to those of other
behavioral psychologists. The principals
that help elaborate his idea are:
 Second language learning is parallel to first
language learning and should reflect the same
naturalistic processes.

12.  Listening should develop before speaking.
 Once listening comprehension has been
developed, speech develops naturally and
effortlessly out of it.
 Adults should use right-brain motor activities,
while the left hemisphere watches and learns

13. Dr. Asher came up with a couple
of explanations:
• Many teachers use methods that were
not used while learning the first
language.
• There is often found stress in the
second language learning environment.

14. • Therefore, Asher decided
to create a stress-free
approach to
learning a second
language that used
many methods
found in the first
language
learning experience.

15. • According to Asher, TPR is based on the premise that
the human brain has a biological program for acquiring
any natural language on earth - including the sign
language of the deaf. The process is visible when we
observe how infants internalize their first language.

16. • TPR is offered as an example of a general approach
called ‘comprehension approach’.
• Comprehension approach places the value on the
student’s understanding of the target language, and
thus it emphasizes the listening skills.
• The Natural Approach, like TPR, is regarded as a
comprehension-based approach because of its
emphasis on initial silent period in the production of
language.

19. THE BIO-PROGRAM
Asher’s TPR is
a “Natural
Method” in as
much as Asher
sees first and
second language
learning as
parallel
processes.Asher
sees three
processes as
central:

20. 1) Children develop listening competence before they
develop the ability to speak. At the early stages of
first language acquisition,they can understand
complex utterances that they can not spontaneously
produce or imitate.
2)Children’s ability in listening comprehension is
acquired because children are required to respond
physically to spoken language in the form of parental
commands.
3)Once a foundation in listening comprehension has
been establish,speech evolves naturally and
effortlessly out of it.

21. Asher -> Right Brain Learning
Language acqusition happens through motor movement.
Brain Lateralization

22. Sufficient amount of right hemisphere learning
Language production & other abstract language processes

23. Reduction of Stress

24. Stress-free environment
Relaxed and pleasurable experiences
In order to reduce
stress;

25. Design

26. Ultimate Aim: To teach basic speaking skills
Major Classroom Activity: Imperative
Drills
Syllabus: Sentence-based
Primary Roles: Listener – Performer
Feedback: Parent – Children example
Plan: No basic text. Concrete materials and
realia is used instead.

27. Objectives
To teach oral proficiency at a beginning
level and the ultimate aim is to teach basic
speaking skills.
To produce learners who are capable of
free communication, which is
understandable to a native speaker.

28. Syllabus
The syllabus is predictable from the exercises
used in the class: A sentence-based syllabus
with grammatical & lexical criteria being
primary in selecting teaching items.
TPR requires initial attention to meaning
rather than to the form of items. Grammar is
thus taught inductively.

29. Learning Activities
Imperative drills are the major
classroom activity in TPR. Other
class activities include role plays
and slide presentations.
Conversational dialogues are
delayed until after almost 120 hours
of instruction.

30. Roles of Learners & Teacher
Learners have the primary roles
of listener & performer. They
listen attentively and respond
physically to the commands
given. The teacher who has a
direct and active role has the
responsibility of providing the
best kind of exposure to
language.

31. “It is wise to write out the exact utterances
you will be using and especially the novel
commands because the action is so fast
moving, there is usually not time for create
spontenaously.”
-Asher (1977:42)

32. Materials
For absolute beginners lessons
may not require the use of
materials since the teacher’s
voice, actions and gestures may be
sufficient. The teacher can use
basic classroom objects such as
books, pens etc. As the course
develops, the teacher will need to
collect new materials. These may
include pictures, realia, slides,
word charts.

33. TPR Student Kit - Supermarket

34. Procedure

35. •Review
•New Commands
•Role Reversal
•Reading and Writing

36. Review
• Teacher gives a summary
of the last lesson.
• Teacher repeats the
verbs/items etc. that
were learned in
the previous lesson.

37. New commands
• Giving the commands.
• Three commands at a time.
• Varying the sequence of
commands.

38. How much of a language
can be taught
through the use of
imperatives

39. An Advanced Lesson of TPR
Teacher: Rachel, walk to the blackboard.
(Rachel gets up and walks to the blackboard.)
Teacher: Class, if Rachel walked to the blackboard, stand up.
(The class stands up.)
Teacher: Rachel, write your name on the blackboard.
(Rachel writes her name on the blackboard.)
Teacher: Class, if Rachel wrote her name on the blackboard, sit down.
(The class sits down.)

40. Role Reversal
• Students commanding their teacher and
classmates.
Reading and Writing
• Writing the new items on the board.

41. Some Characteristics of TPR
• Focusing on meaning and comprehension.
• Seated in a semi-circle.
• Great deal of listening and acting.
• Directing a performance in which the
students are actors.
• Verbal response is not necessary.
• Humor is easy to introduce.
• Teacher always uses the target language.
• Overcoming the fear of speaking

42. Advantages of TPR
• Students enjoying moving around the
classroom.
• Not preparing long hours
• before the lessons.
• Effective for both adult and young learners.

43. Disadvantages of TPR
• Best suitable for beginners.
• Challenging for shy students.
• Rude and inappropriate language of the
learner.

44. THANKS FOR
LISTENING