Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movement and actions to help students learn language. It is based on the theory that language is acquired naturally through exposure to comprehensible input in a low-anxiety environment. In TPR, the instructor gives students commands in the target language and students respond through actions rather than speech. This allows students to learn through physical movement by responding to imperatives before having to produce speech. The goal is to make input comprehensible while reducing stress to facilitate successful language learning.

1. Total Physical Response

2. Background
• Language teaching method built around
the coordination of speech and action.
• Language through physical -motor-
activity.
• Developed by James Asher.

3. Approach:
Theory of Language and Learning
Grammar-based
view of
Language:
Verb in
Imperative.
Stimulus-response.
Three
Learning
Hypotheses:
Specific
innate bio-
program for
language
learning.
Brain
lateralization
defines
different
learning
functions.
Stress
intervenes
between
learning and
what is to be
learned.

4. •The bio-program
“Natural
Method”
-sees first and
second
language
learning as
parallel
processes-
Three
Central
Processes
1. Children develop
listening competence
before they develop
the ability to speak.
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 established,
speech evolves
naturally and
effortlessly out of it

5. • Brain lateralization
TPR
-Total
Physical
Response-
Directed to
right-brain
learning.
Learner
Acquires
language
through
motor
movement.
Right-hemisphere activities
must occur before the left
hemisphere can process
language for production.

6. •Reduction of stress
Absence of
stress
By focusing on meaning
interpreted through
movement.
Learner is liberated from self-
conscious and stressful situations.
Learner is able to devote full
energy to learning.
Successful
Learning

7. Design: Objectives, syllabus, learning
activities, roles of learners, teachers,
and materials.
Objectives
To teach oral
proficiency at
beginning
level.
To teach basic
speaking skills.
Must be
attainable
through the
use of action-
based drills in
the imperative
form.

8. Syllabus Sentence-based
with
grammatical
and lexical
criteria
Method
Initial attention
to meaning
rather than to
the form of items
Grammar is thus
taught
inductively.
Classroom
activity
Imperative drills:
used to elicit
physical actions
and activity
Role plays and
slide
presentations

9. Role of Learner
Listener and Performer
Listens attentively and
responds physically to
commands.
Monitors and evaluates
his own progress.
Role of Teacher
Active and Direct Role
Decides what to teach,
models and presents
new materials.
Provides opportunities
for learning.

10. Materials
No basic text
For absolute
beginners
Teacher’s voice,
actions, and
gestures.
For advanced
learners
Books, pens,
cups, furniture.
Pictures, realia,
slides, and word
charts.

11. PROCEDURE
Asher provides a lesson by
lesson account of a course
taught according to TPR
principles.

12. Conclusion
• Total Physical Response enjoyed some popularity
in the 1970s and 1980s.
• Krashen regards provision of comprehensible
input and reduction of stress as keys to successful
language acquisition, and he sees performing
physical actions in the target language as means
of making input comprehensible and minimizing
stress.
• Asher stressed that Total Physical Response
should be used in association with other methods
and techniques.