A popular (for good reason) technique in language teaching in recent decades has been what is known as the Total Physical Response (TPR) method. This method involves very hands-on, practical, game-like activities that force you to actually use the language you're learning. Although it shouldn't necessarily be used exclusively, it is extremely useful in the early stages of language learning. I'm currently taking a class on Second Language and Culture Acquisition (SLACA), in which we are using these techniques to learn a minority language, and already, after only two sessions, I can attest to its effectiveness.
As a conlanger, I've been wondering how we can apply some of these methods to learning our own conlangs. Although he is not the originator of TPR, I will base much of this post and subsequent ones on the ideas of Greg Thomson, some of whose work can be found at his blog: https://growingparticipatorapproach.wordpress.com/. Thomson identifies six phases of language (and culture) learning, a rough outline of which is available here: https://growingparticipatorapproach.wordpress.com/an-idealized-program-six-phases-of-super-charged-activities/. The initial stage is referred to as the “Here and Now” phase, in which the goal is to begin learning vocabulary that is entirely practical, and refers to things that are concrete, “here-and-now”. I will begin by describing how to apply TPR to these “here-and-now” words in a normal language learning situation, then describe some of the problems for that approach to learning your own conlang, and suggest some modifications that will help to counter some of these problems.
In our first language learning session, directed by our SLACA instructor, who explained to our language consultant what to do, the goal was to learn what Thomson calls a “dirty dozen”, that is, roughly a dozen to fifteen words which are concrete and practical. We were not allowed to repeat these words or write them down. Our job was to hear them, and be able to identify the correct items when called upon. At this point, we just want to hear the words, and learn their meanings, without analyzing anything more. That part comes later.
We learned basic actions, such as “sit”, “stand”, “walk”, and “run” by our language consultant demonstrating the actions. We began with just two, “sit”, and “stand”, which were repeated several times. Then we added a third, which forced us to choose and listen more carefully, and then finally the fourth word. We also learned “lie down”, so the exact number is somewhat flexible. The key is to begin with just two, with lots of repetition, the slowly add more words into the fray.
To learn words for basic objects, the first step was again to take two words, which were, in our case, “man” and “woman”. Our teacher elicited these words from our language consultant (a native speaker), by placing two dolls on the table, one a man, one a woman. The native speaker gave us the words for each, then asked us to indicate one or the other, depending on the word she said. We could point to them, but pointing may not be appropriate, depending on the culture, so instead, we were told to extend our open hands toward the appropriate item. After several repetitions, another item was added, a “boy”, this time. Now, we had to choose between three different items, man, woman, or boy. Again, after some repetition, we add a “girl” to the mix, and again we have to indicate the appropriate items based on what the native speaker says.
At this point, since we were in a small group, our language consultant began to call on us individually to indicate the various items, taking turns. Thus, we could now actually pick up the dolls representing each item. After doing this for a while, we began to add figurines of various animals, and the whole process was repeated. By the end, we had roughly a dozen words with which we were familiar. To be sure, we had not necessarily memorized these words, but we had enough familiarity with them that we could recall them the next session, two days later. This same format can be used for many other types of vocabulary, so long as it is concrete, “here-and-now” vocabulary. As a learner, you can take responsibility to set goals for yourself about what you want to learn. I'll post further ideas in the coming weeks, I hope, but this gives you an idea of how TPR activities work.
Problems for learning your conlang
However, there are several issues with applying this to learning your conlang. Perhaps the most glaring is that there are no native speakers to consult. Quite likely, you are the only one who speaks the language. This means that manipulating objects and saying the names for them is relatively easy, but how are you going to respond to someone else indicating objects or giving commands? Fortunately, modern technology gives us some options. By recording yourself saying the names of various objects or actions in random sequence, and listening to this recording at another time, you can still get the benefit of TPR activities for learning your own conlang. Here's what I suggest!
Suggestions to Compensate
First, you should plan a significant amount of time. In my SLACA class, our sessions are about 40 minutes to an hour. I suggest no less than 20 minutes, but probably at least half and hour. You'll have to plan accordingly, with two or three different activities or sets of a few words each to learn. For example, in the first session, you might want to have four to five actions, four or five words for people, and another four or five words for animals.
On your first day, or your first session, simply focus on saying the words for actions and objects while doing or manipulating them. Break it up into sections, if you prefer, beginning by saying and doing the actions at the same time. In a 30-minute session, spend perhaps 5 minutes doing this. Then record yourself saying the actions in a random sequence. You can perform them as well while you are recording, which will further help you remember the words, but it isn't strictly necessary. The goal is to listen to this recording at your next session, and do the actions as you listen.
After you've recorded about five minutes of saying the actions in random order, move on to identifying objects, using the same method. That is, using dolls, action figures, or simple pictures of the people (or animals, or objects) in question, say the word for each item while picking it up or pointing to it. Do this for about five minutes again, then record yourself saying the words in random order. Again, it will be helpful if you continue to do the actions while you record, but the goal is to listen to the recording again at another time, and perform the actions then. Then, once again, move on by adding animals (or 4-5 more words of whatever your target vocabulary set is), and perform the procedure again.
By now, you should have 12-15 words to work with. Depending on how much time you allot yourself, this is probably a good place to stop. If you have more time, or want to take more time, you can combine the actions you have learned with the people and animals. So, for example, you might say in your conlang, “The horse is walking” (or “The horse walks”, to keep it simple if your conlang has progressive forms), and use the figurine or picture of the horse to make it walk. Then you might say, “The man is sitting”, and again make the figurine or picture of the man sit (if you use pictures instead of dolls or figurines, you might want to have a picture of a man, or woman, child, dog, etc, sitting, and others of him walking, running, and standing; you will then pick up or point to the appropriate picture as you say the sentence). Once again, after doing this five to ten minutes, record yourself saying appropriate sentences in a random order.
The next step is to give it a rest! You've been hard at work, and your brain needs time to process all this information! Take a break, relax. Then, the following day or a couple of days later, listen to your recordings and respond to the sentences appropriately – sit when you hear yourself say “sit”, make the figurine of the man stand when you hear yourself say “The man stands”, or simply point to or pick up the figurine or picture of the rooster when you hear yourself say the word for it.
After listening to the recordings and responding to them appropriately, you might wish to add some new words, using the same type of activities described above. Or perhaps you might spend an entire session reviewing the recordings to solidify what you learned the last time. You'll have to decide what works best for you. I intend to post a video demonstrating these techniques soon, and in the coming weeks and months, as I have time, I'll describe other activities that can help you learn your conlang in fun, interactive, and engaging ways. In addition, for other ideas, I'd encourage to check out Greg Thomson's blog linked above! Until then, happy conlanging!
