Total Physical Response
Total Physical Response ( TPR ) describes a technology developed by Dr. James Asher, holistic language teaching method that can be applied especially in the preschool and primary education. It starts from the assumption that learning a second or third language is oriented on learning the native language in childhood. The process is based on a long period of evolution in listening comprehension, before language itself is produced. The learners react with body movements to linguistic commands and so internalize elements of the to-learn a foreign language. TPR is attributable to the behaviorist language teaching methods.
Principle
" TPR is based on the premise that the human brain is equipped with a biological program for language acquisition of all natural languages on earth - including the sign language The process is visible when we observe how children internalize their mother tongue.. " ( translated quote from James J. Asher )
The orientation of the mother language acquisition based on the communication between parents and children, which has both verbal and nonverbal, physical constituents. Children respond physically to speech impulses of their parents, which reinforce the non-verbal reactions with verbal on. This process takes place over several months, before the child is able to produce their own language. The teacher who uses TPR, mimics this process according to the class.
Application
- Teachers and students take a ratio similar to one of the parent-child relationship.
- Students respond with movements on the linguistic input of the teacher.
- The activities can be ( imperative, times, aspect ) simple ( " Simon says ... " as in the game ) to complex in the context of grammar.
- TPR is suitable for the establishment of a classroom discourse in primary education.
- 5 phases, which do not necessarily have to be consecutive, but can be distributed over a longer teaching the course: In the first phase the teacher gives a command and executes it himself, while the students watch this. In the second phase, the students run the command itself, but still based on the teacher, which is omitted in the third phase. In the fourth phase the student's command to speak to and in the fifth phase, the students take on the role of the teacher in order to give yourself commands. (see Learning by Teaching )
Benefits
- Fun, loosening, movement
- Not a great preparation effort for the teacher
- Holistic language experience facilitates the memorization