Résumé:
Abstract
The present study investigates the application of the total physical response method to
teach vocabulary, the case of the third year primary school pupils at Belouaar Abd-Allah
primary school Bordj Bou Arreridj, Algeria. This research aims to investigate the benefits
of applying total physical response method for teaching vocabulary, and to observe
student interactions and language acquisition relying on the principles of TPR.This
research employsa qualitative research design, encompassing quantitative and qualitative
data analyses. It adopts two data collection tools, an observation and a questionnaire. To
collect data, a questionnaire was administered to sixteen (16) EFL primary school
teachers. It consisted of both open-ended and close-ended questions.Besides, the
observation took place at the primary school of Belouaar Abd-Allah to observe how the
teacher applies the TPR and how students respond to it.The sample of the observation was
a twenty four pupil class (24).Concerning the data analysis, a statistical analysis was used
to analyze the close ended questions, and a content analysis for the open ended questions.
The results showed that 87.5 of teachers find the TPR beneficial for teaching young
leaners, while 12.5 find it unbeneficial. 68.75 of teachers said that TPR is useful to teach
vocabulary and 31.25 find it not useful. 81.25 of teachers said that pupils interact better
when using body language and physical movement, while 28.75 said the opposite. The
main result of the investigation showed that the majority of teachers agreed that using the
total physical response method to teach vocabulary is useful and has a positive impact on
the student and on teaching new vocabulary in the English language, but it also has a
negative side, which is that it is a method that cannot cover all the vocabulary students are
expected to acquire, and is not suitable for all lessons of the annual academic program.
