Efl teachers perceptions toward the use of total physical response in teaching english vocabulary to young learners a study in quy nhon city

MINISTRY OF EDUCATION AND TRAINING
QUY NHON UNIVERSITY

HUỲNH THỊ KIM HOA

EFL TEACHERS’ PERCEPTIONS TOWARD
THE USE OF TOTAL PHYSICAL RESPONSE IN
TEACHING ENGLISH VOCABULARY TO YOUNG
LEARNERS: A STUDY IN QUY NHON CITY

Field: Theory and Methodology of English Language Teaching
Code: 8140111

Supervisor: Vo Duy Duc, Ph.D


BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƢỜNG ĐẠI HỌC QUY NHƠN

HUỲNH THỊ KIM HOA

NHẬN THỨC CỦA GIÁO VIÊN VỀ VIỆC SỬ DỤNG
PHUƠNG PHÁP PHẢN ỨNG CƠ HỌC TRONG DẠY
TỪ VỰNG TIẾNG ANH CHO HỌC SINH TRẺ TUỔI:
NGHIÊN CỨU TẠI THÀNH PHỐ QUY NHƠN

Ngành: Lý luận và phƣơng pháp dạy học bộ môn tiếng Anh
Mã số: 8140111

Ngƣời hƣớng dẫn: TS. Võ Duy Đức

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ACKNOWLEDGEMENTS
I would not have been able to complete my thesis without the help of
my supervisor, committee members, and friends, as well as the love and
support of my family.
First and foremost, I want to express my deepest gratitude to Dr. Vo
Duy Duc, my thesis supervisor, for his assistance, encouragement,
enthusiasm, patience, and vast knowledge.
My sincere gratitude also goes to the Department of English teachers
for the essential knowledge they imparted to me during my M.A. program. I'd
also like to thank all of the librarians at Quy Nhon University for making it
possible for me to find and borrow useful documents.
Thirdly, I would like to express my heartfelt gratitude to the primary
teachers and English center teachers who took part in this study for their
willingness to share valuable ideas and experiences about teaching English to
young learners via questionnaires and interviews.
Furthermore, I would like to give special thanks to everyone in my
English M.A. class (2020-2022), particularly Van Anh and Nguyen Huong,
who were always upbeat and supportive of me throughout the thesis.
My greatest thanks are also sent to my loving family, which includes
my parents, older sister, and older brother. Because of their unwavering
support and unconditional affection, I dedicate this thesis to my family. Their
affection motivates me to complete this degree.
Finally, I want to express my appreciation and blessings to everyone
who helped me finish my thesis.


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ABSTRACT
This study investigates issues relating to teaching English vocabulary
using Total Physical Response (TPR) method in Quy Nhon city. It aims to
explore teachers’ perceptions of using TPR teaching vocabulary to young
learners, how teachers used it in the classroom, and whether they faced any
challenges in the teaching practices. The data were collected through
questionnaires, interviews, and classroom observations. Fifty primary teachers
and teachers at some English centers in Quy Nhon city participated in the
study. The findings revealed that the majority of teachers had positive
perceptions of using TPR with young learners. Despite the fact that many
teachers agreed on the effectiveness of the TPR method, a few of them were
dissatisfied due to some constraints that hampered TPR's successful
implementation. As a result, some recommendations were made based on the
major findings in order to minimize problems and maximize the
implementation of TPR in teaching vocabulary to young learners.


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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ............................................................................... i
ABSTRACT ...................................................................................................... ii
TABLE OF CONTENTS ................................................................................. iii
LIST OF ABBREVIATIONS .......................................................................... vi
LIST OF TABLES .......................................................................................... vii
LIST OF FIGURES........................................................................................ viii
CHAPTER 1. INTRODUCTION .................................................................. 1
1.1. Rationale ................................................................................................. 1
1.2. Aims of the study .................................................................................... 3

