1
Let us consider how Asher views each of these in turn.
The bio-program
Asher’s Total Physical Response is a “Natural Method” (see
Chapter 1), inasmuch as Asher sees first and second language
learning as parallel processes. Asher sees three processes as
central: 1. Children develop listening competence before they
develop the ability to speak. At the early stages of first
language acquisition, they can understand complex utterances
that they cannot spontaneously produce or imitate. 2.
Children’s ability in listening comprehension is acquired
because children are required to respond physically to spoken
language in the form of parental commands. 3. Once a
foundation in listening comprehension has been established,
speech evolves naturally and effortlessly out of it. Parallel to
the processes of first language learning, the foreign language
learner should first internalize a “cognitive map” of the target
language through listening exercises. Listening should be
accompanied by physical movement. Speech and other
productive skills should come later. Asher bases these
assumptions on his belief in the existence in the human brain
of a bio-program for language, which defines an optimal order
for first and second language learning. A reasonable
hypothesis is that the brain and nervous system are
biologically programmed to acquire language . . . in a
particular sequence and in a particular mode. The sequence is
listening before speaking and the mode is to synchronize
language with the individual’s body. (Asher 1977: 4)
Brain lateralization
Asher sees Total Physical Response as directed to right-brain
learning, whereas most second language teaching methods
are directed to leftbrain learning. Drawing on work by Jean
Piaget, 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. Similarly, the
adult should proceed to language mastery through
righthemisphere motor activities, while the left hemisphere
watches and learns. 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.
2
Reduction of stress
An important condition for successful language learning is the
absence of stress. First language acquisition takes place in a
stress-free environment, according to Asher, whereas the adult
language learning environment often causes considerable
stress and anxiety. The key to stress-free learning is to tap into
the natural bio-program for language development and thus to
recapture the relaxed and pleasurable experiences that
accompany first language learning. By focusing on meaning
interpreted through movement, rather than on language forms
studied in the abstract, the learner is said to be liberated from
self-conscious and stressful situations and is able to devote full
energy to learning.
Finocchiaro and Brumfit (1983) contrast the major distinctive
features of the Audiolingual Method and the Communicative
Approach, according to their interpretation:
N Audiolingual Communicative Language
o Teaching
1 Attends to structure and Meaning is paramount.
form more than meaning.
2 Demands memorization of Dialogues, if used, center
structure-based dialogues. around communicative
functions and are not normally
memorized.
3 Language items are not Contextualization is a basic
necessarily premise.
contextualized.
4 Language learning is Language learning is learning
learning structures, to communicate.
sounds, or words.
5 Mastery, or “over- Effective communication is
learning,” is sought. sought.
3
6 Drilling is a central Drilling may occur, but
technique. peripherally.
7 Native-speaker-like Comprehensible pronunciation
pronunciation is sought. is sought.
8 Grammatical explanation Any device that helps the
is avoided. learners is accepted – varying
according to their age,
interest, etc.
9 Communicative activities Attempts to communicate
only come after a long may be encouraged from the
process of rigid drills and very beginning.
exercises.
1 The use of the student’s Judicious use of native
0 native language is language is accepted where
forbidden. feasible.
1 Translation is forbidden at Translation may be used
1 early levels. where students need or
benefit from it.
1 Reading and writing are Reading and writing can start
2 deferred till speech is from the first day, if desired.
mastered.
1 The target linguistic The target linguistic system
3 system will be learned will be learned best through
through the overt teaching the process of struggling to
of the patterns of the communicate.
system.
1 Linguistic competence is Communicative competence
4 the desired goal. is the desired goal (i.e., the
ability to use the linguistic
system effectively and
appropriately).
1 Varieties of language are Linguistic variation is a central
5 recognized but not concept in materials and
emphasized. methodology.
1 The sequence of units is Sequencing is determined by
4
6 determined solely by any consideration of content,
principles of linguistic function, or meaning that
complexity. maintains interest.
1 The teacher controls the Teachers help learners in any
7 learners and prevents way that motivates them to
them from doing anything work with the language.
that conflicts with the
theory.
1 “Language is habit” so Language is created by the
8 errors must be prevented individual, often through trial
at all costs. and error.
1 Accuracy, in terms of Fluency and acceptable
9 formal correctness, is a language is the primary goal:
primary goal. Accuracy is judged not in the
abstract but in context.
2 Students are expected to Students are expected to
0 interact with the language interact with other people,
system, embodied in either in the flesh, through
machines or controlled pair and group work, or in
materials. their writings.
2 The teacher is expected to The teacher cannot know
1 specify the language that exactly what language the
students are to use. students will use.
2 Intrinsic motivation will Intrinsic motivation will spring
2 spring from an interest in from an interest in what is
the structure of the being communicated by the
language. language. (1983: 91–93)