Application Of Total Physical Response In English Vocabulary Teaching In Rural Primary School

In recent years,English education of primary school has received increasing attention from education department.With the advancement of curriculum and teaching reform,some traditional teaching methods cannot meet the requirements of practice development.Therefore,new ideas and new approach of primary school English teaching came into being.As we all know,there are natural spelling method,total physical response,communicative teaching method,invasive teaching and so on.Among them,total physical response method in children’s English teaching is widely used and received high acclaim.Total Physical Response,TPR in short,which was put forward by the famous America psychologist named James Asher in 1960 s.It is used to teach German,French,English and other foreign languages successfully,and it enjoys a high reputation around the word.TPR refers to the teacher expressing the teaching content through oral instruction and supplemental physical movement,after learners can understand the meaning,they respond with body language.It advocates teaching through entertaining,creating a stress-free and relaxing learning atmosphere to help students raise their interest and build confidence.This teaching method conforms to children’s nature,it can help rural students get rid of mechanical memorizing,take language thinking and simple communication in a pleasant environment.This paper is devoted to researching the application of TPR approach in English vocabulary teaching in rural primary school.Vocabulary is the foundation of English learning and the priority of English Education in primary school.The thesis mainly studies the following three questions: 1.Whether TPR approach can stimulate students’ interest in vocabulary learning in rural primary school? 2.For “long-term memory” and “short-term memory”,which aspect is more effective by applying TPR approach in vocabulary teaching in rural primary school? 3.How does TPR approach improve students’ vocabulary level?Teaching experiment was carried out in a remote primary school,which lasted four months,the experimental object is two classes of grade three,which are experimental class and control class respectively,with eighty students in total.The experimental class mainly use TPR approach,and the control class is taught through traditional vocabulary teaching.At the beginning,the author carried out the pre-questionnaire about students’ interest in vocabulary learning,then the pre-test.In the mid-term of teaching experiment,immediate test and delayed test are implemented,and two tests were separated by one week.At the end of the experiment,the post-test and the post-questionnaire were conducted.Subsequently,the author collects the data and uses SPSS 19.0 software to analyze the data.The results show that TPR is more attractive to students’ attention,it can greatly stimulate students’ interest in vocabulary learning,and it helps students to maintain a high memory rate about what they have learned,and it is more effective on long-term word memory.Compared with the traditional vocabulary teaching,the application of TPR is more efficient in helping students to improve their vocabulary level.The author obtains the above results by experiment,which shows the the strong applicability of TPR.It has great value and significance on English teaching in rural primary school.The author hopes that the study will give some inspirations to teachers in rural primary school.Letting the TPR approach come into the English classroom of rural primary school,which can add more blazing color to our children’s English education in rural area.