Foreign language study has not been as successful as it should be. In fact,
students are dropping like flies from foreign language programs. J.H.
Lawson reports that the dropout rate in foreign language programs for
American high school students is as high as 85% by the third year and 95%
by the fourth year.
Another study by John B. Carroll found that students who had studied for
two years had a less than satisfactory proficiency as measured by standardized tests, which means that the first two years did not allow the student
to become proficient enough to hold a conversation in the language. L.A.
Jakobovits also found that most students who study foreign languages will
probably never become fluent. Not only will most students have low proficiency in reading, writing, speaking, and listening-- they will actually experience negative learning. That is, they will learn to avoid the foreign language and culture at all costs. This is because of the many frustrations and
failures they experience during their foreign language study.
Perhaps the major reason for the lack of success of foreign language programs is the method used. The audio-lingual and grammar-analysis methods are popular approaches that came into wide use after World War II.
These methods consist of memorizing grammar rules and dialogues and
engaging in pattern practice drills. These methods do not produce communicative skill because language is "creative" and therefore theoretically
infinite. Consequently, it is logical to conclude that since language has infinite possibilities, the methods of language instruction should teach the student to communicate creatively. A number of powerful methods have been
effective doing just that. These include TPR, TPRS, Focal Skills, ALG,
The Natural Approach, and The Effortless Way.
The first of these, TPR, was created by Dr. James Asher. TPR stands for
