Total Physical Response

Total Physical Response
Developed by James Asher, a professor of psychology at San Jose State University, California.
APPROACH	DESIGN	PROCEDURE
Asher sees a stimulus response view as providing the learning theory underlying language teaching pedagogy. Asher draws on three rather influential learning hypotheses: 1.- The bio-program is a "Natural Method" that Asher sees three processes as central: Children develop listening competence before they develop the ability to speak. Children's ability in listening comprehension is acquired because children are required to response physically to spoken language in the form of parental commands. *Once foundation in listening comprehension has been established, speech involves naturally and effortlessly out of it. 2.- Brain lateralization Asher sees Total Physical Response as directed to right-brain learning, whereas most second language teaching methods are directed to left brain learning. Asher holds that the child language learner acquires language through motor movement - a right hemisphere activity. Right hemisphere activities must occur before the left hemisphere can process language for production. When a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered to produce language and to initiate other, more abstract language processes. 3.- Reduction of stress They key to stress-free learning is to tap into a natural bio-program for language development and thus to recapture the relaxed and pleasure experiences that accompany first language learning.	The general objectives to reach oral proficiency at a beginning level. The ultimate aim is to teach basic speaking skills. The type of syllabus use of a sentence- based syllabus, with grammatical and lexical criteria being primary in selecting teaching items. Grammar is thus taught inductively. " In an hour , it's possible for students to assimilate 12 to 36 new lexical items depending upon the size of the group and the stage of training." Imperative drills are the major classroom activity. Conversational dialogues are delayed until after about 120 hours of instruction. Other class activities include role plays and slide presentations. Learners role: They listen attentively and respond physically to commands given by the teacher. Recognize and respond to novel combinations of previously taught items. Learners monitor and evaluate their own progress. The teacher role plays an active and direct role. Decides what to teach, who models and present the new materials, select supporting materials for classroom use. Materials instructional role : Use of realia, Pictures, slides, word charts and list to construct scenes.	Asher recommends detailed lesson plans: "it 's wise to write out the exact utterances you will be using and especially the novel commands because the action is so fast-moving there is usually not time for you create spontaneously." 1. Review as a warm up activity. 2. Presentation of the new commands and the new vocabulary. 3. Asking questions witch the students can answer with gesture such as pointing. 4, Role reversal students volunteer to utter commands. 5.- Reading and writing: writes the vocabulary and sentence to illustrate the items then reads them.