Efl teachers' perceptions toward the use of total physical response in teaching English vocabulary to young learners: A study in Quy Nhon city = Nhận thức của giáo viên về việc sử dụng phương pháp phản ứng cơ học trong dạy từ vựng tiếng Anh cho học sinh trẻ tuổi: Nghiên cứu tại thành phố Quy Nhơn

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

HUỲNH THỊ KIM HOA

EFL TEACHERS’ PERCEPTIONS TOWARD

THE USE OF TOTAL PHYSICAL RESPONSE IN

TEACHING ENGLISH VOCABULARY TO YOUNG

LEARNERS: A STUDY IN QUY NHON CITY

Field: Theory and Methodology of English Language Teaching

Code: 8140111

Supervisor: Vo Duy Duc, Ph.D

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƢỜNG ĐẠI HỌC QUY NHƠN

HUỲNH THỊ KIM HOA

NHẬN THỨC CỦA GIÁO VIÊN VỀ VIỆC SỬ DỤNG

PHUƠNG PHÁP PHẢN ỨNG CƠ HỌC TRONG DẠY

TỪ VỰNG TIẾNG ANH CHO HỌC SINH TRẺ TUỔI:

NGHIÊN CỨU TẠI THÀNH PHỐ QUY NHƠN

Ngành: Lý luận và phƣơng pháp dạy học bộ môn tiếng Anh

Mã số: 8140111

Ngƣời hƣớng dẫn: TS. Võ Duy Đức

i

ACKNOWLEDGEMENTS

I would not have been able to complete my thesis without the help of

my supervisor, committee members, and friends, as well as the love and

support of my family.

First and foremost, I want to express my deepest gratitude to Dr. Vo

Duy Duc, my thesis supervisor, for his assistance, encouragement,

enthusiasm, patience, and vast knowledge.

My sincere gratitude also goes to the Department of English teachers

for the essential knowledge they imparted to me during my M.A. program. I'd

also like to thank all of the librarians at Quy Nhon University for making it

possible for me to find and borrow useful documents.

Thirdly, I would like to express my heartfelt gratitude to the primary

teachers and English center teachers who took part in this study for their

willingness to share valuable ideas and experiences about teaching English to

young learners via questionnaires and interviews.

Furthermore, I would like to give special thanks to everyone in my

English M.A. class (2020-2022), particularly Van Anh and Nguyen Huong,

who were always upbeat and supportive of me throughout the thesis.

My greatest thanks are also sent to my loving family, which includes

my parents, older sister, and older brother. Because of their unwavering

support and unconditional affection, I dedicate this thesis to my family. Their

affection motivates me to complete this degree.

Finally, I want to express my appreciation and blessings to everyone

who helped me finish my thesis.

ii

ABSTRACT

This study investigates issues relating to teaching English vocabulary

using Total Physical Response (TPR) method in Quy Nhon city. It aims to

explore teachers’ perceptions of using TPR teaching vocabulary to young

learners, how teachers used it in the classroom, and whether they faced any

challenges in the teaching practices. The data were collected through

questionnaires, interviews, and classroom observations. Fifty primary teachers

and teachers at some English centers in Quy Nhon city participated in the

study. The findings revealed that the majority of teachers had positive

perceptions of using TPR with young learners. Despite the fact that many

teachers agreed on the effectiveness of the TPR method, a few of them were

dissatisfied due to some constraints that hampered TPR's successful

implementation. As a result, some recommendations were made based on the

major findings in order to minimize problems and maximize the

implementation of TPR in teaching vocabulary to young learners.

iii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ............................................................................... i

ABSTRACT......................................................................................................ii

TABLE OF CONTENTS.................................................................................iii

LIST OF ABBREVIATIONS.......................................................................... vi

LIST OF TABLES .......................................................................................... vii

LIST OF FIGURES........................................................................................viii

