SAMET DENİZ 1667583

İBRAHİM ÇELİK 1668243

JAMES ASHER

TPR is a language teaching method built around the coordination of speech and action.

It attempts to teach language through physical(motor) activity.

Developed by James Asher, a professor of psychology at San Jose State University, California.

It draws on several traditions:1. Developmental psychology 2. Learning theory 3. Humanictic pedagogy4. Language teaching procedures

According to James Asher adult second language learning is parallel to child first language acquisiton.

CommandsPhysical Response Verbal Response

The less stress the more learning

Grammar based

Skillful use of imperativeGrammatical structure and vocabulary

The more intensively and the more often the trace, the stronger memory association will be.

The Bio-Program

Brain Lateralization

Reduction Of Stress

Asher sees three processes as central:

---Listening competenceSpeaking abilityChildren understand complex utterances that they cannot spontaneously produce or imitate.

---Parental commandListening comprehensionPhysical response

---Once listening comprehension has been established speech evolves naturally and effortlessly.

Internalizing a ‘cognitive map’ of the target language.

Listening should be accompanied by physical movement.

Speech and other productive skills come later.

Asher sees TPR as directed to right brain.

Right hemisphere activities must occur before the left hemisphere can process languge for production.

While adult proceed to language mastery through right hemisphere motor activities, the left hemisphere watches and learns.

• The absence of stress is an important condition for successful language learning.

• First language acquisitionStress free environment Adult language learningStressful, causes anxiety

• Focus meaning through movement Not language forms

DESIGN: OBJECTIVES, SYLLABUS, LEARNING ACTIVITIES, ROLES OF LEARNERS, TEACHERS, AND MATERIALS

• General Objectives Teach oral proficiency at a beginning level

Teach basic speaking skills

Produce learners who are capable of an uninhibited communication

All goals must be attainable through the use of action-based drills in the imperative form

Syllabus

Sentence-based syllabus

Grammatical and lexical criteria are primary

Unlike others, TPR requires initial attention to meaning rather than to the form of items.

Grammar is taught inductively.

Learning Activities

A fixed number of items to facilitate ease of differentiation and assimilation.

12-36 items in an hour depending upon the size of the group and the stage of training.

Imperative drills are the major classroom activities.

Conversational dialogues begin after 120 hours.

Other activities: role plays and slide presentations.

Roles Of Learners

Listener and performer

Learners are expected to recognize and respond to novel combinations of previously taught items.

Learners are required to produce novel combinations

Learners monitor and evaluate their own progress.

They are encouraged to speak when they feel ready to speak

Roles Of Teachers

Teachers play an active and direct role.

They decide what to teach, they model, present new materials and select supporting materials.

Teachers should allow speaking abilities to develop in learners at the learners’ own natural pace.

Teachers must be like parents while giving feedback.

Roles Of Materials

Generally no basic text

Teacher’s voice, actions, and gesturescommon classroom objects(books, pens, cups, furniture)supporting materials(pictures, realia, slides, and word charts)

Materials and realia play an increasing role later on.

Asher developed TPR student kits that focus on specific situations, such as the home, the supermarket, the beach.

CONCLUSION

TPR was popular in the 1970s ad 1980s.

Krashen(1981) supported TPR.

Asher says that TPR should be in association with other methods and techniques and is compatible with other approaches to teaching.

THANK YOU FOR LISTENING

İBRAHİM ÇELİK 1668243SAMET DENİZ 1667583