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Dear colleagues,

On this page you'll find links to explanations of the

Total Physical Response Approach which the new

Action Pack course books are based on.

Later,  teachers' own perceptions and experiences

will be added  so that reflection on the effectiveness

of the TPR can be reviewed thoughtfully.

Below the following references you can find qouted materials

from an article by Dr. James J. Asher about TPR.

 


http://www.tprsource.com/asher.htm

What is TPR? by Dr Asher

http://www.tpr-world.com/organizing.html

What is TPR? by Dr Asher

Another great explanation

===================================

http://www.tpr-world.com/ABC.html

An  very useful excerpt  from a book about TPR

==================================

http://www.englishraven.com/method_TPR.html

Total Physical Response

Objectives

Typical techniques

Comments

Key Features

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http://www.vobs.at/ludescher/total_physical_response.htm

A very useful article with explanations and examples of the

Total Physical Response

==============================

http://www.longman.com/young_learners/teachers/teaching-tips/total-physical-response.html

http://www.longman.com/teaching-tips/total-physical-response.html

Total Physical Response Resource pages from Longman

=====================================

http://www.teachingenglish.org.uk/think/methodology/tpr.shtml

Total Physical Response and other best practices inTeaching /leanrning aspects such as Lesson Planning

http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLanguageLearning/TotalPhysicalResponse.htm

Total Physical Response

=======================================

http://si.unm.edu/Web%20Journals/articles2001/TROMO_~1.HTM

A very useful article about TPR

=======================================

http://www.cortland.edu/flteach/FAQ/FAQ-TPR.html

Questions and answers about TPR

http://www.englishraven.com/method_principles.html

Principles of Language

Grammar Translation

Direct Method

The Audiolingual Method

Community Language Learning

The Silent Way

Suggestopedia

Total Physical Response

The Natural Aapproach

Communicative Language teaching

Types of Learning

PPP Approach

The Role of Syllabus or Curriculum

=========================================

Following are qouted portions of an article by

 Dr James J. Asher which are published in

Berty Segal Cook's Web site

http://www.tprsource.com/asher.htm

 

The Total Physical Response, known world-wide as TPR
by James J. Asher, Ph.D.

"Dr. James J. Asher is the originator of the

Total Physical Response (TPR). Dr. Asher has

demonstrated how to apply TPR for best results at

more than 500 elementary, secondary schools and

universities around the world, including a 1983

lecture tour in Japan sponsored by JALT. He is the

recipient of many awards for excellence in teaching

and research. He is an emeritus professor of psychology

 and former associate dean at San Jose State University

in San Jose, California."

 

"From experimental research and trials in hundreds of language

classrooms around the world in scores of languages, we know

more about how TPR works than any other idea in second

language learning.

For a detailed review of this research, see my book:

Learning Another Language Through Actions.

WHAT IS TPR?
IT'S ALL IN THE WAY WE LEARN...


TPR is based on the premise that the human brain has a biological

program for acquiring any natural language on earth - including

the sign language of the deaf. The process is visible when we

observe how infants internalize their first language.
The secret is a unique "conversation" between the parent and infant.

For example, the first conversation is a parent saying,

"Look at daddy. Look at daddy." The infant's face turns in the

direction of the voice and daddy exclaims, "She's looking at me!

She's looking at me!" Dr. Asher calls this "a language-body

conversation" because the parent speaks and the infant answers

with a physical response such as looking, smiling, laughing, turning,

walking, reaching, grasping, holding, sitting, running, and so forth.
Notice that these "conversations" continue for many, many months

before the child utters anything more intelligible than "mommy"

or "daddy." Although the infant is not yet speaking, the child is

imprinting a linguistic map of how the language works. Silently,

the child is internalizing the patterns and sounds of the target language.
When the child has decoded enough of the target language, speaking

appears spontaneously. The infant's speech will not be perfect, but

gradually, the child's utterances will approximate more and more

that of a native speaker.

Children and adults experience the thrill of immediate

understanding when you apply this powerful concept in

your classroom.
Here is what we now know:

The dropout rate of second language students in a traditional

program can be as high as 95%. Studies at the University of

Texas and elsewhere show that this stunning attrition can be

reversed when TPR is a central feature of the language program.

The reason that TPR dramatically reduces attrition is this:

TPR is a confidence-builder. Students of all ages including

adults experience instant success in understanding an alien language.

They remark: "Hey, this isn't so bad! I understand what she is saying.

I didn't know I could do this. I feel great!"

TPR is aptitude-free. Academic aptitude is a negligible factor when

TPR is applied by a skilled and talented teacher. In a traditional

language program, principals screen "low" academic students from

foreign language classes under the assumption that,

"They simply can't do it!" Everyone is surprised when

disadvantaged children who experience difficulty in class after

class in a traditional school, enjoy success in a TPR class.

These students experience the exhilaration of being competitive

with the all "A" students.

