1. Introduction. The main part

2.1. WHAT IS TOTAL PHYSICAL RESPONSE PDF?


2.2. WHAT IS THE TOTAL PHYSICAL RESPONSE METHOD?


2.3. WHAT ARE THE MAIN PRINCIPLES OF TPR?


2.4. WHAT ARE THE STEPS IN THE TPR PROCESS?


CONCLUSION
Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus ofpsychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language with body movements, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. The listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself. Grammar is not taught explicitly but can be learned from the language input. TPR is a valuable way to learn vocabulary, especially idiomatic terms, e.g., phrasal verbs.
Asher developed TPR as a result of his experiences observing young children learning their first language. He noticed that interactions between parents and children often took the form of speech from the parent followed by a physical response from the child. Asher made three hypotheses based on his observations: first, that language is learned primarily by listening; second, that language learning must engage the right hemisphere of the brain; and third, that learning language should not involve any stress.
Total physical response is often used alongside other methods and techniques. It is popular with beginners and with young learners, although it can be used with students of all levels and all age groups.
The Total Physical Response is a method in language teaching which promotes the learning of second and foreign language through physical activities on the basis of oral cues. The l activities are performed as response to commands uttered by teacher and or classmates during the turn taking and procedural process of the class. Through that kind of listening-body movement connection, the students are expected to acquire comprehension about the language material.
Therefore, the students will use the language in communication when they feel ready. At the beginning level, the major material of this method is imperative sentences consist of observable verbs and objects. At a further level, the imperatives can be added with phrases and clauses sequenced based on complexity. The grammatical gradation gives view on the syllabus as if it is a grammar based method. As a matter of fact, such organization appears due to the attempt to imitate the natural order of language acquisition, resulted from the observation about how children acquire their native language utterances.