1.3. Objectives of the study ............................................................................ 3
1.4. Research questions .................................................................................. 3
1.5. Scope of the study ................................................................................... 3
1.6. Significance of the study ......................................................................... 4
1.7. Structure of the study .............................................................................. 4
CHAPTER 2. LITERATURE REVIEW ...................................................... 6
2.1. Overview of young learners .................................................................... 6
2.1.1. Definitions of young learners ........................................................... 6
2.1.2. Characteristics of young learners ...................................................... 6
2.2. Vocabulary .............................................................................................. 8
2.2.1. Definitions of vocabulary ................................................................. 8
2.2.2. Types of vocabulary.......................................................................... 9
2.2.3. The importance of vocabulary .......................................................... 9
2.2.4. Teaching English vocabulary to young learners............................. 10
2.3. Introduction to TPR .............................................................................. 11
2.3.1. Definition of Total Physical Response ( TPR) ............................... 12
2.3.2. Objectives of Total Physical Response Method ............................. 13


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2.3.3. Principles of TPR ............................................................................ 14
2.3.4. Roles of teacher and learner in TPR ............................................... 15
2.3.5. TPR activities .................................................................................. 16
2.3.6. Implementation of TPR in the classroom ....................................... 18
2.4. The advantages and disadvantages of Total Physical Response .......... 19
2.5. The relationship between TPR and young learners’ characteristics ..... 21
2.6. Teachers’ perceptions ........................................................................... 21
2.6.1. Definition of teachers’ perceptions ................................................. 21
2.6.2. Types of Perception ........................................................................ 23
2.7. Previous studies..................................................................................... 23

CHAPTER 3. METHODOLOGY ............................................................... 27
3.1. Research design..................................................................................... 27
3.2. Participants ............................................................................................ 27
3.3. Data collection ...................................................................................... 28
3.3.1. Questionnaires ................................................................................ 28
3.3.2. Interview ......................................................................................... 30
3.3.3. Observation ..................................................................................... 31
3.4. Data analysis ......................................................................................... 32
3.5. Summary ............................................................................................... 33
CHAPTER 4. FINDINGS AND DISCUSSION ......................................... 34
4.1. Findings from the questionnaire ........................................................... 34
4.1.1. Frequency of the use of TPR in teaching vocabulary ..................... 34
4.1.2. Teachers’ perceptions of the importance and necessity of TPR ..... 35
4.1.3. Teachers’ perceptions of the benefits of TPR ................................ 36
4.1.4. Teacher’s perceptions of the disadvantages of TPR ....................... 38
4.1.5. Challenges that teachers may face when using TPR method ......... 40
4.2. Findings from the interview .................................................................. 41
4.3. Findings from the classroom observation ............................................. 51


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4.3.1. The first observation ....................................................................... 51
4.3.2. The second observation .................................................................. 52
4.3.3. The third observation ...................................................................... 54
4.4. Discussion ............................................................................................. 56
4.4.1. EFL teachers’ perceptions of using TPR to teach English
vocabulary to young learners. ................................................................... 56
4.4.2. The implementation of TPR and the challenges faced by teacher . 59
CHAPTER 5. CONCLUSION AND IMPLICATIONS ............................ 63
5.1. Conclusion ............................................................................................ 63

5.2. Implications ........................................................................................... 64
5.2.1. Implications for educators .............................................................. 65
5.2.2. Implications for EFL teachers ........................................................ 65
5.2.3. Implications for material designers ................................................ 66
5.2.4. Implications for pedagogical contribution ...................................... 67
5.3. Limitations of the study ........................................................................ 67
5.4. Suggestions for further studies.............................................................. 68
REFERENCES .............................................................................................. 69
APPENDICES


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LIST OF ABBREVIATIONS
EFL:

English as a Foreign Language

FLP:

Foreign Language Project

LEA:

Language Experience Activities

L2:

Second Language

TPR:

Total Physical Response


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LIST OF TABLES
Table 3. 1. Teachers’ demographic information ............................................. 28
Table 3. 2. Description of the items used for the survey ................................ 30
Table 4. 1. Teachers’ perceptions on the importance and necessity of TPR .. 35
Table 4. 2. Teachers’ perceptions of the benefits of TPR ............................... 36
Table 4. 3. Teachers and pupils’ perceptions of the disadvantages of TPR ... 38
Table 4. 4. Challenges teachers may face when using TPR method .............. 40


