Integrating Total Physical Response Strategy in a Level I Spanish Class



Abstract  The Total Physical Response (TPR) strategy for teaching languages has been researched for more than twenty years, yet, in spite of significant research differences, TPR has not received widespread acceptance in the language teaching profession. Furthermore, there is a paucity of studies conducted on the secondary school level. This study reports on an experiment conducted in a secondary school level I Spanish class for a period of thirteen weeks. The experimental group was taught by the TPR strategy for twenty minutes a day while the control group was taught in the usual manner. Results showed significant statistical and educational differences on the unit tests provided by the publisher. Experimental subjects also expressed greater satisfaction with their Spanish course and their Spanish teacher. The authors conclude that it is feasible to leach a beginning class using a combination of implicit (TPR) and explicit (audiolingual/cognitive-code) methodologies. Suggestions for future research using a combination of implicit and explicit strategies are also made.