Application of the Total Physical Response Approach in Primary School English Vocabulary Instruction

Xiaoqin Yang

doi:10.63313/EH.9104

Authors

Xiaoqin Yang China West Normal University, Nanchong, 637009, China Author

DOI:

https://doi.org/10.63313/EH.9104

Keywords:

TPR Approach, Primary School, English Learning, Vocabulary Instruction, Application

Abstract

Vocabulary instruction constitutes a critical component of English language teaching, significantly influencing language learning effectiveness. As the basic component of language, vocabulary is the premise for primary school students to understand and use English, and its mastery directly determines the development of students' listening, speaking, reading and writing abilities. For primary school students, who are in the stage of concrete operational thinking and have a strong desire for interactive activities, the traditional vocabulary teaching mode often fails to meet their cognitive characteristics. In response to prevalent challenges in primary school English vocabulary pedagogy—including monotonous teaching methods, low student engagement, unsatisfactory learning efficacy, and rapid knowledge attrition—this study investigates the application of the Total Physical Response (TPR) method. Based on the five-phase pedagogical framework (Presentation, Imitation, Comprehension, Internalization, and Practice), the study employs the specific application in vocabulary instruction.

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