Total Physical Response&Silent Way

TOTAL PHYSICAL RESPONSE INTRODUCTION TPR is a language teaching method built around the coordination of speech and action. It attempts to teach language through physical activity. It was developed by Dr. James Asher. The method relies on the assumption that when learning a second or partner language, that language is internalized through a process of code breaking similar to first language development and that the process allows for a long period of listening and developing, comprehension prior to production. In a developmental sense, Asher sees successful adult second language learning as a parallel process to child first language acquisition. Besides, Asher shares with the school of humanistic psychology a concern for the role of affective (emotional) factors in language learning.

APPROACH Theory of Language TPR reflects a grammar-based view of language. Asher states that “most of the grammatical structure of the target language and hundreds of vocabulary items can be learnt from the skillful use of the imperative by the instructor”. (1977:4) He views the verb, and particularly the verb in the imperative, as the central linguistic motif around which language use and learning are organized. Theory of Learning Asher sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. In psychology, it is also possible to link the TPR to the trace theory. The more intensive of a memory connection is traced, the stronger the memory association will be. Retracing can also be done verbally and in association with motor activity. Asher has elaborated an account of what he feels facilities or inhibits foreign language learning. For the dimension of his theory, Asher suggests three hypotheses. The bio-program: Asher sees first and second language learning as parallel processes. Asher sees three processes as central:

1- Children develop listening competence before they develop the ability to speak. 2- Children’s ability in listening comprehension is acquired. 3- After a foundation in listening comprehension is established, speech evolves naturally effortlessly out of it. Brain Lateralization Adult should use right-brain motor activities, while the left hemisphere watches and learns. Right hemisphere activities must occur before the left hemisphere can process language for production. Reduction of Stress According to Asher, although the first language accusation takes place in a stress-free environment, the adult language learning environment often causes considerable stress and nanxiety. Therefore, the key to stress free learning is to tap into the natural bio-program for language development and thus to recapture the relaxed and pleasurable experiences that accompany first language learning.

DESIGN The design of Total Physical Response is composed of objective, syllabus, learning activities, roles of teacher and students, and the instructional materials. OBJECTIVES The general objective of Total Physical Response is to teach oral proficiency at a beginning level. The ultimate aim is to teach basic speaking skills and comprehension. Whatever are goals are set, they must be attainable with the use of action-based drills in the imperative form. SYLLABUS Grammatical and lexical criteria are primary in selecting teaching items with the use of sentence-based syllabus. Total Physical Response requires initial attention to meaning rather than to form of items. Therefore, grammar is taught inductively. LEARNING ACTIVITIES The major classroom activity in TPR is imperative drills. They are composed of physical actions and activity on the part of the learners. Role plays are about everyday situations such as at the school, home or theatre. Other activity is slide presentation to use to

make students learn more easily. Using games and objects are also used to introduce new vocabularies. Another activity is story telling in order to attract students’ attention. LEARNERS’ ROLES Learners have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. Both individual and collective respond is used by the students. Learners monitor and evaluate their own progress. They should be encouraged to speak when they feel ready to speak. TEACHERS ROLES Teachers are director and decider. They play an active role and direct role in TPR. The teacher is a person who decides what to teach and selects supporting materials for classroom use. Teachers should prepare detailed lesson plans to use the lesson effectively. The teacher controls the language input the learners receive and provides the raw materials that the learners will construct in their own minds. Teacher should follow the example of parents giving feedback to their children. At first, parents correct very little, but as the child grows older, parents are less tolerant for mistake. At the beginning, teacher should not interrupt in order to correct errors, or else this can inhibit learners. As time goes on, teacher intervention is expected. MATERIALS There is generally no basic text in a TPR course. At the beginning, the teacher’s voice, mimes and gestures may be sufficient basis for classroom activities. Later, the teacher can use common classroom objects such as books, pens… As the lesson develops, the teacher makes or collects supporting materials such as pictures, slides and word charts. Asher has developed TPR students’ kits that focus on specific situations such as the home, supermarket… Students may use the kits to construct scenes. PROCEDURE Review: this was a fast-moving warm up in which individual students were moved with commands. New commands: some words were introduced the book hold the cup the soap

Asking simple questions: then the teacher asked simple questions which the students could answer with a gesture such as painting. Role reversal: students give commands the teacher and other students. Reading and writing: the instructor wrote on the board each new vocabulary item and sentence to illustrate them. Then she spoke each item and sentence. The students wrote the information in their notebooks.

ADVANTAGES TPR makes students use their language in their daily life. It also helps them accomplish to be successful. While the students are learning the target language, they have chances to develop instant understanding of it. Moreover, students gain ability to keep the information in their mind permanently. For the successful language acquisition, reduction of stress is a very important process for both children and teachers. To make the students understand the topics and the language perfectly, using alternative teaching strategies can be useful.

