Abstract

In recent years, the development of our country asks a higher criterion to our English learning. English is a required course from primary school to university. English teaching at primary school which has a significant meaning aims to stimulate students' interest in English and ensure the requirement for students to master fundamental English knowledge. Total physical response approach, also known as TPR approach, is a teaching method which combines target language and actions together. Teachers give instructions to students in the target language, and students respond with actions. It is an effective teaching method which is used extensively in the second language learning worldwide among the beginners and young learners.

Qualitative observation and interview are applied to this study. The following questions are discussed in this study by observing vocabulary teaching classes and interviewing teachers: 

1. Do primary school English teachers use TPR approach in vocabulary teaching? How do they use it? 

2. What are the problems or difficulties the teachers may face when they apply TPR approach in vocabulary teaching? What are the suggestions to these problems and difficulties?

The study indicates that TPR approach is applied extensively in vocabulary teaching at primary school. Most of the primary school English teachers use TPR approach in vocabulary teaching consciously and unconsciously. And this approach is always used alongside with other approaches. However, due to different teaching experience and educational background, there are some problems and difficulties some teachers have in their vocabulary teaching. First, they think TPR approach is restricted to certain simple words. Second, it is hard to find a proper action to present the meaning of the word. Sometimes one action may relate to different meanings. Third, students only get the meaning of the words. They do not know how to use or apply these words.

Key Words: TPR approach; Primary school English class; Vocabulary teaching

Contents

Abstract

摘要

1  Introduction-2

1.1 Research Background-2

1.1.1 The Importance of English Learning at Primary School-2

1.1.2 The Current State of Vocabulary Teaching at Primary School-2

1.1.3 TPR Approach in Vocabulary Teaching-2

1.2 Research Purpose-2

1.3 Layout of the Dissertation-2

2  Literature Review-5

2.1 The Situation of Vocabulary Teaching at Primary School-5

2.1.1 Previous Study-5

2.1.2 Current Vocabulary Teaching Methods at Primary School-7

2.2 TPR Approach-2

2.2.1 The Overview of TPR Approach-2

2.2.2 Previous Researches on TPR Approach-2

3  Methodology-2

3.1 Research Questions-12

3.2 Participants-12

3.3 Research Methods-13

3.3.1 Qualitative Observation-13

3.3.2 Interview-14

4  Findings and Discussion-15

4.1 Teachers’ Behavior in Teaching Vocabulary with TPR Approach-15

4.2 Teachers’ Problems on Teaching Vocabulary with TPR Approach-18

5  Conclusion-20

5.1 Major Findings of the Research-20

5.2 Implications of the Research-21

5.3 Limitations of the Research-21

Bibliography-22

Appendix-24

Acknowledgements-27