Total physical response (TPR)

Total physical response (TPR) is a teaching method that incorporates language learning with physical movements. TPR was developed in the 1960s by psychology professor Dr. James J. Asher, who based it on his observations and experiences. Asher created a system by which teachers can say a word or phrase while physically modeling it for students. Students then repeat the verbal and physical information. TPR is based on studies of early childhood linguistic development, and many proponents feel that TPR is a natural, effective, and potentially fun method of creating internalized language skills.

Brief History

Educators have long searched for methods to teach new vocabulary and language skills to both native and non-native speakers. Languages can present significant challenges due to their unique complexities and the difficulty of conveying new ideas using only the most fundamental terms and cues. In the 1960s, a psychology professor at San Jose State College, Dr. James J. Asher, began experimenting with new means of conveying language lessons to students, particularly those learning new languages.

Asher’s early studies focused on the concept of first-trial learning. First-trial learning theories suggest that information that is learned basically immediately upon its first exposure to the learner is retained more strongly than information that is learned over multiple exposures and a longer process of studying and memorization. Asher developed the concept based largely on his own struggles to learn foreign languages in school. He found lengthy traditional learning exercises to be less effective in creating lasting knowledge than brief moments in which he suddenly internalized a new word or term.

During his research, Asher designed learning experiments with himself as the subject. He asked bilingual students to attempt to teach him words in their native languages. The most helpful test occurred with a Japanese American student who tried to teach Asher rudimentary Japanese. When Asher and the student incorporated physical motions into the lesson, such as sitting down when the student said the Japanese phrase for “sit down,” Asher found that he was learning much more quickly and effectively.

This simple test provided the first demonstration of the technique known as Total Physical Response (TPR). Asher would introduce TPR in the 1960s, after which it spread quickly through North America and Europe. Repeated tests backed up the validity of the theory and expanded its uses. While its original functions usually dealt with vocabulary acquisition, researchers found additional applications in other language skills, including reading, writing, and speaking. In the twenty-first century, elements of TPR appear in many kinds and levels of classroom.

Overview

The roots of TPR can be traced to studies of the development of language skills in very young children. In general, young children learn the basics of their native language through interactions with their parents, family members, or other adult guardians. Even before children begin to speak themselves, adults speak to them. Often, the words being spoken are connected to physical movements, which the parents often model. For example, a parent might say, “Smile for the camera!” or “Eat one more bite of your food!” While speaking, the parent may model a smile or mimic the gestures of eating. Asher referred to these interactions as “language-body conversations.”

Asher posited that, even though the child is not developed enough to respond verbally, they learn from each interaction. The child not only learns the actions and behaviors being modeled but also internalizes the words involved and the other sounds, patterns, and cues used to communicate the information. The simultaneous internalization of verbal information and visual cues, along with the action taken by the child, can help to plant lasting learning into the brain. Asher elaborated on this point by explaining how the physical motions and language use activated both the right and left hemispheres of the brain at the same time.

After a lengthy period during which a child is exposed to verbal and visual cues but does not verbally reply, the child has learned enough basic information to begin speaking. Asher proposed that TPR, while a naturally occurring process among very young children, could be adapted for use among older children and even adults in language classes. TPR practices in the classroom combine physical motion and language use, in theory deeply planting learning in older students’ minds just as children learn their first languages.

In addition, proponents of TPR suggest that the TPR learning process is more natural, engaging, and informal than traditional means of teaching students languages and thus can reduce student stress and make students feel more comfortable and open to experience and learning. Many TPR teachers and students even find the activities enjoyable since they are active, participatory, and may be humorous or amusing. Asher supported the idea of a stress-free approach. He cautioned that, just as infants need a period of learning without speaking themselves, older language students should be given ample time to listen, observe, and internalize lessons before they are pressed to verbally demonstrate results.

Teachers can apply TPR lessons with relatively few complications or restrictions. An example of a TPR lesson might begin with the teacher selecting appropriate vocabulary words for the class to explore. The teacher might want to gather aids, including pictures or props, to help show the meaning of the words. Then, the teacher will say the vocabulary words while demonstrating the meaning of the words. Teachers may use movements, expressions, or props. An example would be saying “write” while holding a pencil and miming writing gestures. Next, students should model the same gestures or actions taken by the teacher while saying the new word introduced by the teacher. Writing the word and then prompting repetition and practice exercises can help to engrain the lesson in students’ minds.

Teachers may use TPR lessons in many situations, though it most commonly appears in classes that teach languages to non-native speakers. TPR exercises are highly adaptable and may take the form of activity circles or even games such as “Simon Says.” Teachers should, however, be sensitive to the needs and feelings of students. Some students may have physical limitations or feel that TPR exercises are embarrassing and are disinclined to participate. In addition, more advanced students may not benefit as greatly from TPR as students at more basic levels of learning.

Bibliography

Asher, James J. Learning Another Language Through Actions: The Complete Teacher’s Guidebook, 6th Ed. Sky Oaks Productions, 2000.

Asher, James J. "What is TPR?" TPR World, www.tpr-world.com. Accessed 19 Dec. 2024.

Frost, Richard. “Total Physical Response – TPR.” British Council, www.teachingenglish.org.uk/article/total-physical-response-tpr. Accessed 19 Dec. 2024.

Garcia, Ramiro. Instructor’s Notebook: How to Apply TPR for Best Results, 4th Ed. Sky Oaks Productions, 1996.

Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching, 2nd Ed. Cambridge UP, 2001.

Silvers, Stephen M. Listen and Perform: The TPR Student Workbook. Sky Oaks Productions, 1994.

“Techniques for Teaching Total Physical Response (TPR): Engage Your Students Through Movement and Fun.” American TESOL Institute, 25 June 2013, americantesol.com/blogger/american-tesol-webinar-techniques-for-teaching-total-physical-response-tpr. Accessed 19 Dec. 2024.

"Total Physical Response (TPR)." The Teacher Toolkit, www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr. Accessed 19 Dec. 2024.