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Andrea Molina & Mary Balla EDU540-906 RobbinsMethods Acting Assignment

October 1, 2007

Total Physical Response (TPR)

Historical Overview: TPR was developed by Dr. James Asher. While the

concept of associating language with motor activity was not new, Asherformalized TPR as a method in 1977, after over a decade of study. It isbased upon principles of child language acquisition, in which the childgives physical responses when listening to language. TPRs ultimateinstructional goal is to teach oral proficiency and conversationalfluency. The emphasis is not on text or other media, but initially onvoice, action and gestures. Instruction is given in target languageonly.

Theory:

Building from the ideas of various other theories, such as tracetheory, TPR recognizes the value of language being associatedwith physical responses.

Follows a grammar-based view of language that focuses onmeaning, not form.

Based upon principles of child language acquisition, whichproposes that the human brain has a set pattern for learninglanguage.

Founder/Proponents: Developed by Dr. James Asher in 1977, afterexperimenting with the method in the 1960s.

Instructional Goal: To produce conversationally fluent learners, withfocus on meaning, not form.

Unique Points:

Reduces anxiety of language production in the learner

Builds confidence by instant success in understanding targetlanguage

Uses language/body conversation at beginning stages

CONCLUSION

Strengths of Method:

Allows students to get up and move while learning andencourages a more relaxed learning environment that can easilyincorporate humor

Helps retention by associating movement with words

Weaknesses of Method:

Not as effective in higher levels of language learning

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Andrea Molina & Mary Balla EDU540-906 RobbinsMethods Acting Assignment

October 1, 2007

Does not promote independent language use outside of oral workmodeled by teacher in classroom

Learner needs for unrehearsed language not always met

Evaluation: Assessment types compatible with the method includeevaluation of student actions and gestures when given non-writtenprompt, eventually moving towards student composition.

LESSON INRODUCTIONTopic: NumbersObjectives: SWBAT count to ten in target language and identifynumbers one through ten out of order.Language Level: 1st year Spanish

SOURCES: Brown, H.D. (2007). Teaching By Principles: An Interactive Approach toLanguage Pedagogy. 3rd Ed.

Englewood Cliffs, NJ: Prentice Hall Regents.