"Summary Books EFL Teaching Methodology | Chapter 5 : Total Physical Response (TPR)"

Chapter 5 of the document explains the Total Physical Response (TPR), a language teaching method that emphasizes physical movement as a key component of language acquisition. Developed by James Asher in the 1960s, TPR is based on the idea that language learning can be enhanced when learners are physically engaged, as movement helps to reinforce language concepts. Below is a detailed summary of the key points of Chapter 5 on Total Physical Response:

1. Principles and Objectives of TPR:

TPR is designed to teach language through physical actions and commands, integrating the body and the brain in the learning process. The method is particularly useful for beginners and is often employed in teaching young learners, though it can be adapted for learners of all ages. The main principles and objectives include:

• Language-Body Connection: TPR is based on the premise that physical movement enhances language acquisition. Learners respond to commands given by the teacher by performing physical actions, which helps them internalize vocabulary and sentence structures.
• Listening Before Speaking: The method follows a natural order of language acquisition similar to how children learn their first language—by listening first, then responding physically, and finally speaking. Students are not required to speak until they feel ready, reducing anxiety and encouraging a stress-free learning environment.
• Comprehension and Physical Response: The key focus of TPR is comprehension. Learners demonstrate their understanding of the language by following the teacher’s instructions and performing the corresponding physical actions.
• Use of Commands: The teacher gives commands in the target language, and learners respond by carrying out the actions. Commands can range from simple actions like "stand up" and "sit down" to more complex ones as learners advance.
• Lowering the Affective Filter: TPR aims to reduce the stress and anxiety often associated with learning a new language. By allowing learners to respond physically rather than verbally, TPR lowers the "affective filter" and creates a more relaxed and enjoyable learning experience.
• Engaging Multiple Senses: TPR engages learners' auditory, visual, and kinesthetic senses, making it a multisensory approach that can cater to different learning styles.

2. Advantages of TPR:

TPR offers several benefits, particularly for beginner-level learners, young students, or those who benefit from kinesthetic learning:

• Stress-Free Learning: By allowing learners to engage in physical actions rather than speaking immediately, TPR reduces the pressure to produce language before learners feel confident. This creates a low-anxiety environment conducive to language learning.
• Effective for Beginners: TPR is particularly effective for beginners, as it emphasizes listening and comprehension before speaking. It provides a natural progression from understanding to verbal production.
• Engaging and Fun: The method’s use of physical movement keeps learners engaged and motivated, making language learning enjoyable and interactive, especially for younger students.
• Retention and Recall: The physical involvement in the learning process helps reinforce vocabulary and grammar structures, improving long-term retention and recall.
• Cater to Different Learning Styles: TPR is ideal for learners who are more kinesthetic or auditory. By involving multiple senses, the method appeals to a wide range of learners with different preferences and strengths.
• Classroom Management: The method helps manage classroom energy levels, particularly in younger students, by channeling their natural desire for movement into productive language learning activities.

3. Disadvantages of TPR:

Despite its strengths, TPR has several limitations, particularly when it comes to more advanced language learners or more complex language skills:

• Limited to Early Stages of Learning: TPR is most effective at the beginning stages of language learning, particularly for teaching concrete vocabulary and basic commands. It becomes less effective as learners advance to more abstract language concepts and complex communication.
• Focus on Commands: Since the method revolves around responding to commands, it is not well-suited for teaching more abstract concepts or engaging learners in open-ended conversations.
• Not Suitable for All Learners: While TPR works well for young children or kinesthetic learners, older students or learners who prefer a more academic or structured approach may not find the method as effective or engaging.
• Speaking Skills Not Emphasized: Although TPR is excellent for listening and comprehension, it does not place enough emphasis on developing speaking skills, especially in more advanced stages. Learners may not have enough practice producing language in spontaneous conversation.
• Limited Use in Academic Settings: TPR is often seen as too informal or playful for academic settings that require more rigorous, written, or theoretical language instruction. It may not be suitable for learners preparing for formal language assessments or academic writing tasks.

4. Teaching Steps of TPR:

The steps in teaching with TPR involve a gradual progression from understanding commands to more complex interactions using the target language. Here’s a typical sequence for a TPR lesson:

• Step 1: Introduction of Commands: The teacher begins by introducing simple commands, such as "stand up," "sit down," or "walk to the door." The teacher demonstrates the actions while giving the commands and asks learners to follow along by performing the same actions.
• Step 2: Learner Response: Once learners have understood the commands, the teacher continues to give the instructions without demonstrating the actions. Learners respond by performing the actions, demonstrating their comprehension of the language.
• Step 3: Practice with Variation: As learners become more comfortable with the commands, the teacher introduces variations or combinations of actions (e.g., "walk to the door and sit down"). This helps learners practice the language in different contexts and reinforces their understanding.
• Step 4: Incorporation of New Vocabulary: New vocabulary and more complex commands are gradually introduced. For example, the teacher might add objects to the actions, such as "pick up the book" or "open the window."
• Step 5: Learners Giving Commands: As learners gain confidence, they take on the role of the teacher and give commands to their classmates, further reinforcing their understanding and encouraging verbal production.
• Step 6: Transition to Speaking: Once learners are comfortable with the commands and their meaning, they are encouraged to start verbalizing responses. They might respond with simple phrases or sentences in the target language to describe what they are doing.
• Step 7: Interactive Activities: The teacher incorporates games, role-plays, or activities where learners must follow more complex instructions, interact with peers, or give commands themselves. This stage encourages more interaction and participation in the target language.

5. Typical Classroom Activities in TPR:

TPR uses a variety of physical activities and games that reinforce language learning through movement. Some typical activities include:

• Simon Says: A common TPR activity where learners perform actions only when the teacher says "Simon says." This helps reinforce listening skills and command comprehension.
• Action Commands: The teacher gives commands that require learners to perform specific actions, such as "jump," "run," "touch your nose," or "clap your hands." These commands help build basic vocabulary related to body parts, actions, and movement.
• Role Plays: Learners take on roles in a scripted or improvised scenario where they must follow instructions or give commands to others. For example, one student might play a teacher giving directions, while the others act as students following the instructions.
• Physical Response to Vocabulary: Teachers introduce vocabulary related to everyday objects or classroom items, asking learners to respond physically by pointing, picking up, or interacting with the items as they hear the corresponding commands.
• Group Activities: Learners work in groups to carry out a series of commands, such as completing a task or solving a puzzle using the language they have learned. These activities encourage cooperation and communication.

Conclusion:

Total Physical Response (TPR) is an effective method for teaching language, particularly in the early stages, as it emphasizes listening, comprehension, and physical involvement. The method is especially suited to young learners and beginners, offering an engaging, low-stress way to acquire basic vocabulary and language structures. While TPR excels at building listening and comprehension skills, it has limitations in advancing speaking abilities and addressing abstract language concepts. It is best used as a foundational approach, particularly in conjunction with other methods that focus on more complex language skills​(EFL_Dr Fahrus).

Fadhly, F. Z. (2023). EFL Teaching Methodology, Edukasi Inti Cemerlang..