USE OF TOTAL PHYSICAL RESPONSE METHOD FOR TEACHINGACTION VERBS TO PRIMARY SCHOOL LEARNERS

Abstract

English is fundamental for communication among various nations worldwide. However, teaching action verbs to learners by Grade 4 English First Additional Language (EFAL) primary school teachers is difficult. This research investigated the use of the Total Physical Response (TPR) method for teaching action verbs to primary school learners. Grounded in Maria Montessori’s theory of education and Vygotsky's sociocultural theory of child development, the research employed a qualitative research approach to gain an in-depth understanding of the phenomenon. The study’s population consisted of 25 primary school teachers who taught EFAL for more than five years. However, only five teachers were purposively sampled to participate in this research based on their teaching experience and approachability. Three teachers who share similar characteristics with the target group were selected for piloting. Data were collected using classroom observations and semi-structured interviews and were analysed thematically to categorise the codes and identify the patterns. Before employing this method, teachers struggled to teach action verbs to their learners. However, after using it, teaching action verbs became easier. The study’s limitations included a small sample size and time constraints. Nevertheless, its implications highlight the effectiveness of this method in teaching action verbs. Thus, this research recommends frequent use of the TPR method in this regard.