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LIST OF FIGURES
Figure 4. 1. Frequency of the use of TPR in the classroom ............................ 34


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CHAPTER 1. INTRODUCTION
This chapter presents such topics as the background of the study,
statements of the problem, the purpose of study, significance of the study,
scope,and structure of the study.
1.1. Rationale
In learning a foreign language, it is necessary for learners to master

language skills including listening, speaking, reading, writing, and
components (vocabulary, structure, pronunciation, etc.). Among these
components, vocabulary is crucial in language learning; without mastering
vocabulary, nothing can be conveyed (Wilkins, 1972). Vocabulary is an
important part of starting and understanding a language. Without a large
vocabulary, it is impossible to communicate effectively or express one's ideas
in both oral and written form. They are unable to communicate, comprehend,
and express words and sentences. According to Rivers (1983) and Nunan
(1995), the acquisition of an adequate vocabulary is essential for successful
second language use because we will be unable to use the structure and
grammar which we have learned for comprehensible communication if we do
not have an extensive vocabulary.
Learning vocabulary is an important matter, especially for young
learners. It was found that there were problems for students to get the new
vocabulary. In the process of teaching vocabulary, teachers only write it on
the whiteboard and students then rewrite the vocabulary in their notebooks
and repeat the words or vocabulary that the teachers say. Actually, it has good
goals for students. However, students may become bored and forget the
vocabulary easily.
To assist in resolving this issue, teachers must select an appropriate
method that can assist students in improving their vocabulary learning.


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According to Pinter (2006, p.2), “young learners enjoy fantasy, imagination,
and movement”. Scott and Ytreberg (1990, p.2) emphasized that “children’s
understanding comes through hands and eyes and ears, and the physical world
is dominant at all times”. It means that teachers should use methods that
involved physical activities and Total Physical Response (TPR) can be
considered. TPR is a method of teaching language that uses physical activity

to respond to a command. TPR is related to the "trace theory" of memory in
psychology, which states that the more frequently and intensively a memory
connection is traced, the stronger the memory association will be recalled
(Richards and Rodgers, 1993).
Despite the fact that TPR has been shown to be beneficial in English
language teaching (Fauzan, 2011; Hsu and Lin, 2012; Kuo, Hsu, Fang, and
Chen, 2014; Munoz, 2011; Savic, 2016) and is regarded as a valuable tool for
improving students' vocabulary achievement, only a few studies have
investigated teachers' perceptions toward the use of TPR in English
vocabulary teaching. Given the scarcity of research, the purpose of this study
is to determine the teacher's perception of the use of TPR in teaching English
vocabulary to young learners. This study may offer a better understanding of
teachers’ perception of the use of TPR in the classrooms and help English
teachers to create more appropriate activities in the classroom so that the
teaching and learning can be more enjoyable and meaningful for both teachers
and learners.
Thus, this study aims to examine the perception of English teachers in
Quy Nhon city toward the use of TPR in teaching English vocabulary to
young learners. In this research, the researcher conducted research with the
title: “EFL teachers’ perceptions toward the use of TPR in teaching English
vocabulary to young learners: A study in Quy Nhon city”.


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1.2. Aims of the study
This study aimed to explore the EFL teachers’ perception toward the
use of TPR method in teaching vocabulary to young learners and to find out
the problems faced in teaching English vocabulary using TPR method, and
the solutions to problems that occurred in class.
1.3. Objectives of the study

The study proposes the objectives as follows:
a. To identify EFL teachers’ perceptions of using Total Physical
Response to teach English vocabulary to young learners.
b. To investigate the problems faced by the teacher in teaching English
vocabulary using TPR method to young learners.
c. To explore the implementation of Total Physical Response in teaching
English vocabulary to young learners as well as provide some
suggestions for more effective classes.
1.4. Research questions
The study aims to answer the following research questions:
1. What are EFL teachers’ perceptions of using TPR to teach English
vocabulary to young learners?
2. What challenges do teachers face when using TPR?
3. How can TPR be effectively used in the class?
1.5. Scope of the study
The scope of the study was limited to Quy Nhon city where an
investigation into teachers’ perceptions about the use of TPR in teaching
English vocabulary to young learners was implemented. The main
participants were the teachers of English at some primary schools and English
centers in Quy Nhon city.


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1.6. Significance of the study
The findings of this study are expected to contribute to English as a
Foreign Language (EFL), specifically in teaching English vocabulary to
young learners. Despite its limitations, this study has significance for both
theoretical and practical contributions.
Theoretically, this study can add to the theory of teaching English
vocabulary using Total Physical Response and can be used as a reference for

other studies in the field.
For language education practice, the result of the study is intended to
have several significance. Firstly, this research may develop language
teachers’ perceptions of the use of TPR and the results of this study are useful
for the English teacher at the primary school level to get information about
teaching vocabulary by using Total Physical Response and how to use it
effectively in the teaching-learning process for improving the quality of
teaching to reach the goal. Secondly, this study is expected to help students to
increase the student’s interest and motivation in learning English. Finally, it is
hoped that this research can be used as a reference for future researchers to
conduct similar research. It also contributes to the teaching and learning
process, particularly in the teaching of vocabulary using TPR method.
1.7.

Structure of the study
This thesis is divided into five chapters. The first chapter provides a

brief overview of the research's background, research questions, objectives,
scope, and structure.
The following chapter provides a basic overview of theoretical
concepts related to the research presented.
The third chapter discusses methods for gathering data and information
from participants. More information is provided through questionnaires,
interviews, and classroom observations.


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In the fourth chapter, the collected data are calculated and analyzed to
draw some conclusions about perceptions to help EFL teachers use TPR
method effectively in their own English classes.

Finally, the study summarizes the research findings, discusses the
study's implications and limitations, and makes suggestions for classroom
practice and future research.


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CHAPTER 2. LITERATURE REVIEW
In this chapter, literature related to TPR will be reviewed. In particular,
the chapter discusses perceptions/views about TPR and the way it is
implemented in classroom.
2.1. Overview of young learners
2.1.1. Definitions of young learners
A large number of authors and researchers try to segment learners
strictly based on age: three to five years old, six to eight years old, etc
(Nunan, 2011). Linse (2005) defines young learners as children between the
ages of five and twelve. Meanwhile, Scott and Ytreberg (1990) divided the
children into two groups: five to seven years old and eight to eleven years old.
They suppose that children aged five to seven are all at level one, the beginner
stage; children aged eight to ten are also at the beginner stage, but they may
have been studying the foreign language for some time. This point of view is
also included in Phillip’s (2003) discussion. Phillip defined that young
learners are children aged five or six years old to eleven or twelve years old in
their first year of formal schooling. From this definition, it can be concluded
that "young learners" are children in elementary schools from the first to the
fifth grade (six to eleven years old). However, in this thesis, the term "young
learners" refers to children who commonly start to learn English as a foreign
language (EFL) from grade 3 through grade 5 (the age from eight to ten).
2.1.2. Characteristics of young learners
Teachers, especially those who teach young learners, must have a

thorough understanding of the characteristics of their students. It is because
teachers will be able to use appropriate techniques or activities in teaching or
assessing students if they understand them well.
Based on “English for Primary Teachers” written by Slattery and


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Willis (2001), Young learners range in age from seven to twelve years old.
They are rapidly developing as individuals and learn in a variety of ways,
such as by watching, listening, imitating, or doing things. They are also
unable to comprehend grammatical rules and language explanations and must
rely on nonverbal cues to make sense of situations. Furthermore, they usually
talk in their mother tongue about what they understand and do, imitate
sounds, are curious, enjoy playing and imagining, and enjoy repetition and
routines. However, the most important characteristic of them is that they have
short attention spans and require variety. Hence, the teacher should devise a
creative instructional method to distribute the materials.
In the line with this statement, Broughton (1980, p.169) claims that
young learners “love to imitate and mime: they are uninhibited in acting out
roles, and they enjoy repetition because it gives them a sense of assurance and
achievement”. It means that they pay attention to other people and try to
emulate what they do and say. This is also how young students learn and
grow in their knowledge.
Under another viewpoint, Pinter (2006) stated that characteristics of
young learners include understanding the meaning of language but being
unable to analyze it, having lower levels of awareness, having limited reading
and writing skills even in their first language, being more concerned about
themselves than others, having limited knowledge about the world, and
enjoying fantasy, imagination, and movement. As a result, the statement
above demonstrates that young learners learn in their own way. It may be the

teacher's responsibility to guide them during instruction. They are unique and
distinct from older or adult learners; they also learn at their own speed,
allowing them to change quickly and develop their skills and abilities in a
variety of ways. It is clear from the characteristics listed above that younger
and older learners are very different. Therefore, teachers should identify who
they will interact with.