CHAPTER 1. INTRODUCTION.................................................................. 1

1.1. Rationale ................................................................................................. 1

1.2. Aims of the study .................................................................................... 3

1.3. Objectives of the study............................................................................ 3

1.4. Research questions.................................................................................. 3

1.5. Scope of the study................................................................................... 3

1.6. Significance of the study......................................................................... 4

1.7. Structure of the study .............................................................................. 4

CHAPTER 2. LITERATURE REVIEW...................................................... 6

2.1. Overview of young learners.................................................................... 6

2.1.1. Definitions of young learners ........................................................... 6

2.1.2. Characteristics of young learners...................................................... 6

2.2. Vocabulary .............................................................................................. 8

2.2.1. Definitions of vocabulary ................................................................. 8

2.2.2. Types of vocabulary.......................................................................... 9

2.2.3. The importance of vocabulary .......................................................... 9

2.2.4. Teaching English vocabulary to young learners............................. 10

2.3. Introduction to TPR .............................................................................. 11

2.3.1. Definition of Total Physical Response ( TPR) ............................... 12

2.3.2. Objectives of Total Physical Response Method ............................. 13

iv

2.3.3. Principles of TPR............................................................................ 14

2.3.4. Roles of teacher and learner in TPR............................................... 15

2.3.5. TPR activities.................................................................................. 16

2.3.6. Implementation of TPR in the classroom....................................... 18

2.4. The advantages and disadvantages of Total Physical Response .......... 19

2.5. The relationship between TPR and young learners’ characteristics..... 21

2.6. Teachers’ perceptions ........................................................................... 21

2.6.1. Definition of teachers’ perceptions................................................. 21

2.6.2. Types of Perception ........................................................................ 23

2.7. Previous studies..................................................................................... 23

CHAPTER 3. METHODOLOGY............................................................... 27

3.1. Research design..................................................................................... 27

3.2. Participants............................................................................................ 27

3.3. Data collection ...................................................................................... 28

3.3.1. Questionnaires ................................................................................ 28

3.3.2. Interview ......................................................................................... 30

3.3.3. Observation..................................................................................... 31

3.4. Data analysis......................................................................................... 32

3.5. Summary ............................................................................................... 33

CHAPTER 4. FINDINGS AND DISCUSSION ......................................... 34

4.1. Findings from the questionnaire ........................................................... 34

4.1.1. Frequency of the use of TPR in teaching vocabulary..................... 34

4.1.2. Teachers’ perceptions of the importance and necessity of TPR..... 35

4.1.3. Teachers’ perceptions of the benefits of TPR ................................ 36

4.1.4. Teacher’s perceptions of the disadvantages of TPR....................... 38

4.1.5. Challenges that teachers may face when using TPR method ......... 40

4.2. Findings from the interview.................................................................. 41

4.3. Findings from the classroom observation............................................. 51

v

4.3.1. The first observation ....................................................................... 51

4.3.2. The second observation .................................................................. 52

4.3.3. The third observation...................................................................... 54

4.4. Discussion ............................................................................................. 56

4.4.1. EFL teachers’ perceptions of using TPR to teach English

vocabulary to young learners.................................................................... 56

4.4.2. The implementation of TPR and the challenges faced by teacher . 59

CHAPTER 5. CONCLUSION AND IMPLICATIONS............................ 63

5.1. Conclusion ............................................................................................ 63

5.2. Implications........................................................................................... 64

5.2.1. Implications for educators .............................................................. 65

5.2.2. Implications for EFL teachers ........................................................ 65

5.2.3. Implications for material designers ................................................ 66

5.2.4. Implications for pedagogical contribution...................................... 67

5.3. Limitations of the study ........................................................................ 67

5.4. Suggestions for further studies.............................................................. 68

REFERENCES.............................................................................................. 69

APPENDICES

vi

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

FLP: Foreign Language Project

LEA: Language Experience Activities

L2: Second Language

TPR: Total Physical Response

vii

LIST OF TABLES

Table 3. 1. Teachers’ demographic information............................................. 28

Table 3. 2. Description of the items used for the survey ................................ 30

Table 4. 1. Teachers’ perceptions on the importance and necessity of TPR.. 35

Table 4. 2. Teachers’ perceptions of the benefits of TPR............................... 36

Table 4. 3. Teachers and pupils’ perceptions of the disadvantages of TPR... 38

Table 4. 4. Challenges teachers may face when using TPR method .............. 40