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 "Total Physical Response". Learning a language through TPR approximates the acquisition of your native language. This acquisition follows the order of listening first, and then speaking. Finally, the learner learns to read and write. In the receptive listening stage, the child hears different "sounds"

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