全身反应法在小学英语词汇教学中的应用

本科毕业论文目录Abstract1摘要21Introduction32LiteratureReview42.1Definitionoftotalphysicalresponse2.2Researchesontotalphysicalresponseabroad2.3Studiesontotalphysicalresponseathome3TheApplicationofTotalPhysicalResponseinEnglishVocabularyTeachinginPrimarySchool93.1Stimulatingstudents’interestinvocabulary3.2Strengtheningstudents’understandingofvocabulary3.3Improvingstudents’vocabularymemory4TheLimitationsandSuggestions164.1Limitationsofthepresentresearches4.2Suggestionsforthefutureresearches5Conclusion20References22Appendix23Acknowledgments24IntroductionPrimaryschoolEnglishvocabularyteachingisacrucialelementoflanguageeducation,foritlaysthebaseforstudents’futurelanguagelearning.However,theoldteachingmethodsoftenfailedtoattractstudents’attention,anditwasdifficultforstudentstomemorisethewordseffectively.Recently,amethodcalledTotalPhysicalResponse(TPR)hasbecomeverypopular.Itcombinesphysicalmovementwithlanguagelearning,andinsteadofmakingstudentsmemorisewords,itisdesignedtomakethemlearnvocabularymoreefficiently.Inpractice,thisTPRmethodhasbeenfoundtobeveryuseful,andstudentshavebeenabletomemorisewordsfasterandbetter,andtheiroverallEnglishlanguageskillshavealsoimprovedalot.ByusingTPR,teacherscancreateamoreengagingandinteractivelearningenvironment,whichcanhelptomotivatestudentsandpromotetheirinterestinlearningEnglishvocabulary.IncorporatingTotalPhysicalResponse(TPR)inprimaryEnglishvocabularyteachingcangettwicetheresultwithhalftheeffort.Itcanstimulatestudents’interestinlearningvocabulary.StudentswhousedtofindwordsboringwillfindthemmuchmoreinterestingafterusingTPR.TPRcanalsoreducethecognitiveburdenoflanguagelearning.Inthepast,studentslearntwordsbyrotememorisation,butnowtheycanunderstandandremembernewwordsmoreeasilythroughbodymovements.Forexample,whenlearningtheword“run”,itwillbeeasierforstudentstounderstandandrememberthewordiftheysayitwhilemakingrunningmovements.TPRalsoimprovesstudents’cognitiveskillssuchasmemoryandattention.Becausestudentsneedtoassociatewordsandphraseswithphysicalmovements,intheprocess,theirbrainsareexercisedtorememberthingsbetterandpaymoreattention.NotwithstandingtheincreasinginterestinTPR,furtherresearchonitsapplicationinprimaryschoolEnglishvocabularyteachingisamust.ThestudyhastheaimofexploringtheeffectivenessofTPRinpromotingstudents’vocabularylearningandpreservationandtoinvestigateitseffectonstudents’overallEnglishproficiency.Besidesthese,thestudywilllookintothechallengesandrestrictionsofapplyingTPRtoprimaryschoolEnglishvocabularyteachingandgiveadviceforfutureresearchandpracticalundertakings.ThestudyisalsogoingtoassessthechallengesandrestrictionsofimplementingTPRinprimaryschoolEnglishvocabularyteachingandproposesuggestionsforfutureresearchandon-sitepractice.TeachingEnglishvocabularyattheprimary-schoollevelisacomplicatedanddemandingtask,andTPRpresentsapromisingmeanstofacilitatestudents’vocabularylearningandretention.Bylinkingphysicalmovementwithlanguagelearning,TPRcanconstructamoreengagingandinteractivelearningenvironment,whichcanimpelstudentsandheightentheirenthusiasmforlearningEnglishvocabulary.ThepresentstudywillaugmentthegrowingbodyofresearchonTPRandofferinsightsregardingitsapplicationinprimaryschoolEnglishvocabularyteaching.ThisexplorationwillcontributetotheexpandingscopeofresearchonTPRandgiveperspectivesonitsapplicationinprimaryschoolEnglishvocabularyinstruction.Allinall,thisstudywillexploretheefficacyofTPRinpromotingstudents’vocabularylearningandretention,andwillappraiseitsimpactonstudents’overallEnglishproficiency.TheresearchwillfurtherlookatthechallengesanddrawbacksofapplyingTPRtoprimaryschoolEnglishvocabularyteachingandpresentideasforfutureexplorationandpracticalimplementation.ThestudywillfurtherassessthechallengesandlimitationsofcarryingoutTPRinthefieldofprimaryschoolEnglishvocabularyteachingandputforwardsuggestionsforfutureresearchandpracticalapplication.2LiteratureReview2.1DefinitionoftotalphysicalresponseTotalPhysicalResponse(TPR)isalanguageteachingmethodthatcombinesphysicalmovementwithlanguagelearningtoimprovestudents’languagelearningefficiencyandmemory.AccordingtoAmericanpsychologyprofessorJamesAsher,TPRisamethodoflearninglanguagethroughphysicalresponse,wherestudentslearnnewlanguagestructuresandvocabularybyexecutingteachers’instructions(Asher,1972).Thisteachingmethodemphasizestheunityofknowledgeandpractice,andwhenteachersmakephysicallanguageoutput,theiractionsshouldrespondaccordingly.InTPR,teachersgivestudentsinstructions,andstudentsrespondwithphysicalmovements.Thismethodcanhelpstudentsbetterunderstandandrememberlanguagestructuresandvocabularybecausephysicalmovementcandeepentheirunderstandingandmemoryoflanguage.Additionally,TPRcanhelpstudentsimprovetheirlanguagelearningstrategiesandconfidence.InprimaryschoolEnglishvocabularyteaching,TPRcanbeappliedtovariousteachingscenarios.Forexample,teacherscanuseTPRtoteachstudentsnewvocabularybyhavingthemexecutephysicalmovementsrelatedtothevocabulary.Additionally,teacherscanuseTPRtoteachlanguagestructuresandgrammarbyhavingstudentsexecutephysicalmovementsrelatedtothelanguagestructuresandgrammar.ByusingTPR,teacherscancreateamoreactiveandinteractiveteachingenvironment,helpingstudentsbetterlearnandrememberEnglishvocabulary.TPRteachingmethodisalearningmethodbasedonlanguageandaction.Thepurposeistomakestudentslearnlanguagesmoreeasilyandconfidently,andtogrowinteaching.2.2ResearchesontotalphysicalresponseabroadTotalPhysicalResponse(TPR)hasbeenwellresearchedinthefieldoflanguageteachingandiswidelyusedinmanycountriesoverseas.NumerousstudieshaveprovedthatTPRisanexcellenttoolforlanguagelearning,especiallyforvocabularymemorisation.TheearliestandmostinfluentialTPRstudywasconductedbyAsherinthe1960s.HeanalyzedtheprocessoflearningJapaneseandRussianthroughmorethan30experiments.HefoundthattheuseofTPRteachingcanpromotestudents’rapidunderstanding,whichhasnothingtodowiththelearningtimeandthecomplexityanddifficultyofthelanguage.Studentscanunderstandtheinnermeaningofinstructionsandactionsthroughaseriesofactions(Asher,1969).AsherhasmadegreatcontributionsinthefieldofTPRteachingmethod.Asherpointedoutinhisthesisthatstudentshaveinternalizedthecognitivemapofthetargetlanguage,otherwiselearnerscannotreceiveabstractwordsandinstructions(Asher,1969).TPRteachingmethodcantrainstudents’listeningandspeakingability,strengthentheirmemory,savestudytimeandimprovetheiracademicperformance.TheyfoundthatstudentswholearntaforeignlanguageusingTPRimprovedtheirlanguageproficiencysignificantly,muchmoresothanstudentstaughtusingtraditionalteachingmethods.Sincethen,manyscholarshaverepeatedthisfinding,provingtimeandagainthatTPRisindeedeffectiveinlanguagelearning.Overtheyears,moreandmorestudieshavecomeupwiththesameresults,provingconclusivelythebenefitsofTPRforlanguagelearning.Piagetsuggestedthatwhenchildrenlearnalanguage,understandingcanpromoteconversation.Forexample,beforechildrenspeak,adultssaylookatanobject,sochildrenwillturntoanobjecttoexpresstheirunderstandingofthissentence(Piaget,1955).Krashen’sresearchholdsthatlearnersaremoreadaptabletoinstructiontrainingstrategies.TPRisapracticalteachingmethod,whichcandirectlyreflectthelearningeffect(Krashen,1982).EllispointedoutthattheTPRteachingmethodiseffectivebecauseintheclassroom,studentsrespondtoteachers’instructionsthroughphysicalmovementsduringactivities.Itisverysuitableforlanguagebeginners(Ellis,1994).IntheprocessofTPRteaching,languagelearningisfromsimpletodifficult.Thedeepertheunderstandingofthelanguage,themorefrequentlylearnerswillrelatewhattheyhavelearnedbefore.Brownpointedoutthatthemorecontactbetweenbodymovementsandlanguage,thestrongerthememory,thusstrengtheninglearners’memory(Brown,2001).Throughexperiments,BlaineRayfoundthattotalphysicalresponsewasusedforlanguageteaching,andstudentswereinterestedinteachinginways,suchastellingstorieswithbodymovements.Thiswayisconducivetoimprovingstudents’interestinlanguagelearning,andatthesametime,italsoenablesstudentstolearntocommunicateandimprovetheirlanguageability(BlaineRay,2011).Gardneremphasizedthatstudentswithdifferentintelligencetypeswilllearnbetterwheninstructed(Gardner,2006).InLewis’sbook,hepointedoutthatifyouwanttolearnasecondlanguage,vocabularyisthenecessaryfoundation.Teachers’useoftotalphysicalresponsecannotonlystimulatestudents’imagination,butalsopromotetheirphysicalfunction(Lewis,1993).AdnanusedtotalphysicalresponsetoteachGermanlearners,andtheresultsshowedthatlearners’anxietywasreducedandtheyweremorewillingtocommunicateinGerman(Adnan,2019).Overtheyears,researchonTotalPhysicalResponse(TPR)hasbeenprovingthatthismethodofteachingandlearninglanguagereallyworks.Itsteachingmodeissuitableforthecharacterofprimaryschoolstudents.Bycombiningphysicalmovementwithlanguagelearning,studentsareabletomemorisevocabularyandlearngrammarmuchmoreeasily.TheresultsofthesestudiesshowthatTPRcanbeusedinlanguageclassroomsallovertheworldandcanbeagreathelptoteachingandlearning.Theoutcomesofthesestudieshaveimplicationsforlanguageteachingandlearning,andimplythatTPRcanbeavaluableinclusioninlanguageclassroomsworldwide.2.3StudiesontotalphysicalresponseathomeComparedwiththeextensiveresearchonTPRabroad,thedomesticresearchonTPRstartedlate,andthenumberofrelateddocumentsisrelativelylimited.However,withthepromotionofeducationalreformandtheemphasisoninnovativeteachingmethods,theresearchonTPRhasgraduallyincreasedinrecentyears,especiallyinthefieldofEnglishteachinginprimaryschools.ResearchersbegantoexploretheapplicationeffectofTPRinvocabularyteaching,listeningtrainingandoralexpression.Domesticresearchershavemadeanin-depthdiscussiononthetheoreticalbasisandapplicationofTPR.LiXinusedquestionnairetostudytheattitude,interestandeffectofprimaryschoolstudentsonEnglishvocabularyteaching.Li’sresearchshowsthatTPRteachingmethodhasaninfluenceonprimaryschoolstudents’interestinEnglishvocabularylearningandcanimprovetheirinterestinEnglishvocabularylearning(Li,2019).Comparedwithtraditionalteachingmethods,TPRteachingmethodhasmoreadvantages.Itcanreducethepressureonprimaryschoolstudentstolearnvocabularyandimprovetheirinterestandenthusiasm(Li,2019).Basedonthetheoreticalresearchontheprinciples,modesandcharacteristicsofTPRteachingmethod,LvShuyunappliedTPRteachingmethodtoEnglishvocabularyteachinginprimaryschoolsaccordingtoherownpractice.ItisfoundthatTPRteachingmethodcanobviouslyimprovestudents’interestinvocabularylearningandimprovetheirvocabularyscores.Thisteachingmethodhassignificantdifferencesinthelearningeffectofdifferenttypesofvocabulary,especiallyforverbs(Lv,2016).Furthermore,Zhuhuijia’sresearchresultsshowthattotalphysicalresponseenlivenstheclassroomatmosphere,andtherepeatedinstructionsandcoordinatedactionsofteachersandstudentsmakethewholeclassroomfullofvitality(Zhu,2021).Studentsfollowtheteacher’sinstructionsandcooperatewithbodymovements,whichcandeepentheirmemoryandeasilymasternewwords.Generallyspeaking,TPRteachingmethodcancreatearelaxedclassatmosphere,attractstudents’attention,strengthenstudents’memoryandimprovetheiroralEnglishability(Zhu,2021).ChenLimentioned,everystudentisauniqueindividual.Thetotalbodyresponseteachingmethodcanfullymobilizestudents’visual,auditory,tactileandothersensorychannels,givefullplaytotheirrespectiveadvantages,overcometheirdisadvantages,andfollowthecognitivecharacteristicsofstudents’transitionfromimagethinkingtoabstractthinking,sothatstudentscannaturallycompletetheprocessfromlanguageinputtooutput(Chen,2022).MaWeipointedoutthesignificanceoftheapplicationofTPRinEnglishvocabularyteachinginprimaryschools(Ma,2021).UsingTPRteachingmethodandemphasizinghelpingstudentslearnEnglishvocabularythroughinteractioncanstimulateprimaryschoolstudents’interestinEnglishvocabulary.Studentslearnwhilepracticing,andfinallyknowandmasterEnglishvocabulary,andgetbetterlearningresults(Ma,2021).Inconclusion,theresearchonTPRinChinasuggeststhatTPRcanbeaneffectiveteachingmethodforprimaryschoolEnglishstudents,andcanhelpimprovetheirvocabularylearningefficiency,listeningability,speakingability,readingcomprehension,languagelearningmotivationandconfidence.TPRcanalsobeusedtoteachEnglishtostudentswithdifferentlearningstylesandneeds,andcanhelpteacherstobetterunderstandtheneedsoftheirstudentsandtodevelopmoreeffectiveteachingstrategies.Hence,itisstronglyadvisedthatTotalPhysicalResponse(TPR)beextensivelyappliedinprimaryschoolEnglishteachingthroughoutChina,sinceithasbeenproventobeaneffectiveandappealingmethodforpromotingvocabularyacquisitionandlanguagelearning.TheuniquemethodofTPR,whichunitesphysicalmovementandlanguageteaching,matcheswellwiththenaturallearningtendenciesofyoungstudents,thusbeingparticularlyaptforprimaryschooleducation.ByputtingTPRintoEnglishclassrooms,educatorscanfashionamoredynamicandinteractivelearningzonethatnotonlydeepensstudents’understandingandretentionofvocabularybutalsonurturesapositiveoutlooktowardslanguagelearning.IftheTotalPhysicalResponse(TPR)methodcanbewidelypromotedinourprimaryschoolsinChina,togetherwithmoreresearchandgoodtrainingforteachers,itreallyhasthepotentialtorevolutionisetheteachingofEnglish.Withthisnewapproach,teacherswillbeabletodesignmoreinterestingandeffectiveclasses,andhelptheirstudentsbuildagoodfoundationinEnglishthatcanbeusedinthefuture.3TheApplicationofTotalPhysicalResponseinEnglishVocabularyTeachinginPrimarySchool3.1Stimulatingstudents’interestinvocabularyPrimaryschoolisthebasicstageoflearningEnglish.Similarly,vocabularyisthebasisforlearninganylanguage.Expression,readingandwritingareinseparablefromvocabulary,somasteringalargeamountofvocabularyplaysakeyroleinprimaryschoolstudentslearningEnglish.Atpresent,mostofareasthatadoptordinaryteachingmodesinEnglishvocabularyclasses.Studentsdonotproactivelyabsorbknowledge,lackenthusiasmfortheclassroomlearning,andareincapableofindependentthought.Learningwordsturnstedious,andthereisnobondwiththeclassroom.Interestisespeciallyimportantinlanguagelearning,andevenmoresoforyoungchildren.Ifstudentsdonotwanttolearn,it’shardforthemtolearn,andnaturallytheirgradeswillbepoor.Old-fashionedmethodsofteachingvocabulary,suchasrotememorisationandrepetitivequestions,aresimplynotinterestingtostudents.Incontrast,TotalPhysicalResponse(TPR)makeslearningmorefunandexcitingthroughphysicalmovementandinteractiveactivities.TeacherscanuseTPRtoguidestudentsanddesignpracticalteachingactivities.ResearchersusedtheTeachingwithTotalPhysicalResponse(TPR)methodwithhalfofthefifthgradersatYiFuSchool.BodymovementisoneofthecoreelementsofTPR.Body-relatedmovementsactivatedifferentpartsofthebrainandenhancememoryandcomprehension.Throughphysicalactivity,studentsnotonlyunderstandlanguagemoreaccurately,butalsoreleaseenergyduringtheactivity,reducingclassroomfatigue.Theimpactofmulti-sensoryparticipationuponlearningmotivation.TPRoffersstudentsabountifullearningexperienceviathemobilizationofvarioussenses.Supposestudentsstartlearningtheverb“run”.Teacherscanstrengthentheirmemorybygivingverbalteachings,showingpicture-basedillustrations,andlettingstudentsrunforanauthenticexperience.Thissortofmulti-sensoryparticipationnotonlyheightenslearningefficiency,butalsoenhancesstudents’learningmotivation.Gamescanstimulatestudents’interest,“SimonSays”isapopularteamgame,especiallypopularamongchildrenandteenagers.Thecoreofthegameistoobeyinstructionsandrespondquickly.Itcannotonlyenhancetheinteractionbetweenparticipants,butalsoexercisereactionabilityandteamworkability.Teachersshouldhelpstudentsunderstandinstructionsandactionsthroughdemonstrationandguidance,andgivestudentspositivefeedbackintimetoenhancetheirlearningconfidence.Accordingtothestudents’reactionsandclassroomsituations.Moreover,adjusttheteachingstrategyflexibly.Aftercontinuingthisteachingmodeforaperiodoftime,theresearchersfoundthatstudents’interestinvocabularyincreasedgreatly.Studentsbegantotaketheinitiativetopreviewwordsandpayattentiontophonetics,andthepronunciationbecameobviouslystandard.Notonlythat,itismucheasierforthemtoreadtextsinclassthanbefore.Whenaskedaboutthestudents’after-classlearning,mostpeoplereportedthattheyactivelylearnedvocabularyandappliedit.Inordertomakethisresearchresultsmorecredible,theresearchersselected70studentsfromGradeFive,YiFuSchoolinZhuozi,InnerMongoliaastheresearchsubjects.Afterobservingthevocabularyclass,aquestionnairewasdistributedtothemtoexploretheimpactofthetotalphysicalresponseteachingonstudents’interestinvocabulary.Thesurveyresultsshowedthat58studentsareawareoftheimportanceofvocabularyinEnglishlearning,and60studentsbelievedthattotalphysicalresponseteachingcanpromotetheimprovementofEnglishvocabulary.Thisteachingmodewasdifferentfromthetraditionalteachingmode,whichmakestheclassroomatmospheremoreactiveandstudents’interestinvocabularylessonsimproved.Tenstudentsstilladheredtothetraditionalteachingmode.Theclassroomismoresuitableforthem.Therefore,about86%ofstudentsprefertheclassroomintheteachingmodeofthewholebodyreactionmethod,andabout14%ofthestudentspreferthetraditionalteachingmode.AfteranalysingthedatafromthequestionnaireitisclearthattheTotalPhysicalResponse(TPR)methodreallymotivatesstudentstolearnwords.Bycombiningphysicalmovementwithlanguagelearning,studentsaremorewillingtoparticipate,andtheclassroombecomesmorelivelyandinteractive.Traditionalteaching,whichreliesonrotememorisationandpassivelearning,isnolongerabletokeepupwiththeneedsofstudents.Nowthateducationisbecomingmorestudent-centredandexperiential,theshortcomingsoftraditionalmethodsareevenmoreobvious,andTPR,whichallowsstudentstoactivelyparticipateinlearning,ismoreinlinewithtoday’seducationalgoals,andisbeneficialtothedevelopmentofstudents’brainsandbodies.Therefore,itisimportanttorevisitthetraditionalteachingmodelandmakeitmorerelevanttothefast-changingeducationalenvironment,sothatitcanbettercontributetotheoveralldevelopmentofstudents.Hence,itisobviousthatthetraditionalteachingframeworkmustundergore-evaluationandadaptationtobetterfacilitatetheholisticgrowthofstudentsintoday’sswiftlychangingeducationalsphere.3.2Strengtheningstudents’understandingofvocabularyMoststudentsareonlyexposedtoEnglishinclassandarelimitedbytheirmothertongue,lackofrealcontext,arebetteratunderstandingconcretethings,andfinditdifficulttoexperiencetheflexibilityandpracticaluseofvocabulary.Traditionalteachingistoonlymemorizethewordlist,whichisdetachedfromthesituation.Studentscannotunderstandtheapplicablesceneandemotionalcolorofthevocabulary,whichleadstomechanicalmemory.Over-relianceoncopyingmakestheunderstandingofvocabularyveryone-sided.Whenyoulookatitthisway,youcannotarguewiththeeffectivenessofTotalPhysicalResponse(TPR).Withmulti-sensoryinteraction,scenarios,role-playsandinteractivefeedback,theatmosphereintheclassroomisinstantaneousandstudentsareeagertolearn.Asaresult,theyunderstandthewordsmorethoroughlyandrememberthembetter.Teacherscanalsodesignmorecomplexmovementinstructionssothatstudentscanfigureoutthenuancesbetweenwordsthroughphysicalresponses,suchasdistinguishingbetween“highjump”and“hop’’aswellas“walkingslowly’’and“runningfast”.Teachersfabricatemorecomplexactioninstructionssothatstudentscanmakeoutthesubtledifferencesofvocabularythroughphysicalresponses,forinstance,separating“highjump’’from“hop”and“walkingslowly”from“runningfast”.Studentscanalsocombineactioninstructionswithmulti-senses,touchobjectsmadeofdifferentmaterials,imitateanimalcalls,pointtocolorsorshapes,andstrengthenmulti-dimensionalunderstandingofvocabularywithtactileandauditoryvision.Userealobjectssuchasfruitsandtoysorpicturecards,sothatstudentscanexecuteactioninstructionssynchronouslywhentouchingandobserving,andestablishadirectconnectionbetweenvocabularyandobjects.Thiswayofmulti-sensorylinkageisadoptedtostrengthenthebindingofwordsandactions.Contextualizationandrole-playingcandeepenvocabularyapplication.Studentssimulaterealscenesandcreatelife-orientedsituations.Forexample,supermarketshoppingandrestaurantordering.Studentsinteractwithwordsandactionsthroughrole-playing,suchaspickingupapplesandhandingthemtothecashier.Usingstoriestodriveteaching.