Year 2000 Update for Total Physical Response
by Dr. James Asher, originator of TPR
Research into the effectiveness of TPR in second language learning was supported by grants from The Office of Education,
The Office of Naval Research, The Department of Defense, the State of California, and San Jose State University (the
historic, first public university in California, founded in 1857). From experimental research and trials in hundreds of
language classrooms around the world in scores of languages, we know more about how TPR works than any other idea in second
language learning. (For a detailed review of this research, see my book: Learning Another Language Through Actions, now in the
6th edition.)
Here is what we now know:
1. The dropout rate of second language students in a traditional program can be as high as 95%. Studies at the
University of Texas and elsewhere show that this stunning attrition can be reversed when TPR is a central feature of
the language program. The reason that TPR dramatically reduces attrition is this: TPR is a confidence-builder.
Students of all ages including adults experience instant success in understanding an alien language. They remark:
"Hey, this isn't so bad! I understand what she is saying. I didn't know I could do this. I feel great!"
2. TPR is aptitude-free. Academic aptitude is a negligible
factor when TPR is applied by a skilled and talented teacher. In a traditional language program, principals
screen "low" academic students from foreign language classes under the assumption that, "They simply can't do
it!" Everyone is surprised when disadvantaged children who experience difficulty in class after class in a
traditional school, enjoy success in a TPR class. These students experience the exhilaration of being competitive
with the all "A" students.
3. Contrary to the widely-held belief that children have a
linguistic advantage over adults, studies with Spanish, Russian, and Japanese show that when adults play the game
of learning another language on a "level playing field" with children, adults consistently outperform children,
except for pronunciation.
TPR provides that "level playing field." In a traditional
class, adults endure the handicap of sitting in rows of chairs while an instructor performs and performs and
performs. In a TPR class, the students perform and perform and perform while the instructor is the director of the
play. Note that this is exactly how children acquire another language so quickly while living in a foreign
country. Children are silent but respond to directions from caretakers and other children. Children act in
response to hundreds of directions uttered in the alien language such as "Come here." "Put on your coat."
"Throw me the ball." "Walk faster." etc. This is a linguistic luxury that their parents living in the same
country do not experience.
4. Studies with Spanish, French, German, Japanese, and Russian demonstrate that TPR is "brain compatible,"
meaning there is short and long-term retention that is striking and statistically significant across studies.
Retention with TPR is analogous to riding a bicycle. Even if years have elapsed since acquiring the skill, after a
few warm up trials, proficiency returns.
5. TPR seems to work effectively for children and adults. There is no age barrier. The only caveat is that if the
language training starts after puberty, the probability is almost certain that one will have at least some accent in
speaking the second language, no matter how many years one lives in the foreign country.
6. TPR seems to work for most languages including the sign
language of the deaf and the language of mathematics. Math education is even more challenging than foreign
language education because, in the USA, we spend more on remedial mathematics than all other forms of math
education combined. Traditional programs in both math and foreign languages share a common flaw, in my judgment.
Both specialties play to half the brain and usually it is the wrong half. (For more on this intriguing phenomenon,
see my book, The Super School of the 21st Century.)
7. TPR can be the major focus of a language program or an extremely effective supplement.
What are the three strongest features of TPR?
1. Instant understanding of the target language, regardless
of academic aptitude
2. Long-term retention
3. Stress-free
Is TPR a method, an approach or a tool?
A student asked this question on my e-mail. I don't think that it
matters how you classify TPR. My answer, however, is that TPR is a powerful right-brain tool at all levels of second language
instruction.
The tool works best in the hands of a skilled and talented
instructor. I think that colleges and universities have been frankly negligent in not training future language teachers to be
highly proficient in the handling of this powerful tool. A cursory mention of TPR in a laundry list of methods and
approaches is not enough to build skill in the application of TPR. It needs a special course along with hands-on experience
monitored by a senior instructor who is also skilled in the intricate applications of
TPR.
Why have college and university teacher trainers underestimated
the value of TPR?