DISADVANTAGES As it is a type of method for only beginners, the adult learners have a disadvantage while learning in this method. The reason why TPR is used generally for beginners is that students learn the language with the objects, pictures and kits and they are treated as if they don’t have prior knowledge. If there is a weakness to be found, it would have to be the difficulty involved in TPR for the purpose of teaching abstract language. All of the things the students learn are not “physical” and their thinking is not oriented around the visible physical universe, so it can be a disadvantage for them. As the students try to be active, shy students may have difficulty in the class, but if they use this method, they can develop themselves among other students. Since the teachers use commands through students, they don’t have a chance to express their thoughts and feelings.

CONCLUSION TPR enhances listening and comprehension skills in both classroom environment and daily life. Students have a chance to react with their “bodies as well as their brains”. This method helps students internalize vocabulary in a perfect way and uses psychomotor systems to teach vocabulary. Total Physical Response, also supports kinesthetic learning styles for the

disabled students. As the TPR is considered a right brain tool, it develops the right brain skills.

SILENT WAY DEFINITION The silent way is the name of a method of language teaching, designed by Caleb Cattegno. It leads students to develop their own conceptual models of all the aspects of the language. There are three hypotheses, Cattegno suggests: Discovering and creating are more important than remembering and repeating while developing the language. With the use of physical objects, learning is developed. Learning can be developed with the help of problem solving.

APPROACH The theory of the language is the structural view o language. Students are presented with the structural patterns of the target language and learn the grammar inductively. Vocabulary is the spirit of the language and it is very crucial. Silence is considered the best vehicle for learning. Silence is useful for alertness, concentration and mental organization. The theory of language learning is cognitivist. Language learning is not habit but rule formation. There is a sequence from known to unknown. Learning is inductive.

DESIGN OBJECTIVES Giving beginning level student’s oral and aural proficiency and facility of the target language is the general objective of this method. In the target language, it is important to speak fluently, like a native or native-lie speaker. The correct pronunciation of teacher is essential, also. As the grammar is taught inductively, the teacher should give practical knowledge of language.

SYLLABUS There is no linear syllabus. The teacher starts with what students already know and builds from one structure to the next. According to the students’ learning needs, the syllabus may develop. LEARNING ACTIVITIES There are some activities and tasks in this method. These activities encourage and shapes student oral response. Simple linguistic tasks mean that the teacher chooses a word, phrase or sentence and draw out learners’ responses. Charts- rods and other aids can also be used in the classroom. There are some responses to commands and questions from teacher to students or students to students. LEARNERS’ ROLES They should actively take part in exploring the language. The most important role is among students. Students can learn from each other. Students are responsible for their own learning which means “the teacher works with the students and the students work on the language.” TEACHERS’ ROLES The teacher should be silent. Silence is a tool because teacher’s silence gives the responsibility to the students and it also helps students improve their own inner criteria. The teacher should respect to the students and relies on them (their knowledge) He can provide them with related exercises and information while teaching.

MATERIALS

All of the materials are used to illustrate the relationship between sound and meaning in the target language. They are manipulated by both teachers and students. The model pointer allows the teacher to link colors, graphemes or words together to focus on the quality of the language. To take the attention of students, reading and writing activities can be used. The pronunciation charts (Fidel) contain symbols in target language for all of the vowels and consonant sounds, they are colored alike. The colored rods are used to link words and structures and each rod has a specific color. Use of those rods is intended to promote creativity- awareness of the students. The tools correspond to the theory and stem directly from it.

PROCEDURE At the beginning stage, the teacher should focus on the pronunciation of students. The class might work on sounds, phrases, eve sentences while the teacher is a model for the appropriate sound. She can use “Fidel Chart”. Stress can be shown by touching some symbols. By this way, intonation and phrasing can be demonstrated by tapping on the chart. After the students practice the sounds of language, sentence patterns, structure and vocabulary are practiced.

ADVANTAGES As the students are studied cooperatively, it fosters cooperative learning and communication among students. If it is not used too much, silent way method saves both time and energy in the classroom. Students in that class develop themselves and they should have self-esteem and self-importance.

DISADVANTAGES You can only teach few learners as there is a great deal of one to one work. This method can only be taught using specific methods. There is no creativity in the learning of language while using this method.

CONCLUSION The Silent Way is a rather traditional structural and lexical syllabus. This method also, exemplifies many features that characterize other traditional methods, such as, audiolingualism. The teacher has an indirect role which the teacher is required to assume in monitoring and directing learner performance. Students’ errors are seen as a natural and indispensable part of the learning process

REFERANCES •

http://en.wikipedia.org/wiki/Total_Physical_Response

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http://www.tpr-world.com/

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http://theodorap.blogster.com/total_physical_response

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http://wiki.galbijim.com/TPR

• http://www.sil.org/LinguaLinks/LanguageLearning/WaysToApproachLanguageLearni ng/TotalPhysicalResponse.htm •

http://www4.ujaen.es/~gluque/TPR_Presentation.pdf

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http://docs.ksu.edu.sa/KSU_AFCs/fallay/Chapter%20Five%20The%20Silent %20Way.pdf

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http://en.wikipedia.org/wiki/Main_Page

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http://www.englishraven.com/method_silent.html

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