Total Physical Response Method

 



Have you ever heard about this language teaching method? If not, don't worry, we will explain you.

First, what are the goals objectives of the teachers using this method?

Teachers aim to make their students enjoy themselves throughout the target language learning experience. They believe that by eliminating the stress generated by learning a language, students will attain higher levels. That is why teachers teach the target language in the same way that students learned their native language.

Second, what are the roles that both teacher and student play in this method? 

The teacher plays an active and direct role in Total Physical Response. It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. The teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictably. The teacher's role is not so much to teach as to provide opportunities for learning. The teacher has the responsibility of providing the best kind of exposure to language so that the learner can internalize the basic rules of the target language. Thus the teacher controls the language input the learners receive, providing the raw material for the "cognitive map" that the learners will construct in their own minds. The teacher should also allow speaking abilities to develop in learners at the learners' own natural pace. 

Students in Total Physical Response have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. Students are required to respond both individually and collectively. Students have little influence over the content of learning, since content is determined by the teacher, who must follow the imperative based format for lessons. Students are also expected to recognize and respond to novel combinations of previously taught items. Students are also required to produce novel combinations of their own. Students monitor and evaluate their own progress. They are encouraged to speak when they feel ready to speak , that is, when a sufficient basis in the language has been internalized.


Third, what are some characteristics of the teaching-learning process?

a)   First, the teacher issues commands.
b)   Next, the students act the commands to show their understanding.
c)   After learning to respond to some aural commands, they learn how to read and write them.
d)   After the students learn to speak, they will be the ones to issue the commands.






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