In another thread,[quote=“Bassman”]
- T.P.R and the basics[/quote][quote=“rubykate”]Very interested in using TPR- I use it here in New Zealand with English speakers to get them to extend their vocab and comprehension. Got it from some Early Childhood Teachers from Taiwan I taught here a few years ago.[/quote]
It is nice to hear some talk about TPR. Real TPR can be like rocket fuel. But you have to do it right. The term is often used to mean any kind of actions used in teaching, such as the teacher standing in front of the class doing actions and the students just sitting and saying stuff!
TPR really refers to the language acquisition techniques developed by research psychologist James Asher. It is a comprehension-based method, developed before the theories of Stephen Krashen but substantially in accord with them, and it provides for a silent period. Nevertheless, it has the effect of facilitating confident, fluent production.
In essence, it involves students responding physically to comprehended oral commands. This bypasses the analytical functions of the left side of the brain and uses the right side to acquire language rapidly and with great long-term retention. Although the primary mode of command is the imperative, TPR can be used to teach an extremely large range of grammar and vocabulary. When students feel confident, they can start to give commands themselves. They can also start to create short dialogues and skits, progressing to more complex and analytical activities.
A few notes;
ALL STUDENTS DO THE ACTIONS
This is very important for long-term retention. Of course they don’t all have to do the actions at the same time – in many situations it is probably better if 1-4 students are “performing” at any one time. But all students must have the opportunity to perform at some point for best results.
NUMBER OF ITEMS
New language items are best introduced around 3 at a time until they are thoroughly known. But this doesn’t mean at all that one has to limit oneself to teaching 3 items per class! In the work of Asher, Garcia etc. we can see that up to 18 items per class may be introduced. My experience confirms that quite a number of new items can be successfully learned and subsequently retained from one class.
IMPORTANCE OF RECOMBINATION
One of the key elements of real TPR is the recombination of familiar items in unfamiliar forms. This is extremely important. It demonstrates to all involved that the items and the syntax are really understood and it continues the acquisition process by keeping things interesting, not boring and mechanical.
TRANSLATION NOT NECESSARY
The core techniques of TPR do not require any form of translation into the mother tongue, nor is it recommended. Even syntactically complex sentences can be thoroughly understood and subsequently produced without any translation. However, a little translation, by the students or possibly by the teacher, may be useful during the process Asher terms “brainswitching” - the shift from right-brain to left-brain activity that maintains interest and involvement and aids learning. (There are also a lot of other potential ways of brainswitching without using translation).
AVOIDING “TPR BURNOUT”
There are a number of schools in Taiwan which use TPR as a primary element. At least one is very good. But I have heard that some others may be dictatorial in their approach and follow the TPR doctrine fanatically. I think that this is not at all what the creators of TPR intended, and that if all that is ever used is the basic core techniques, students will at some point become jaded and the acquisition process wiill be hindered. In the work of James Asher, Ramiro Garcia and their followers we can see that there is substantial provision for creative and also left-brain intellectual methods. A variety of games, drama and other activities are suggested. The potential is expanded with Blaine Ray’s “TPR Storytelling”. Teachers should feel confident to use ideas from many different sources and to create their own novel activities.
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