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2.2. Vocabulary
2.2.1. Definitions of vocabulary
There are numerous definitions of vocabulary expressed by experts;
nevertheless, there are a few that are particularly significant to discuss.
Vocabulary, according to Ur (1996), is the list of words that are taught in a
foreign language. It indicates that all foreign language terms taught by
teachers can be used in sentences or daily conversations by students. Whereas
Linse and Nunan (2005) defined that vocabulary is the collection of words
that an individual knows. The statement implies that actually, people know
about vocabulary since they communicate using language that contains a large
number of words in their daily lives.
Richards (2002, p.255) stated: “Vocabulary is a core component of
language proficiency and provides much of the basis of how well learners speak,
listen, read and write”. It indicated that learning vocabulary is essential since we
can listen, speak, read, and write extremely well. However, not only do we need
to know the language, but we also need to understand what it means. Linse and
Nunan (2005, p.121) defined vocabulary as "the collection of words that an
individual knows". The statement implies that individuals are aware of
vocabulary since they communicate using language that has a large number of
words in their daily lives. Cameron (2001) also stated that vocabulary is a term
in language and that recognizing the meaning of a word is part of knowing it.

Cameron's definition is nearly identical to Linse and Nunan's in that vocabulary
is the words in language and we should know their meaning. Moreover, Harmer
(1991) emphasized that understanding a word (vocabulary) entails knowledge of
meaning, word use, word creation, and word grammar. From the above
statements of the experts, it can be concluded that vocabulary is a fundamental
concept that is very important to understand in order to use a language correctly.
Besides, knowing the definition of vocabulary, people should know the meaning,


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word use, formation as well as grammar.
2.2.2. Types of vocabulary
There are various explanations by experts regarding different types of
vocabulary. McCarten (2007) defined vocabulary as having two types: active
or productive vocabulary and passive or receptive vocabulary. Active or
productive vocabulary is used in speaking and writing, whereas passive or
receptive vocabulary is used in reading and listening. Furthermore,
Finocchiaro (1989) divided vocabulary into two types namely function words
and content words. Function words should be memorized as rapidly as
possible (but in a logical order and sequence) while content words can be
learned in small groups in relation to "real-life" situations.
Meanwhile, according to Haycraft (1995), as quoted by Hatch and
Brown (1995), there are two types of vocabulary.
The first is receptive vocabulary, which learners recognize and
comprehend when it appears in context. Because the learner only absorbs
thoughts from others through listening and reading, receptive vocabulary is
also known as a passive process.
The second is productive vocabulary, which learners comprehend, can
pronounce, and can use effectively in speech and writing. Productive
vocabulary is also known as an active process because learners generate

vocabulary through their activities. It is concluded that vocabulary has several
different types and this must be understood by teachers who teach vocabulary.
2.2.3. The importance of vocabulary
Vocabulary knowledge is regarded as one of the most important
components in learning another language (Schmitt, 2008). English learners
who lack vocabulary knowledge are unable to comprehend written texts or
transmit messages to others. Many linguists believe that vocabulary is an
important component of second language learning.


