The impact of total physical response (tpr) on the acquisition and retention of action Verbs in young learners.

Abstract

This study examines the effectiveness of the Total Physical Response (TPR) method in facilitating the acquisition and retention of action verbs among preschool students from a public educational institution in Chone, Manabi, Ecuador. The research aimed to improve English language teaching through dynamic and meaningful learning experiences adapted to young learners. The study employed a qualitative approach with an action research design and participant observation as the primary data collection methods. Different verbal commands related to body movement were implemented, supported by visual resources such as flashcards and demonstrations. The intervention focused on helping children associate language with physical actions to facilitate comprehension and vocabulary retention. The results demonstrated that the TPR method reduces anxiety during English learning and strengthens listening comprehension through the association between words and body movements. Furthermore, the method stimulated memory retention by connecting language with motor responses, allowing students to retain vocabulary for longer periods. The findings also revealed that TPR increased students’ motivation, active participation, and confidence within the classroom environment. Overall, the study concludes that the Total Physical Response method contributes significantly to vocabulary acquisition and long-term retention in preschool learners by promoting meaningful, dynamic, and low-anxiety language learning experiences.