I am speculating but I believe it works like this: Professors,
especially in public colleges and universities, are not concerned with enrollments. The smaller the class size, the less one's work
load. Compensation is not tied to class size. The motivation is for fewer students, not more. Therefore, there is little interest
in a powerful tool that will attract and retain hundreds of students in the language program.
Where can I go to become certified in the application of
TPR?
There is a special program to train language instructors in
community colleges. This program is designed to prepare one to teach another language to professionals in law enforcement,
corrections, probation, public safety, business, industry, nursing, dentistry,
medicine, government agencies and social services. For more information, go to
www.commandspanish.com or send an e-mail to
info@commandspanish.com.
When does TPR not work?
This is a fair question. Here is the answer: Any novelty, if
carried on too long, will trigger adaptation. No matter how exciting and productive the innovation, people will tire of it.
They no longer respond. It is important to neutralize adaptation by switching continually from one activity to another.
TPR is magical to jump start people of all ages into the target
language. Instructors are perceived by their students as "miracle workers." This is a heady experience for any instructor. The
tendency then is to imagine that TPR is a panacea to solve all problems. The instructor continues day after day, until the
students are exhausted and mutiny with, "Please, not another direction. Can't we do something else."
At this point the instructor concludes, "Hey, this TPR is only
good at the beginning." Of course, this is an illusion. The tool can be used at all levels to help students internalize new
vocabulary and grammatical features. But, this requires a conservative application of this powerful tool. Sure, use it in
the beginning to catapult students into the target language, then withdraw the technique and save it for future use downstream in
training. This is the skillful use of TPR. How to do this successfully is not obvious to most instructors. (For ideas on
switching activities, see Ramiro Garcia's Instructor's Notebook: How to apply TPR for Best results.)
How does TPR compare to other methods in terms of results?
I find little, if any, hard data to support other "methods."
For comparison, TPR has many, many published studies with hard data to support the concept. (For specific citations, see my book,
Learning another Language Through Actions.) This does not mean that other approaches, methods, or tools are without value. Quite
the contrary. The techniques in ALM, for example, such as dialog memorization, listen and repeat after me, and patterned drills
are extremely valuable, in my judgment, but not in the beginning stages of language acquisition.
Once beginning students have internalized the phonology, morphology and syntax of the alien language through
TPR, then they are ready to switch to left-brain ALM activities that you find in traditional textbooks. They are prepared to zoom into the
material with gusto because all the elements are familiar. They are comfortable with the new language. They feel confident. They
are ready. I recommend that the instructor yo-yo back and forth from the right brain of TPR to the left brain of
ALM. Anything new is first internalized through the body with TPR, then switch
to the other side of the brain for verbal exercises of speaking, reading, and writing.
How can I use TPR as a beginner working with a tutor?
I recommend that the beginner become a TPR expert and then guide
the tutor lesson by lesson. Start with, Learning Another Language Through Actions and Instructor's Notebook. Graduate to The Total
Physical Response in the First Year by Dr. Francisco Cabello. Even if the beginner is enrolled in a traditional course, TPR is
your best friend. Ask your tutor to comb the textbook for all nouns, verbs, adjectives, adverbs, etc that can be handled with
TPR. Then TPR the vocabulary that the beginner will encounter in the next chapter of the textbook. Do this before the student
looks at the chapter. This will transform the scary alien creatures in the chapter into warm, familiar friends.
Can I use TPR as a non-beginner? If so, how?
Sure. Use TPR to internalize any new vocabulary item or grammatical feature in the target language.
Is there some point in my language learning when I should stop
using TPR?
Yes. Use it conservatively. Stop before adaptation is triggered.
With experience, one becomes aware and shifts into another activity, usually involving the other side of the brain.
How can I get more information about this method and things that
have been published about it?
Click on our web site at www.tpr-world.com. Another option is to
write, fax or e-mail for a free TPR Catalog and a complimentary article:
Sky Oaks Productions, Inc
TPR World Headquarters Since 1973
P.O. Box 1102
Los Gatos, CA 95031 USA
Phone: (408) 395 7600
Fax: (408) 395 8440
e-mail: tprworld@aol.com
or tprworld@earthlink.net
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