Comparison of Total Physical Response Approach to Traditional Teaching Model
Carrie Collins
Donnie Harris
Rosemary Sullivan
TESL 5230 – SLA
October 14, 2010
Case Study Outline
Case Study Outline 1. Introduction Does TOTAL PHYSICAL RESPONSE (TPR) enhance student learning and growth in Second Language Acquisition (SLA) when used with Middle School students of English for Speakers of Other Languages (ESOL) when teaching map skills? (Per Grade Level Expectation SS5 1.4, 1.5 a. Locate states of the United States) Purpose of Study • In studying SLA we explored the benefits of various approaches that have been used over the years to teach a second language. For many years schools relied on a Traditional Approach when teaching almost every subject including a second language. By Traditional Approach we mean that the teacher lectures and shows new topics while the students sit quietly in their seats listening, repeating, memorizing, doing assignments, taking tests, and interacting very little with each other or the teacher. (Wikipedia.org) • One of the newer approaches, TOTAL PHYSICAL RESPONSE, introduced by James Asher in 1977, is based on the observations of children learning their first language. This involves use of the five senses along with body movements in activities designed to activate right-brain function. Asher believed that use of the right-brain, which includes much listening and acting, enables the needed processing of language in the left-brain. TPR also emphasizes fun, along with a more relaxed, non-threatening atmosphere in the classroom. (Brown, 2007) Past Research on Topic • Asher, J. (2010). A new note about tpr. Proceedings of Project Coach, www.tpr-world.com • Brown, H. D. (2007). Principals of language learning and teaching: fifth edition. White Plains, NY: Pearson Education. • Krashen, S. (1998). Tpr: still a very good idea [Web log message]. Retrieved from
Donnie Harris
Rosemary Sullivan
TESL 5230 – SLA
October 14, 2010
Case Study Outline
Case Study Outline 1. Introduction Does TOTAL PHYSICAL RESPONSE (TPR) enhance student learning and growth in Second Language Acquisition (SLA) when used with Middle School students of English for Speakers of Other Languages (ESOL) when teaching map skills? (Per Grade Level Expectation SS5 1.4, 1.5 a. Locate states of the United States) Purpose of Study • In studying SLA we explored the benefits of various approaches that have been used over the years to teach a second language. For many years schools relied on a Traditional Approach when teaching almost every subject including a second language. By Traditional Approach we mean that the teacher lectures and shows new topics while the students sit quietly in their seats listening, repeating, memorizing, doing assignments, taking tests, and interacting very little with each other or the teacher. (Wikipedia.org) • One of the newer approaches, TOTAL PHYSICAL RESPONSE, introduced by James Asher in 1977, is based on the observations of children learning their first language. This involves use of the five senses along with body movements in activities designed to activate right-brain function. Asher believed that use of the right-brain, which includes much listening and acting, enables the needed processing of language in the left-brain. TPR also emphasizes fun, along with a more relaxed, non-threatening atmosphere in the classroom. (Brown, 2007) Past Research on Topic • Asher, J. (2010). A new note about tpr. Proceedings of Project Coach, www.tpr-world.com • Brown, H. D. (2007). Principals of language learning and teaching: fifth edition. White Plains, NY: Pearson Education. • Krashen, S. (1998). Tpr: still a very good idea [Web log message]. Retrieved from