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TPR in L2

This document discusses Total Physical Response (TPR), an approach to teaching second languages developed by Dr. James Asher. [1] TPR is based on listening and using physical actions to reinforce comprehension of basic vocabulary and commands. [2] It was created as a stress-free way to learn a second language similarly to how a first language is learned through physical responses to parents' commands. [3] TPR has been shown to be effective for both children and adults and improves listening skills more than traditional teaching methods for beginners.

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Jorge P. Perez
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59 views14 pages

TPR in L2

This document discusses Total Physical Response (TPR), an approach to teaching second languages developed by Dr. James Asher. [1] TPR is based on listening and using physical actions to reinforce comprehension of basic vocabulary and commands. [2] It was created as a stress-free way to learn a second language similarly to how a first language is learned through physical responses to parents' commands. [3] TPR has been shown to be effective for both children and adults and improves listening skills more than traditional teaching methods for beginners.

Uploaded by

Jorge P. Perez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TPR

NANCY DENI OGUIN CANDELARIA


MAGALY YAZMIN RANGEL TOVAR
TPR

TPR is an approach to teaching a second


Language based on listening and linked to
physical actions which are desinged to
reinforce comprehension of particular basic
items.
Origins

Dr. James J. Asher developed for first time


the Total Physical Response (TPR) approach
because he wondered why so many people
had problems learning a second language.
WHY WAS IT CREATED?
The answer is related to the
methodology used and the stress
produced by the process of learning
the L2

THE SOLUTION!
Creation of stress-free approach in L2
enviroment whitch was similar to L1
learning.
In L1, very young learners respond
physically to parents commands.
ASHER'S RESULTS
Effective for children and TPR works because it is an
adults. excellent way of providing
students with comprenhensible
Used in several languages. input.

Improvement of listening skills. The teacher's movement


provides the background
Higher effectiveness than on knowledge that makes the
traditional based programmes command more
in initial steps. understandable.
Brain lateralization
Analize Act

Critistize Draw

Discuss Games

Explain Gestures

Talk Metaphor

Tell Physical movement


BRAIN SWITCHING
•Techiques that allow students to switch both
sides of the brain.

• New materials are internalized in the right side


of the brain through TPR activities. Part related
to physical movement.

• Verbal exercices of speaking, reading and


writing allow the student to switch and use both
sides of the brain.
TPR CHARACTERISTICS
• Bringing language to life.

• Facilitator.

• Instant understanding of the target language.

• Long- term retention.

• Stress-free.
TYPES OF TPR ACTIVITIES
• TPR-B: TPR with body. Everything
that can be done with body
movement: “stand up, sit down…”

• TPR-O: TPR with objects. Sitting


on a table that has some objects:
“show me, give me…”

• TPR-P: “TPR with pictures”


Flashcards

• TPRS. TPR story telling.


ROLES IN THE ACTIVITIES

Learner Teacher Material

• Instructor
• Listener
• Decider
• Performer
• Organizer and preparation of • Activities should be
• Work individually &
activities supported by visual materials
collectively
• Creator of the detailed in some cases
• Little influence in the content
lesson planned
• Little production
• Director of turn taking and •Use of common objects,
• Self monitoring
interaction realia, charts
• Self assesment
• Feedback provider
• Krashen’s Silent Period
• Tolerant for errors
TPR AND LANGUAGE SKILLS

• Listening: Main skill trained.

• Writing: some writing (of useful


information chunks) is included without
noticing.

• Speaking: it may appear either in a


spontaneous way or being deliberately
introduced through TPR- S.
Examples
CONCLUSION
• TPR ACTIVITIES CAN BE USED IN ALL
STAGES.

• TPR ACTIVITIES ARE THE BEST WAY TO


ACQUIRE VOCABULARY AND COMMANDS.

• THEY FACILITATE QUICK MEMORIZATION. • THERE ARE NO


BOUNDARIES BETWEEN TPR
• THEY ARE FUNNY. AND GAME-LIKE ACTIVITIES.

• THEY ARE “EASY TO PREPARE”, DEPENDING • HIGHLY-MOTIVATING.


ON THE ACTIVITY.
• TOTAL INVOLVEMENT ON
THE PART OF THE
TEACHER.

• INMEDIATE FEEDBACK.
THANKS

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