On the Application of the Total Physical Response Approach to Vocabulary Teaching in the Third Grade of Primary School

摘要

Traditional methods of vocabulary teaching overemphasize forms of vocabulary and grammar instead of meanings (Jie Jingyuan, 1997), which contributes that students lose their interest in learning English. Total Physical Response (TPR), put forward by James Asher, is a language teaching approach. This paper explores the application of TPR approach to vocabulary teaching in the third grade of primary school by carrying out a teaching experiment. The results reveal that the experiment group has a better command of the vocabulary spelling than that of the control group and physical actions can stimulate students' interest in learning.