“There is no the best
or a better method in language teaching. Every method has advantages and
disadvantages in itself.”
The Main Theories:
Learning/developing
in the language by imperative use
has a leading role in this method.
Three
hypothesis are mentioned in Total Physical Response (TPR) Method:
Innate Bio-Program: It is generally about children’s
language learning steps. Firstly, children develop listening abilities before talking. Then, they start to comprehend
the properties of language and develop a “cognitive
map” by listening process.
Brain Lateralisation: The brain has two parts: left and
right hemispheres. These parts of the brain have different learning functions.
If both of them are enabled, learning develops in a faster and more effective
way.
Stress: Stress is a big problem in language
learning. The learning will be more qualified and unproblematic as stress
decreases.
The Other Features of the Total
Physical Response Method:
There are
two language learning periods: Silent
Period (No productivity is expected) and Speaking
Period (Productivity begins).
In silent
period, children may not speak or feel ready to speak. In these cases, they
mustn’t be forced to produce anything.
After a
while, children are expected to speak in target language with some words.
Oral communication is all-important.
Using imperatives efficiently will help
learners to acquire basic grammar rules and names of immediate environment items.
Verb is viewed as the most important part
of learning process. Firstly it must be acquired, then the other basics
(adjectives, adverbs, nouns and etc.) are learnt when used with it.
Lifestyle and daily habits are important and they should be learned.
Teacher is
the director in early stages of learning,
then s/he can be directed by
learners.
Student is a
follower in early stages, after a
while they can attend the class actively, speak and direct the teacher by some imperatives.
Teacher-whole
group, teacher-student and student-student interactions are seen in classes.
Vocabulary is taught by imperatives. Verbs play
a leading role.
Grammar can be taught with imperatives in
sentences skillfully by the teacher.
E.g. For the introduction of “when” conjunction.
Teacher: "Smile when you sit down."
Teacher: “Sit down!”
(Students smile.)
Mostly, objects around the classrom, texts and
kinaesthetic learning tas kare used as materials.
Meaning is prior to the form in TPR.
When it is necessary, students’ native language can be
used in early stages.
Teacher makes the evaluation
by their performing series of commanded actions.
The main goal
is to make students enjoy the class and have lower stress.
Errors are natural and tolerated by the teacher. In early
stages, they can be ignored but in late stages, minor mistakes can be corrected
politely.
Commands, role reversals (among even the teacher and
students) action series are used as efficient techniques.
An ideal example
for “series of action”:
“Point to the
board”
“Come to the board”
“Touch to the board.”
Natural order of skills idea in TPR: 1- Listening, 2-
Speaking, 3- Reading, 4- Writing.
Summarizing Keywords/Phrases:
Imperatives
Learning language by body movements
Kinesthesis
Silent Period
Speaking Period
Stress-free atmosphere
Children
