The Disadvantages of Total Physical Response

 

The Disadvantages of Total Physical Response

• This Language Teaching Methods is for only young, teenager and babies, just for better for early education.
• It is only just for limited courses; drilling and repetitive
• It`s concentration is only on listening understanding and enhance speaking skills.
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• First, from a purely practical point of view, even the most skilled and creative teacher is unlikely to undergo a lesson phase that involves physical instruction and response for several minutes before the activity becomes repetitive for students.
• Situational role players can provide a variety of contexts for applying broader words.
• Second, it is quite difficult to give instructions without using commands, so language input is essentially limited to this single form.
• Third, it is difficult to see how this approach can go beyond the beginner level.
• Fourth, the relevance of some of the languages ​​used in TPR activities to the needs of real -world students is controversial.
• Finally, switching from listening to oral production can be applied to a small group of students, but can seem problematic when applied to a class of 30 people, for example.
• However, it should be emphasized that in maintaining the approach, it was never intended by early proponents to go beyond the beginner stage. (Theoretically, it might perfect the instruction by making the instruction lexically more complex (e.g., “Take the toothpaste and remove the cap”), but it seems to slightly stretch the point). In addition, courses designed based on TPR principles are not expected to follow only one TPR curriculum, and Asher recommends that TPR should be used in conjunction with other methods and techniques. In terms of the theoretical basis of the approach, the idea that students should listen to previous productions and only speak when they are ready is similar to the elements of Stephen Krashen’s Nature Approach.
• Short TPR activities that are reasonably used and combined with other activities can be motivational and linguistic. Careful selection of useful and communicative language at the beginner level can fully justify TPR activities. Many students respond well to kinesthetic activities and are actually able to act as memory aids. Many activities and games enter the classroom consciously or unconsciously based on TPR principles.
• Students unfamiliar with this type of activity may be embarrassed by this method. At first this may happen, but if the teacher is willing to act, you may find that students are happier than copying. Students are also not required to participate in groups and as a whole class. This pleasure belongs to the teacher. It is very suitable for beginners only. The target language can also be used successfully at the Secondary and Advanced levels, as it contributes to the activity, although it is clear that it is more useful at the lower levels. You must adjust the language accordingly. You can’t teach everything with this method and if used a lot it will result in excessive repetition, but using it with other methods and techniques can be a successful and fun way to change the dynamics and pace of lessons.