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According to Harmer (2001), vocabulary is the foundation of the
language. He argues that if language structures form the language's skeleton,
vocabulary contributes to the essential organs and flesh. Furthermore, lexical
knowledge is regarded as critical to communication skills and the acquisition
of a second language (Schmitt, 2000). Furthermore, Richards and Renandya
(2002) suggested that vocabulary is the essential component of language
proficiency and serves as the foundation for how well learners speak, listen,
read, and write. One of the language components that can influence macro
abilities is vocabulary. If we master vocabulary, we can do anything we want
with language. Mastering vocabulary will make listening, speaking, reading,
and writing easier. The second function of vocabulary is related to grammar.
Thornbury (2002, p.13) states that “without grammar, very little can be
conveyed, without vocabulary, nothing can be conveyed.” It demonstrates that
students can use language in conversation even if they do not properly
understand the grammar; however, they are unable to speak more due to a
lack of language. The third function of vocabulary is fundamental to learning
and mastering linguistics. Prior to practicing syntactic structure, all learners
must first practice their vocabulary (Carter and McCarthy, 1988).
In conclusion, considering the importance of vocabulary knowledge,

teachers must pay more attention to vocabulary teaching. Teachers can
emphasize the importance of vocabulary development early in the school year
and continue to give students opportunities to build word skills. If someone
can master vocabulary, he or she will be able to improve fluency,
comprehension, achievement, thinking, and communication.
2.2.4. Teaching English vocabulary to young learners
Vocabulary is an important aspect of studying English in elementary
school because it is the foundation of a language. Children between the ages
of five and twelve are considered young learners. They learn in a different


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way than youngsters at a higher level. They are more excited, active, and
curious to know everything during the learning process; even if they do not
understand they still participate in an activity. However, they rapidly lose
interest (Cameron, 2002). Therefore, teachers must pay attention when
teaching English to young learners. Teachers must select and modify
curriculum-based teaching strategies and media that are appropriate for their
students. According to Wallace (2002, p.27), there are six basic principles for
teaching vocabulary:
1. Aim: the teacher must be explicit about the purposes of the teachinglearning process itself.
2. Quantity: the teacher needs to decide how many vocabularies will be
taught.
3. Need: the teacher needs to choose the words that students actually need.
4. Frequent learning and exposure: not only once when teachers teach
new vocabulary, but they have to repeat to make sure the students have
already understood.
5. Meaningful presentation: the students must have a clear and specific
understanding of what it donates or refers to
6. Situation presentation: the choice of words can vary depending on

the situation we are talking about and vice versa. Thus, students must learn
vocabulary in the situation, in which they are appropriate.
According to the explanation above, it can be concluded that in
teaching vocabulary, the teacher should be aware of the aims of teaching and
words learned in terms of quantities, need, and meaning.
2.3. Introduction to TPR
At this point, I present the following: the definition of TPR, the
objectives of TPR, the teacher's and learners' role in TPR method, and the
principles of TPR method.


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2.3.1. Definition of Total Physical Response ( TPR)
The Total Physical Response (TPR) method was developed by James
Asher, a psychology professor at San Jose State University in California in
the 1960s. This is a method of teaching language that is based on the
coordination of speech and action; it attempts to teach language through
physical activity (Richards & Rodgers, 2001).
Furthermore, Asher defines TPR as a method based on the assumption
that when learning a second or foreign language, the language is internalized
through a process similar to that of first language development, and that
process allows for a long period of listening and developing comprehension
prior to production.
According to Garcia (2001), the two most important concepts in TPR
are the concept of Total Physical Response involvement and the role of the
right hemisphere of the brain in learning a second language by action. The
first concept is concerned with the idea of introducing a second language by
giving action responses that are influenced by how people learn their first
languages. A baby would not memorize a list of words or attempt to speak
right away. They simply listen to the other family members before acting or

doing things in response to their utterances. If he was ready, he would speak
in the next period. Nonetheless, at first, he would listen and act or physically
respond to him. The second is about the brain hemisphere. Our brain is
divided into two parts: left and right. Scientists discovered that the left and
right hemispheres were two separate neurological entities with distinct
functions that each account for different responsibilities (Garcia, 2001).
Garcia also stated that the TPR approach is a right-brain method of language
learning because the language is primarily taught through actions. In other
words, commands serve as the course's main focus.
From the above explanation, it is concluded that TPR is based on how


