Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Total Physical Response (Tpr)

22,906 views

Published on

This slide is about the Total Physical Response.

Published in: Education, Technology

Total Physical Response (Tpr)

  1. 1. SAMET DENİZ 1667583 İBRAHİM ÇELİK 1668243 JAMES ASHER
  2. 2. <ul><li>TPR is a language teaching method built around the coordination of speech and action. </li></ul><ul><li>It attempts to teach language through physical(motor) activity. </li></ul><ul><li>Developed by James Asher, a professor of psychology at San Jose State University, California. </li></ul><ul><li>It draws on several traditions: </li></ul><ul><ul><li>Developmental psychology </li></ul></ul><ul><ul><li>Learning theory </li></ul></ul><ul><ul><li>Humanictic pedagogy </li></ul></ul><ul><ul><li>Language teaching procedures </li></ul></ul>
  3. 3. <ul><li>According to James Asher adult second language learning is parallel to child first language acquisiton. </li></ul><ul><li>Commands  Physical Response  Verbal Response </li></ul><ul><li>The less stress the more learning </li></ul>
  4. 4. <ul><li>Grammar based </li></ul><ul><li>Skillful use of imperative  Grammatical structure and vocabulary </li></ul><ul><li>The more intensively and the more often the trace, the stronger memory association will be. </li></ul>
  5. 5. <ul><li>The Bio-Program </li></ul><ul><li>Brain Lateralization </li></ul><ul><li>Reduction Of Stress </li></ul>
  6. 6. <ul><li>Asher sees three processes as central: </li></ul><ul><li>---Listening competence  Speaking ability </li></ul><ul><li>Children understand complex utterances that they cannot spontaneously produce or imitate. </li></ul><ul><li>---Parental command  Listening comprehension  Physical response </li></ul><ul><li>---Once listening comprehension has been established speech evolves naturally and effortlessly. </li></ul>
  7. 7. <ul><li>Internalizing a ‘cognitive map’ of the target language. </li></ul><ul><li>Listening should be accompanied by physical movement. </li></ul><ul><li>Speech and other productive skills come later. </li></ul>
  8. 8. <ul><li>Asher sees TPR as directed to right brain. </li></ul><ul><li>Right hemisphere activities must occur before the left hemisphere can process languge for production. </li></ul><ul><li>While adult proceed to language mastery through right hemisphere motor activities, the left hemisphere watches and learns. </li></ul>
  9. 9. <ul><li>The absence of stress is an important condition for successful language learning. </li></ul><ul><li>First language acquisition  Stress free environment Adult language learning  Stressful, causes anxiety </li></ul><ul><li>Focus meaning through movement Not language forms </li></ul>
  10. 10. DESIGN: OBJECTIVES, SYLLABUS, LEARNING ACTIVITIES, ROLES OF LEARNERS, TEACHERS, AND MATERIALS <ul><li>General Objectives Teach oral proficiency at a beginning level </li></ul><ul><li>Teach basic speaking skills </li></ul><ul><li>Produce learners who are capable of an uninhibited communication </li></ul><ul><li>All goals must be attainable through the use of action-based drills in the imperative form </li></ul>
  11. 11. <ul><li>Syllabus </li></ul><ul><li>Sentence-based syllabus </li></ul><ul><li>Grammatical and lexical criteria are primary </li></ul><ul><li>Unlike others, TPR requires initial attention to meaning rather than to the form of items. </li></ul><ul><li>Grammar is taught inductively. </li></ul>
  12. 12. <ul><li>Learning Activities </li></ul><ul><li>A fixed number of items to facilitate ease of differentiation and assimilation. </li></ul><ul><li>12-36 items in an hour depending upon the size of the group and the stage of training. </li></ul><ul><li>Imperative drills are the major classroom activities. </li></ul><ul><li>Conversational dialogues begin after 120 hours. </li></ul><ul><li>Other activities: role plays and slide presentations. </li></ul>
  13. 13. <ul><li>Roles Of Learners </li></ul><ul><li>Listener and performer </li></ul><ul><li>Learners are expected to recognize and respond to novel combinations of previously taught items. </li></ul><ul><li>Learners are required to produce novel combinations </li></ul><ul><li>Learners monitor and evaluate their own progress. </li></ul><ul><li>They are encouraged to speak when they feel ready to speak </li></ul>
  14. 14. <ul><li>Roles Of Teachers </li></ul><ul><li>Teachers play an active and direct role. </li></ul><ul><li>They decide what to teach, they model, present new materials and select supporting materials. </li></ul><ul><li>Teachers should allow speaking abilities to develop in learners at the learners’ own natural pace. </li></ul><ul><li>Teachers must be like parents while giving feedback. </li></ul>
  15. 15. <ul><li>Roles Of Materials </li></ul><ul><li>Generally no basic text </li></ul><ul><li>Teacher’s voice, actions, and gestures  common classroom objects(books, pens, cups, furniture)  supporting materials(pictures, realia, slides, and word charts) </li></ul><ul><li>Materials and realia play an increasing role later on. </li></ul><ul><li>Asher developed TPR student kits that focus on specific situations, such as the home, the supermarket, the beach. </li></ul>
  16. 16. CONCLUSION <ul><li>TPR was popular in the 1970s ad 1980s. </li></ul><ul><li>Krashen(1981) supported TPR. </li></ul><ul><li>Asher says that TPR should be in association with other methods and techniques and is compatible with other approaches to teaching. </li></ul>
  17. 17. THANK YOU FOR LISTENING İBRAHİM ÇELİK 1668243 SAMET DENİZ 1667583

×