To TPR or Not To TPR? That is the Question.
OK, here is what I think (from the perspective of a Spanish teacher)…
Classical TPR, as presented by Asher, has a few major problemas:
#1. The imperative should NOT be used because the command forms ‘fossilize’ in a level 1 student.
#2. TPR structures tend to be simple. Therefore we short-change our students by exposing them primarily to simple structures.
#3. The length of time that a teacher can use TPR (3 to 6 weeks) is too long, and students get stuck in the TPR structure. (This is obviously related to problema #2.)
So the solution to these problemas is either to jump right into TPRS or do the following:
#1. Use the third person singular instead of the imperative. For example, instead of saying “Siéntate†(Sit down!), say “se sienta†(s/he sits down) and model the action.
#2. Use advanced structures. Instead of saying “corre†(run), say “quiere correr†(wants to run).
#3 Limit the time spent on TPR. For example, my first PMS, is the 3rd day of class. It goes like this. “There is a boy who is in Spanish class. He wants to run to his house. He stands up and runs to the door, but he doesn’t open the door and hits his head on the door. He begins to cry. Why? It’s obvious; he has no eyes!†I have ‘played’ with the following words in a TPR-like mode: ‘stands up’, ‘wants to run’, ‘hits his head’, ‘begins to cry’, ‘opens and closes the door’, etc. The TPR mode helps me ‘play’ with the words, giving students plenty of comprehensible input in a fun and meaningful way. The PMS is presented in a TPRS-mode, with lots of ‘circling’ questions and comprehension checks. I believe that the combination of these two ‘modes’ can be powerful (though not necessary).
I hope this helps.
Chao
Joe
