Use of the total physical response as a teaching strategy in improving the acquisition of new vocabulary in the english language.

Abstract

The present research focuses on the implementation of Total Physical Response TPR as a teaching strategy to improve English vocabulary acquisition among elementary students at the N.A Basic Education School. The study employed theoretical and empirical methods to structure the research and collect data. A mixed-method approach was applied, with an experimental and explanatory design, allowing for validating the scientific hypothesis regarding the influence of TPR. Additionally, instruments such as pre-test, post-test, observation guides, and interviews were used to measure the initial and final performance of the 36 students, followed by the implementation of a class system based on the strategy mentioned above to address learning deficiencies