Applying Total Physical Response to English Vocabulary Instruction for Lower Primary Learners: Strategies and Reflections

Abstract

English vocabulary learning at the lower primary level lays the foundation for learners' subsequent language development. However, vocabulary instruction in many primary classrooms still relies heavily on rote memorization and teacher-centered practices, resulting in limited language input and insufficient learner engagement. As a representative method within the Comprehension Approach, Total Physical Response (TPR) emphasizes that comprehension precedes production and promotes language learning through physical movement. This paper explores the application of TPR to English vocabulary instruction for lower primary learners. Drawing on the theoretical foundations of TPR, it discusses instructional strategies from four perspectives: establishing vocabulary–meaning connections, promoting vocabulary comprehension, strengthening vocabulary retention, and facilitating vocabulary transfer. It also reflects on the appropriate use and limitations of TPR in classroom practice. The study suggests that TPR effectively enhances vocabulary learning by connecting language, movement, and meaning, while increasing learners' engagement and reducing language anxiety. Nevertheless, TPR should be applied flexibly according to learners' developmental characteristics, instructional objectives, and vocabulary types, and should be integrated with other teaching approaches to maximize its instructional effectiveness.