1. Approach
1.1. Theory of language
1.1.1. The approach is based upon structuralist or grammar-based views of language.hough the syllabus of TPR is structure-based and grammar-focused, the emphasis is on meaning rather than on form. Language is presented in chunks so that it would be internalized as wholes rather than as single lexical items. In the early stages teachers similarly to parents should refrain from too much correction in order not to inhibit learners.
1.2. Theory of learning
1.2.1. TPR takes its grounding in behavioral psychology. Asher sees a stimulus-response view as providing the learning theory underlying language teaching pedagogy. To reinforce memorization TPR combines motor activity (fulfilling the commands after the teacher) and verbal rehearsal (listening to the teacher's model and speaking out when one is ready to produce).
2. Techniques
2.1. Tema del siguiente nivel
2.1.1. Using commands in action sequences
2.1.1.1. The teacher models the commands and performs the corresponding actions to make the meaning clear. Students fulfill the commands (action-based drill s) with the teacher, individually and in groups.
2.1.1.1.1. Moving whole body or parts of body. (Stand, walk, sit, jump, run, etc.; Touch your feet, head, shoulders, etc.)
2.1.1.1.2. Moving things. (Put the book under the chair; Point to the purple paper).
2.1.1.1.3. Moving abstractions/pictures. (Put the picture of the cookie on the table; Put the picture of the principal in the picture of the office).
2.1.1.1.4. Action sequences. (Action sequences are based on numerous everyday activities, like writing a letter, cleaning the house, that are broken down into separate commands.
2.1.2. Role reversal
2.1.2.1. When students are ready to speak, they command their teacher and classmates to perform some actions.
2.1.3. Conversational dialogues and role plays
2.1.3.1. When students achieve an advanced internalization of the target language, role plays center on everyday situations, such as at the restaurant, supermarket, or petrol station.
2.1.4. Slide presentations
2.1.4.1. These are used to provide a visual center for teacher narration, which is followed by commands, and questions to students.
2.1.5. Compiling language experience stories
2.1.5.1. Students participate in an experience such as a cooking activity, and then retell or dictate the story to the teacher who writes it down on the blackboard. The students read the story and act out the written sentences.
3. Principles
3.1. Stimulating memory with psychomotor associations
3.1.1. Language in the form of the teacher's commands is synchronized with body movements. According to Asher, this is the way to recreate the process by which children learn their first language. Beginning foreign language instruction should address the right hemisphere of the brain, the part which controls nonverbal behavior.
3.2. Comprehension before production
3.2.1. Students are not required to produce in the second language until they themselves decide that they .are ready. Therefore students are allowed a silent period; an often lengthy period during which learners do not try to speak but they internalize the language by listening and comprehending it.
3.3. Lowering the student's anxiety and stress reduction
3.3.1. This is achieved through the following: (1) students are not required to produce in the new language before they feel ready, (2) the teacher's commands are often zany and humorous in order to make language learning as enjoyable as possible, (3) students first perform the commands together with the teacher and in groups, (4) early error correction is very unobtrusive and mistakes are allowed in the classroom at the beginning period.
3.4. Inductive teaching of grammar
3.4.1. The target language is presented in chunks and the focus is on meaning rather than on form.
3.5. Unobtrusive error correction in the early stages
3.5.1. Asher believes that it is more important to let the students just talk in order to lower their anxiety about making mistakes. Once their confidence in speaking is high they can be fine tuned to produce the subtleties of speech that approximate the native speaker.
3.6. Selection of grammatical features and vocabulary items
3.6.1. hese are the imperatives in the first place and concrete nouns. With imagination, almost any aspect of the linguistic code for the target language could be communicated using commands. Abstract nouns are presented at the later stages once the students are ready to decode the grammatical structure of a language.