Promoting TPR (Total Physical Response) Method in Teaching Vocabulary for EFL Beginners in Benin Secondary Schools

Arlette J. Viviane Hounhanou

Abstract


Vocabulary learning is one of the most important fields in teaching English or any foreign language. One could learn all of the grammatical rules and exceptions that the language contains, but what if our brain did not store the needful amount of words to complete and utter the message that a person want to transmit ? The present research work aimed at promoting the use of Total Physical Response (TPR) method, as a technique to introduce English language vocabulary to EFL beginners. An overall of 150 students and 26 EFL teachers were involved in this study. To achieve the objectives of the study, class observation was used as an instrument to gain insight into learners’ attitudes and reactions toward English language learning. Questionnaire was also used to collect reliable data. The results obtained revealed that teaching English vocabulary through Physical Response allows students to learn faster and easier, since children find support from the physical representation of their facilatator or their peers. Also the results may be a reference for other researchers who are interested in undertaking research on the learning or teaching of English vocabulary.

Keywords


Total Physical Response, Method, Vocaulary, EFL

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DOI: https://doi.org/10.7575/aiac.ijalel.v.9n.6p.23

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