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Total

Physical

Response

(TPR)

Presented by: Siham EZZARHOUNI & Younes EL-MAJDOUB Supervised by: Hicham LAABIDI

Outline:

1.What is TPR? 2.The main Theories 3.Asher’s learning Hypotheses 4.Principles 5.Application in class 6.Conclusion

Main Theories :

• (^) THEORIES OF LEARNING:
• (^) Comprehension Approach.
• (^) Trace Theory of Memory.
• (^) Humanistic Approach.
• (^) Behaviorism.
• (^) THEORY OF LANGUAGE:
• (^) Structuralism.

Comprehension Approach:

• (^) Language comprehension precedes speech production.
• (^) Natural approach ( krashen & terrell)
• (^) Lexical Approach (lewis).
• (^) Associative Learning (Winitz & Asher).

Humanistic Approach:

• (^) Affective ( emotional ) factors affect the process of learning.
• (^) L2 learning environment must be similar to L1 learning environment where stress and anxiety are reduced to the minimum (affective filter hypothesis).
• (^) To lower the affective filter, learners should not be forced to speak.
• (^) Game-like movements and funny commands facilitate the learning process.
• (^) Students’ self-confidence is boosted.

Behaviorism

• (^) A stimulus-response process: verbal stimulus from the teacher (imperative mode) associated with a physical movement from the part of the learner as a response to the teacher’s stimulus.
• (^) To reinforce memorization TPR combines motor activity (fulfilling the commands after the teacher) and verbal rehearsal (listening to the teacher's model and speaking out when the learner is ready to produce).

• (^) An innate BIO-PROGRAM for language learning: The brain and nervous system are biologically programmed to acquire language in a particular sequence and in a particular mode. The sequence is listening before speaking and the mode is to synchronize language with the individual's body.
• (^) BRAIN LATERALIZATION : the right-brain hemisphere allows the learner to learn language via motor activities. When a sufficient amount of learning has taken place, the left hemisphere will be triggered to produce language.
• (^) Stress (an AFFECTIVE FILTER ) intervenes between the act of learning and what is to be learned; the lower the stress, the greater the learning.

Asher’s learning

Hypotheses:

The Role of the Teacher

• (^) Director of the classroom (teaching and learning process).
• (^) Decides what to teach (linguistic input)
• (^) He/She must prepare very well before coming to the class.

The Characteristics of the Teaching-

Learning Processes

• (^) M odeling Phase
• (^) D emonstrate and U nderstanding phase
• (^) R eplacement Phase
• (^) R ole-reversal
• (^) L earners learn to read and write the commands

The type of Interaction

• (^) In the beginning, there is a teacher-Student interaction initiated by the instructor .(TTT is high)
• (^) As students begin to speak , they issue commands to one another as well as to the teacher .(STT is high)

Students’ Feelings:

• (^) To speak only when being ready reduces students’ stress and makes language learning more enjoyable.
• (^) when students begin to speak, perfection should not be expected.
• (^) The use of funny commands and humorous skits (comic performance) are two ways of showing that language learning can be fun.

Evaluation:

• (^) Evaluation is made to assess learners’ understanding through observing their actions after issuing a series of commands to them.

Learners’ Native Language:

• (^) Used at an early level.
• (^) Later, it is utilized rarely.