Exploring The Use of Total Physical Response Method in Vocabulary Instruction

Abstract

The current work looks into highlighting the unconscious utilization of Total Physical Response strategies in EFL primary classrooms. Especially ,when it comes to the teaching of vocabulary and focus on its retention. Thus, the main aim of this study is to explore how can fourth-year primary pupils be consciously taught vocabulary using the TPR strategies. Moreover, it seeks to advise useful TPR techniques to be employed by teachers to overcome vocabulary retention. For this purpose, we have utilized a mixed methodology and a triangulation of research tools. A classroom observation, a structured interview with fourth year elementary pupils, and a questionnaire that was given to some fourth year Tiarti primary school teachers. The results reveal that TPR strategies are explored in EFL classes to a good extent without teachers’ full consciousness about them. It also reveals that if EFL vocabulary lessons involve more hands on and TPR related activities, then, vocabulary retention would greatly improve.