Advantages and disadvantages of TPR

Advantages:

It is fun and easy

It does not require a great deal of preparation on the part of the teacher.

It is a good tool for learning vocabulary.

Class size does not need to be a problem.

There is no age barrier.

Disadvantages:

It is not a very creative method. Students are not given the opportunity to express their
own views and thoughts in a creative way.

It is easy to overuse TPR.

It is limited, since everything cannot be explained with this method. It must be combined
with other approaches.

Weaknesses
The above examples, however, also illustrate some of the potential weaknesses
inherent in the approach. Firstly, from a purely practical point of view, it is highly
unlikely that even the most skilled and inventive teacher could sustain a lesson
stage involving commands and physical responses for more than a few minutes
before the activity became repetitious for the learners, although the use of
situational role-play could provide a range of contexts for practising a wider
range of lexis.
Secondly, it is fairly difficult to give instructions without using imperatives, so
the language input is basically restricted to this single form.
Thirdly, it is quite difficult to see how this approach could extend beyond
beginner level.
Fourthly, the relevance of some of the language used in TPR activities to realworld learner needs is questionable.
Finally, moving from the listening and responding stage to oral production might
be workable in a small group of learners but it would appear to be problematic
when applied to a class of 30 students, for example.

In defence of the approach, however, it should be emphasised that it was never

intended by its early proponents that it should extend beyond beginner level. (In
theory it might be possible to develop it by making the instructions lexically more
complex (for example, "Pick up the toothpaste and unscrew the cap"), but this
does seem to be stretching the point somewhat). In addition, a course designed
around TPR principles would not be expected to follow a TPR syllabus
exclusively, and Asher himself suggested that TPR should be used in association
with other methods and techniques. In terms of the theoretical basis of the
approach, the idea of listening preceding production and learners only being
required to speak when they are ready to do so closely resembles elements of
Stephen Krashens Natural Approach.
Short TPR activities, used judiciously and integrated with other activities can be
both highly motivating and linguistically purposeful. Careful choice of useful and
communicative language at beginner level can make TPR activities entirely valid.

Many learners respond well to kinaesthetic activities and they can genuinely
serve as a memory aid. A lot of classroom warmers and games are based,
consciously or unconsciously, on TPR principles.
http://www2.vobs.at/ludescher/Ludescher/LAcquisition/total_physical_response.ht
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Total Physical Response (TPR)

Historical Overview: TPR was developed by Dr. James Asher. While the concept of
associating language with motor activity was not new, Asher formalized TPR as a
method in 1977, after over a decade of study. It is based upon principles of child
language acquisition, in which the child gives physical responses when listening
to language. TPRs ultimate instructional goal is to teach oral proficiency and
conversational fluency. The emphasis is not on text or other media, but initially
on voice, action and gestures. Instruction is given in target language only.

Theory:

Building from the ideas of various other theories, such as trace theory,
TPR recognizes the value of language being associated with physical
responses.
Follows a grammar-based view of language that focuses on meaning, not
form.
Based upon principles of child language acquisition, which proposes that
the human brain has a set pattern for learning language.

Founder/Proponents: Developed by Dr. James Asher in 1977, after experimenting

with the method in the 1960s.

Instructional Goal: To produce conversationally fluent learners, with focus on

meaning, not form.

Unique Points:

Reduces anxiety of language production in the learner

Builds confidence by instant success in understanding target language
Uses language/body conversation at beginning stages

CONCLUSION

Strengths of Method:

Allows students to get up and move while learning and encourages a more
relaxed learning environment that can easily incorporate humor
Helps retention by associating movement with words

Weaknesses of Method:
Not as effective in higher levels of language learning
Does not promote independent language use outside of oral work modeled
by teacher in classroom
Learner needs for unrehearsed language not always met
Evaluation: Assessment types compatible with the method include evaluation of
student actions and gestures when given non-written prompt, eventually moving
towards student composition.

LESSON INRODUCTION
Topic: Numbers
Objectives: SWBAT count to ten in target language and identify numbers one
through ten out of order.
Language Level: 1st year Spanish

SOURCES: Brown, H.D. (2007). Teaching By Principles: An Interactive Approach to

Language Pedagogy. 3rd Ed.
Englewood Cliffs, NJ: Prentice Hall Regents