Contrary to the widely-held belief that children have a linguistic

advantage over adults, studies with Spanish, Russian, and Japanese

show that when adults play the game of learning another language

 on a "level playing field" with children, adults consistently

outperform children, except for pronunciation. TPR provides

that "level playing field." In a traditional class, adults endure

the handicap of sitting in rows of chairs while an instructor

performs and performs and performs. In a TPR class, the

students perform and perform and perform while the instructor

 is the director of the play. Note that this is exactly how

children acquire another language so quickly while living in

a foreign country. Children are silent but respond to directions

from caretakers and other children. Children act in response to

hundreds of directions uttered in the alien language such as

"Come here." "Put on your coat." "Throw me the ball." "Walk faster."

etc. This is a linguistic luxury that their parents living in the same

country do not experience.

Studies with Spanish, French, German, Japanese, and Russian

demonstrate that TPR is "brain compatible," meaning there is

short and long-term retention that is striking and statistically

significant across studies. Retention with TPR is analogous to

riding a bicycle. Even if years have elapsed since acquiring the

skill, after a few warm up trials, proficiency returns.

TPR seems to work effectively for children and adults. There is no

age barrier. The only caveat is that if the language training starts

after puberty, the probability is almost certain that one will have

at least some accent in speaking the second language, no matter

how many years one lives in the foreign country.

TPR seems to work for most languages including the sign

language of the deaf and the language of mathematics. Math

education is even more challenging than foreign language

education because, in the USA, we spend more on remedial

mathematics than all other forms of math education combined.

Traditional programs in both math and foreign languages share

a common flaw, in my judgment. Both specialties play to half

the brain and usually it is the wrong half.

TPR can be the major focus of a language program or an

extremely effective supplement.

BENEFITS OF TPR

Instant understanding of the target language, regardless

of academic aptitude

High Speed Long-term retention

Stress-free

Is TPR a method, an approach or a tool?
A student asked this question on my e-mail. I don't think that

it matters how you classify TPR. My answer, however, is that

TPR is a powerful right-brain tool at all levels of second language

 instruction. The tool works best in the hands of a skilled and

talented instructor. I think that colleges and universities have

been frankly negligent in not training future language teachers

to be highly proficient in the handling of this powerful tool.

A cursory mention of TPR in a laundry list of methods and

approaches is not enough to build skill in the application of TPR.

It needs a special course along with hands-on experience

monitored by a senior instructor who is also skilled in the intricate

 applications of TPR.

Why have college and university teacher trainers underestimated

the value of TPR?
I am speculating but I believe it works like this: Professors,

especially in public colleges and universities, are not concerned

with enrollments. The smaller the class size, the less one's workload.

Compensation is not tied to class size. The motivation is for

 fewer students, not more. Therefore, there is little interest in

a powerful tool that will attract and retain hundreds of students

in the language program.

When does TPR not work?
This is a fair question. Here is the answer: Any novelty,

if carried on too long, will trigger adaptation. No matter

how exciting and productive the innovation, people will

 

tire of it. They no longer respond. It is important to neutralize

adaptation by switching continually from one activity to another.

TPR is magical to jump start people of all ages into the target

language. Instructors are perceived by their students as

"miracle workers." This is a heady experience for any

instructor. The tendency then is to imagine that TPR is

a panacea to solve all problems. The instructor continues

day after day, until the students are exhausted and mutiny with,

"Please, not another direction. Can't we do something else."

At this point the instructor concludes,

"Hey, this TPR is only good at the beginning." Of course,

this is an illusion. The tool can be used at all levels to help

students internalize new vocabulary and grammatical features.

But, this requires a conservative application of this powerful

tool. Sure, use it in the beginning to catapult students into the target

language, then withdraw the technique and save it for future

 use downstream in training. This is the skillful use of TPR.

How to do this successfully is not obvious to most instructors.
For ideas on switching activities, see Ramiro Garcia's

Instructor's Notebook: How to Apply TPR for Best Results.

How does TPR compare to other methods in terms of results?
I find little, if any, hard data to support other "methods."

For comparison, TPR has many, many published studies with

hard data to support the concept.

(For specific citations, see my book,

 Learning another Language Through Actions.) This does not

 mean that other approaches, methods, or tools are without value.

Quite the contrary. The techniques in ALM, for example,

such as dialog memorization, listen and repeat after me, and

patterned drills are valuable, in my judgment, but NOT in the

 beginning stages of language acquisition. Once beginning

students have internalized the phonology, morphology and

syntax of the alien language throughTPR, then they are ready

 to switch to left-brain ALM activities that you find in traditional

textbooks. They are prepared to zoom into the material with

gusto because all the elements are familiar. They are comfortable

 with the new language. They feel confident. They are ready.

I recommend that the instructor yo-yo back and forth from

the right brain of TPR to the left brain of ALM. Anything

new is first internalized through the body with TPR, then switch

to the other side of the brain for verbal exercises of speaking,

reading, and writing.

How can I use TPR as a beginner working with a tutor?
I recommend that the beginner become a TPR expert and then

guide the tutor lesson by lesson.

Start with, Learning Another Language Through Actions and

 Instructor's Notebook by Garcia.

Can I use TPR as a non-beginner? If so, how?
Sure. Use TPR to internalize any new vocabulary item or

grammatical feature in the target language."

The above materials are qouted portions of an article by

 Dr James J. Asher which are published in

Berty Segal Cook's Web site

http://www.tprsource.com/asher.htm