Total Physical Response: a good methodology to teach in english

The TPR, as they say, Sanchez, Richards and Rodgers, is based on the psychological theory of the footprint according to Sanchez:

Retention is higher the more intense and frequent the track or trail you leave on the mind a certain rote association. Such trace or trail can be of various kinds: oral or motor (association to a movement or action). (1997, p. 224)

On the other hand referring to the theorist who developed this method, James Asher, such an association occurs on the right side hemisphere, since the left hemisphere only learn when the right acts.

This method is ideal for preschool children, favorable at all times as motivation (a determining factor in the acquisition of a foreign language), by association between language and movement. It is also one of the most applications span in the classroom. For example, with songs, stories, poems, routines, etc.

Thus, the method of the total physical response also addresses the affective filter hypothesis. Foreign language teachers have to bear in mind this aspect because the motivation, which is closely linked with this hypothesis, it appears as a factor in this learning. It is necessary for the teacher at all times perform activities and use strategies to promote a safe and motivating environment in the classroom. You have to stimulate communication skills through movements that lead to success in student learning. Thus, the TPR serves the determining factor of motivation.

The apprentice when he is unable to understand the message of his master, capture the communication from the actions and movements that the teacher asks you to do, ie messages, you get the message not their linguistic form, but by the gesture that accompanies and context. For example when entering the classroom, the teacher says Hello everybody! while moving the hand; but students do not understand the words, move your hand to see the teacher, you will be greeted too.

We see this explanation timely completion of TPR exposing the principles of this method according Murado Bouso (2010, pp 75-76.)

- Find reduce anxiety when acquiring a foreign language.

- The role of the teacher is the director, so that students imitate their messages until they are ready to issue them for themselves.

- Oral skills (listening and speaking) in the same way as is done in the mother tongue prevail.

- Grammar structure used is more imperative, because this is a repeated figure in language aimed at children when they learn their first language.

- The native language often used at first, but thanks to the use of body movements, soon passed into the background.

- Evaluation of the results is immediately through the observation of the actions carried out by the students.

- Mistakes are part of learning, so supported and understood in the context in which they occur.

It can be seen that this method includes all the above in the theoretical framework and justification of the methods. The above principles the need to promote teacher because the student has potential but is up to the teacher to propose the resources to develop it.

To conclude this section, and responding to a part of the overall objective, reference deserves another author. Monistrol Lola is one of the nine memories, loving and teaching the children, who composed the book "Memoirs of the board." This book recounts his memories of when he was a teacher and a phrase captures the essence of teaching: "Now we are taught otherwise and in twenty years certainly of a different, but the essence of the work of the master is the same: wake students to the world and life, discover the benefits that a boy or a girl can give. "(Carmen Guaita, 2012, p. 31).

“Tell me and I forget. Show me and I remember. Involve me and I understand.”