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Diane Larsen-Freeman

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114 Total Physical Response<br />

students develop flexibility in unders tanding unfami liar utterances.<br />

These comma nds, wh ich students perfor m, are o ften humorous.<br />

After learning to respond to some oral commands, the stu dents<br />

learn to read and wr ite them. When stu dents are read y to spea k, they<br />

become the ones who issue the commands. After students begin speaking,<br />

activities expand to include skits an d games.<br />

4 What is the nature of student-teacher interaction? What is the nature<br />

of student-student interaction?<br />

Th e teacher interacts with the whole gro up of students a nd with individual<br />

students. Initially the interaction is characterized by the<br />

teacher speaking and the students responding non verbally. Later on,<br />

the students become more verbal and the teac her respo nds nnnverbally,<br />

Stude nts perform th e actions together. Stu dents can learn by wa tching<br />

each ot her. At some point, however, Asher believes observers must<br />

demonstrate their understanding of the co mma nds in order to reta in<br />

them.<br />

As students begin to spea k, they issue commands to one another as<br />

well as to the teacher.<br />

5 How are the feelings of the students dealt with?<br />

O ne of the main reasons TPR wa s developed was to reduce the stress<br />

people feel when studying foreign languages. O ne of the prim ary<br />

ways thi s is acco mplished is to allow learners to spea k when the y are<br />

read y. Forcing them to spea k before then will only create anxiety.<br />

Also, when srudents do begin to speak, perfection shoul d not be<br />

expected.<br />

Another way to relieve anxiety is to mak e language learning as<br />

enjoyable as possible. The usc of zany commands and humorous skits<br />

arc two ways of showing that language learning can be fun.<br />

Finally, it is important that there not be too much model ing, but<br />

tha t students not be too rus hed either. Feelings of success and low<br />

an xiety facilitate learning.<br />

6 How is language viewed ? How is culture viewed ?<br />

Just as with the acquisit ion of the nat ive language, the or al modality is<br />

primary. Culture is the lifestyle o f people who speak the language<br />

nati vely.<br />

Total Physical Response 115<br />

7 What areas of language are emphasized? What language skills are<br />

emphasized?<br />

Vocabu lary and gram mat ical structures arc emphasized ove r other<br />

language areas. T hese arc embedded within imperatives. T he impe ratives<br />

arc single words and multi-word chunks. One reason for the use<br />

of imperatives is their freque ncy of occ urrence in the speech directed<br />

at young children learn ing their nati ve lan guage.<br />

Understanding the spoken word shoul d precede its production.<br />

Th e spoken lan guage is emphasized over written lan guage. Students<br />

often do not learn to read the commands they have already learned to<br />

perform unt il after ten ho urs of instruction.<br />

8 What is the role of the students' native language?<br />

TPR is usually introduced in the student's nat ive language. After the<br />

introduct ion, rarely would rhe native language he used. Mean ing is<br />

made clear through body mov emen ts.<br />

9 How is evaluation accomplished?<br />

Teachers will know immediately whet her or not stude nts und erstand<br />

by observing their stud ents' actions. Formal evaluations can he conducted<br />

simply by commanding individual st udents to perform a series<br />

of actions. As stu dents become more ad van ced, their performance of<br />

skits they have created can become the basis for evaluation.<br />

10 How does the teacher respond to student errors?<br />

lr is expected tha t students will make errors when they first begin<br />

speaking. Teachers should be to lerant of them and on ly cor rect major<br />

errors. Even these should he corrected unobtr usively. As stud ents get<br />

more adva nced, teachers can ' fi ne tunc 'c-corrccr more minor errors.<br />

REVIEWING THE TECHNIQUES<br />

Th e major technique, as we saw in the lesson we observed, is the usc of<br />

commands to direct behavior. Asher acknowledges that , although this<br />

technique is pow erful, a var iety of activities is preferred for maintaining<br />

student interest. A detailed description of using commands is provided<br />

below. If you find some of the principles of Total Physical Response to he<br />

of interest, you ma y wish to dev ise your own techniq ues to su pple ment<br />

this one.

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