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children learn their mother tongue. TPR emphasizes the connection between
words and action. The main activity of TPR is the activity in which a
command is given in the imperative and the learners obey the command. As a
result, if students use their bodies to learn vocabulary items, it will be easier
for them to recall the words they have learned. TPR is an effective way to
introduce new vocabulary and grammatical structures to students at any level.
For that reason, it will be easier for primary school students, in this case, to
recall the words they have learned if they make use of their bodies in learning
any grammatical feature.
2.3.2. Objectives of Total Physical Response Method
TPR is developed in order to improve the outcomes of the teaching and
learning process of a new language. Teachers who use TPR believe that it is
important for students to benefit from their experience learning to
communicate in a foreign language. Larsen-Freeman (2000, p.113) said,
“T.P.R. was developed in order to reduce the stress people feel when learning
a foreign language and thereby encourage students to persist in their study
beyond a beginning level of proficiency.”

Furthermore, Richard and Rodgers (2001, p.75) state, “The general
objectives of Total Physical Response are to teach oral proficiency at a
beginning level. Comprehension is a means to an end, and the ultimate aim is
to give basic speaking skills. TPR aims to produce learners who are capable
of an uninhibited communication that is intelligible to a native speaker.”
It can be said that one of TPR's main goals is to make learning more
enjoyable and less stressful. Asher (1999) believed that a natural way to
achieve this would be to recreate the way children learn their native language
naturally, specifically by facilitating an appropriate "listening" and
"comprehension" period and encouraging learners to respond using rightbrain motor skills rather than left-brain language "processing".


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2.3.3. Principles of TPR
Before using the TPR technique to teach a foreign language, in this
case, English, a teacher should understand its principles well in order that he
can use them effectively within the teaching-learning process. In order to
describe the thoughts on using the TPR approach in language instruction,
Larsen & Freeman (2000, p.111) suggest the following principles:
1. Meaning in the target language can often be conveyed through
action. Memory is activated through learners’ responses. The target language
should not be presented in chunks; not just word by word.
2. The students’ understanding of the target language should be
developed before speaking.
3. Students can initially learn one part of the language rapidly by
moving their bodies.
4. The imperative is a powerful linguistic device through which the
teacher can direct student behavior.
5. Students can learn through observing actions as well as by
performing the action themselves.

6. Feeling of success and low anxiety facilitate learning.
7. Students should not be made to memorize fixed routines.
8. Correction should be carried out in an unobtrusive manner.
9. Students must not develop flexibility in understanding a novel
combination of target language chunks. They need to understand more than
the exact sentences used in training.
10. Language learning is more effective when it is fun.
11. Spoken language should be emphasized over written language.
12. Students will begin to speak when they are ready.
13. Students are expected to make errors when they first begin
speaking. Work on the fine details of the language should be postponed until
students have become somewhat proficient.


15
Based on the principle above, it can be concluded that young learners
can readily understand vocabulary by moving their bodies during the learning
process. Even if the teacher corrects the students' mistakes, the teacher must
avoid the students feeling desperate and ashamed.
2.3.4. Roles of teacher and learner in TPR
The teacher and students play an important role in the achievement of
students in learning using the TPR method. Larsen-Freeman (2000) stated that
the learners and the teacher play different roles in the teaching-learning
process while applying the TPR approach, as explained below:
Teacher’ roles
Asher (1977) as quoted by Richard and Rogers (1986, p.97) stated: “the
instructor is the director of a stage play in which the students are the actors.”
In the line with this idea, Larsen and Freeman (2000) confirmed that the
teacher is the director of all students’ behaviors. In fact, the teacher is the one
who decides what to teach, who models and presents the new materials, and

who selects supporting materials for classroom use. Therefore, the teacher
must be well prepared and well planned in order for the lesson to run
smoothly and predictably.
In TPR the teacher's role is not primarily to teach but to create
opportunities for learning. The teacher should not force students to speak, but
rather provide enough language input for them to begin speaking at their own
pace. Furthermore, in the early stages of learning, the teacher should not
correct every mistake that students make because it interrupts the flow of the
lesson. Later on, the teacher intervenes more frequently, and the students'
speech becomes more refined (Richards & Rodgers, 1999).
Learner’s roles
Learners' primary roles in TPR are listening and performing. Learners
should listen attentively and then respond physically to the teacher's orders