Total
Physical Response (TPR)
a. Definition
of Total Physical Response (TPR)
Richard and Rodgers (1986: 87)
state that TPR is a language teaching method built around the coordination of
speech and action; it attempts to teach language through physical (motor)
activity.
Garcia (2001: 1) explains that the
two very important concepts in TPR are the notion of Total Physical Response
involvement and the role played by the right hemisphere of the brain in
learning a second language by action. The first concept deals with the idea of
introducing second language by giving action response which has been influenced
by the way people acquire their first language. A baby would not memorize a
list of words or try to speak immediately. Garcia explains further that the
TPR approach is a right brain method of
learning a language because the language is taught mainly through actions. In
the other words, commands play as the core of the course.
TPR is also named the comprehension
approach since of the importance given to listening comprehension. In TPR,
students listen and respond to the spoken target language commands of their
teacher. If they can perform the teacher’s instructions it means that they know
the meaning of the words.
b. The
Implementation of Total Physical
Response
Total Physical Response Method also
called the comprehension Method was evolved by Asher, an experimental
psychologist. The method bases its principle on the way a child learns his
first language. In the process of the first language acquisition, the child
listens to a lot of language sounds before attempting to speak. In this
process, the child follows commands. He or she listens to the language in the
form of parental commands.
In the Total Physical Response,
listening is the basis of the course. The teacher gives commands and orders
while doing things. According to Geeta Nagaraj (1996: 66), the pedagogical
principle of the Total Physical Response can be summarized as follows:
1) Meaning
in the target language can be conveyed best through action
2) Learners
learn best by doing things
3) Listening
comprehension should precede other skills
4) The
learners must be given time to absorb the language before they are asked to
speak
5) The
teacher gives a simple command
6) The
learners do it. If they don’t follow the command the teacher demonstrates
7) Further
commands are given. The teacher demonstrates the new commands and the class
follows. Volunteers perform the commands and the class follows
8) The
teacher writes down the commands and the class copies
9) Learners
are not required to speak in the initial stages
10)
Later, learners give commands and the
rest perform the action
