Introduction
¢ There are several method being practiced today that have in common an
attempt to apply these observation to foreign language instruction. One such
method is krashen and terrel natural approach, another method that fits within
the comprehension approach is winitz and reed’s
self –instructional and winitz ‘ The learn ables, and then the
new method called the lexical approach developed by Michael Lewis, and the
fourth method is Total physical response developed by James Asher.
¢ Asher found directly on child or student proununciation contains a
command. And then the child or studend well respond to physically before the
begin generating a response or utterance verb.
background
¢ James Asher developed the total physical response method as a result of
his observation of the language development of young children
¢ From his experiences, Asher outlined three main hypotheses about
learning second languages that are embodied in the total physical response
method
a) The brain is naturally predisposed to learn language through listening.
b) that effective language learning must engage the right hemisphere of
the brain.
c) That language learning should not be involved any stress.
Principles
¢ Total physical response is an example of the comprehension approach to
language teaching.
¢ While the majority of class time in total physical response is spent on
listening comprehension, the ultimate goal of the method is to develop oral
fluency.
¢ Lessons in TPR are organized around grammar, and in particular around
the verb. Instructors issue commands based on the verbs and vocabulary to be
learned in that lesson.
¢ Total physical response is both a teaching technique and a philosophy
of language teaching.
Procedures
¢ The majority of class time in TPR lessons is spent doing drills in
which the instructor gives commands using the imperative tense. Students
respond to these commands with physical actions. Initially, students learn the
meaning of the commands they hear by direct observation. After they learn the
meaning of the words in these commands, the teacher issues commands that use
novel combinations of the words the students have learned.
¢ Instructors limit the number of
new vocabulary items given to students at any one time. While drills using the
imperative are the mainstay of total physical response classes, teachers can
use other activities as well. Some typical other activities are role plays and
slide presentations.
Teaching materials
¢ Total physical response lessons typically use a wide variety of realia,
posters, and props. Teaching materials are not compulsory, and for the very
first lessons they may not be used.
¢ As students progress in ability the teacher may begin to use objects
found in the classroom such as furniture or books, and later may use word
charts, pictures, and realia.
¢ There are a number of specialized TPR teaching products available,
including student kits developed by Asher and an interactive CD-ROM for
students to practice with privately.
Conclussion
Total physical response should
be
used in association with other
methods and techniques. Indeed,
practitioners of TPR typically follow this
recommendation, suggesting that for many
teachers TPR represents a useful set of
techniques
and
this compatible with other approaches to
teaching.
