THE EFFECTIVENESS OF THE TOTAL PHYSICAL RESPONSE (TPR) METHOD IN ACTIVATING PRIMARY SCHOOL STUDENTS' PASSIVE VOCABULARY IN FOREIGN LANGUAGE CLASSES

Abstract

This article explores the pedagogical effectiveness of the Total Physical Response (TPR) method in transitioning primary school students' passive vocabulary into their active lexicon during foreign language instruction. Early childhood language acquisition heavily relies on cognitive-motor connections. However, traditional methodologies often emphasize rote memorization, leading to a large reservoir of passive vocabulary that young learners can understand but cannot actively produce. Drawing upon James Asher’s psycholinguistic theory of coordination between speech and action, this study investigates how physical movement stimulates memory retention and contextual recall. The paper establishes a theoretical framework for early language acquisition, analyzes the cognitive mechanisms of vocabulary activation, and provides structured guidelines for implementing TPR in primary classrooms. The expected outcomes suggest that integrating kinesthetic actions significantly reduces language anxiety (the affective filter) and triggers immediate retrieval mechanisms, effectively bridging the gap between vocabulary recognition and active verbal production.