TPR method Total Physical Response Saebyeols Power Point

TPR method Total Physical Response Saebyeol’s Power. Point Design

Contents 01 Main principles of TPR 02 Key techniques and strategies 03 Application Saebyeol’s Power. Point Design

01 What are the main principles about language, teaching, and learning that guides the techniques and strategies of the method? Saebyeol’s Power. Point Design

What is the TPR ? TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. TPR was developed by Dr. James Asher. TPR is based upon the way that children learn their mother tongue.

Background A baby spends many months… Listening Many times and make sense of sounds Not force speaking Just waiting Finally choose to speak Child ready to say something Second language acquisition parallels first language

Background 1960 Understanding Production Dr. James J. Asher Language learning starts first with understanding, ends with production After internalizing an extensive target language map, speaking appears spontaneou Speech initially has many errors, becomes more target-like Asher used these findings to develop Total Physical Response (TPR)

Background Several methods that apply these principles (comprehension approach) 01 02 03 04 Natural approach Self- Instructional program by Krashen and Terrel by Winitz and Reed by Michael Lewis by James Asher Creates a “low affective filter” Students listen to tape recorder. Students receive abundant comprehensible input Students follow directions uttered by the instructor. Lexical Approach Total Physical Respon

Approach: Theory of language and learning Verb in imperative Stimulus-response Specific innate bio program for language learning Brain Lateralization defines Grammar-based different learning functions view of language Lower the stress, the greater the learning Three learning Hypothesis

The bio-program “Natural Method” Sees first and second language learning as parallel processes Three central processes Children develop listening competence before they develop the ability to speak. Children’s ability in listening comprehension is acquired because children are required to respond physically to spoken language in the form of parental commands Once a foundation in listening comprehension has been established, speech evolves naturally and effortlessly out of it.

Brain lateralization 05 03 Sufficient amount of 01 Learner right hemisphere learning TPR 02 Directed to right-brain learning 04 Acquires language through motor movement Left hemisphere will be triggered to produce language and to initiate other, more abstract language processes.

Reduction of stress Absence of stress Successful Learning Learner is able to devote full energy to learning. 03 By focusing on meaning interpreted 01 through movement. 02 Learner is liberated from self-conscious and stressful situ

Principles of TPR Listening ability and vocabulary must be developed first. There must not be any stress in the class. Regular repetition Action verbs are the core of TPR is also technique of teaching vocabulary. Expose the natural use of language. The more often we trace memory and the more intensively we repeat, the stronger the memory associations are and the more likely it will be recalled.

02 What are some of the key techniques and strategies that the method uses to convey, practice, and assess language and language learning? Saebyeol’s Power. Point Design

Objective To teach oral proficiency at a beginning level. To teach basic speaking skills. To produce learners who are capable of an uninhibited communication that is intelligible to a native speaker. Specific instructional objectives are not elaborated. However, must be attainable through the use of action-based drills in the imperative form.

Syllabus The syllabus is predictable from the exercises used in the class: a sentencebased syllabus with grammatical and lexical criteria being primary in selecting teaching items. TPR requires initial attention to meaning rather than to the form of items. Reading and writing is taught after grammar and vocabulary. Grammar is taught inductively. Grammar and vocabulary selected according to the situation.

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.

TPR techniques Using Commands to Direct Actions Acting out chants, songs or stories with actions that help convey the meaning Role Reversal TPRS – Total Physical Response Storytelling

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

The Role of Instructional Materials Classroom objects Realia books, pens, cups, furniture Teacher’s voice, actions, gestures Specific situations (home, super-market, beach)

Assessment Teacher will know immediately whether or not students understand by observing their student’s actions. Formal evaluations can be conducted simply by commanding individual students to perform a series of actions. As students become more advanced, their performance of skits they have created can become the basis for evaluation. Errors Teacher should be tolerant of them and only correct major errors.

03 How might you use the method, its techniques, and strategies in your own future teaching? Saebyeol’s Power. Point Design

Types of TPR Role-play Slide presentation Role Reversal Chants Game activities Stories with actions Songs Direct actions

Activities 1. Simon says activity How to do Simon says 1. activity? The teacher first teaches the target words and sentences. 2. Use your body with the sentences. 3. The teacher gives a demonstration. 4. Like the teacher's demonstration, students take turns instructing other students. -> watch the video Simon says game rules: students only do the action you say when you start the sentence with “Simon says…. . ” and should stay still if you say just the action word (“jump”).

Activities 2. Sensible object mimes How to do sensible mime activity? After teaching the target word or sentences, students only do the mime. If the teacher 3. make some shapes How to do ‘make some shapes’ activity? Teacher teaches some target word about shapes. 1. Teacher teaches some target word about shapes. (heart, triangle, circle, square. . etc. ) your legs …etc. 2. Students practice the target-word 3. Teacher let the students make some shapes with the octopus’ legs. Students do the mime using their body. ex) make a circle / make a triangle. . etc. says, ex) wash your hands/ wash your face / wash

Advantage of TPR It is fun, easy, and memorable. It is a good tool for building vocabulary. It can facilitate students with the meaning in real context. It does not require a great deal of preparation. It helps the students immediately understand the target language. It is inclusive and works well a class with mixed ability levels. It helps learners achieve fluency faster in learning language. It benefits the struggling students.

Disadvantage of TPR It is most useful for beginners. Students are not generally given the opportunity to express their own thoughts in a creative way. It can be a challenge for shy students. It is not a very creative method. Certain target languages may not be suited to this method. It is limited, since everything cannot be explained with this method.

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