“Thewolfiscoming!Sowemustgetunderthetable!”Useshortstoriestoconnectthetargetvocabulary,andstudentscanactaccordingtothedevelopmentoftheplot.Combinefestivalsorculturalcustomstodesignactionssuchasmakingdumplingsanddrumming,andlearnvocabularyandunderstanditinthewayofculturalintegration.Advancedinteractionandfeedbackarecarriedoutintheclassroom.Teachersencouragestudentstotaketurnsas“commanders”totesttheirunderstandingofvocabularybyissuingactioninstructions,andatthesametimeenhanceclassroominteraction.Teachersdeliberatelygivewronginstructions,sothatstudentscantouchtheirheadswiththeirfeet,andstudentscanfindmistakesandcorrectthem,soastostrengthentheconnectionbetweencorrectwordsandactions.Studentsplaysomecompetitivegamestoimprovethespeedandaccuracyofvocabularyreactionthroughgamepressureintheformofgroupcompetition.Teachersteachatdifferentlevels,fromsimpleverbstocompoundinstructions,suchasclappingyourhandsfirstandthensittingdown,andgraduallyaddingadverbsandprepositions.Quicklyrespondbyrandomlyselectingvocabularycardsorconnectingmultiplewordsinseriestocompletecoherentactionsandrepeatthemtostrengthenunderstandingandmemory.Thisiscalledcyclereviewmechanism.Inordertoverifywhetherstudents’understandingofvocabularyisdeepened,theresearchersusedexperimentalmethodstoconductresearch.TheresearchersselectedClass2oftheGrade5astheexperimentalgroupandusedtotalphysicalresponseforteaching.Class1oftheGrade5adoptstraditionalteachingmethodsasacontrolgroup.Aweeklater,aftertesting,wefoundthattheunderstandingandimpressionofvocabularyinClass2oftheGrade5weresignificantlystrengthened.Studentsliketostrengthentheirunderstandingofvocabularythroughbodymovementsandinstructiongames.Andtheycansaywordsquickly.Thecontrolgroupadoptedthetraditionalteachingmethod,suchaslookingatpicturesandreadingandwritingwords.Aftertesting,theirunderstandingandimpressionofvocabularystilldidnotchangesignificantly.Thesurveyshowedthat30studentsintheClass2ofGrade5reportedthattheynotonlystrengthenedtheirunderstandingofvocabulary,butalsolikedvocabularymorethroughclassroomgamesandsituationalization.Atthesametime,theyrealizedthatvocabularyshouldbeappliedmoretoreallifeasthefoundationofEnglish.ThesurveyresultsshowedthattheTotalPhysicalResponse(TPR)teachingmethodhadafar-flungimpactonstudents’vocabularylearning,with63outof70studentsreportingsubstantialimprovementsintheirgraspofvocabulary.NinetypercentofthosewhoparticipatedlikedTotalPhysicalResponse(TPR),whichisaintuitivedata.TPRcombinesphysicalmovementandverbalinstructiontocreateasuperfunandinteractivelearningenvironment,andstudents’abilitytocomprehendandremembernewwordsissignificantlyimproved.Bylinkingwordstospecificactionsandgestures,studentsrememberthembetterintheirheadsandaremorecomfortableusingthem.Notonlydoesthisapproachmakelearningfun,butitalsodeepensstudents’understandingofwordsbyengagingmultiplesenses,whichnaturallyleadstobetterrecall.ThedataprovesthatTPRdoeshelpstudentsmasterwordsbetter,especiallyforthosewholiketolearninaninteractive,kinestheticway.Butit’salsoimportanttorecognisethateverystudenthasdifferentneedsandcanbenefitfromanewapproachlikeTPR,regardlessoftheirlevelofproficiency.TeacherscancombineTPRwithtargetedtutoring,andgivespecialattentiontostudentswhoarestruggling,sothattheclassroomismoreinclusiveandefficient,andeverystudentcangetthemostoutoflearningvocabulary.3.3Improvingstudents