Effects of total physical response storytelling on Iranian students' vocabulary acquisition

Abstract

The purpose of this study is to investigate the effects of total physical response storytelling (TPRS) on foreign language students’ English Language vocabulary acquisition. It was an experimental research design. This study was conducted on one class of thirty students. The students were taught for two weeks using the TPRS method in their vocabulary lessons. In this research, the students’ receptive knowledge which is the dependent variable was measured using receptive vocabulary test (pre-test and post-test). The Paired Sample T-Test was used to determine whether there was a significant difference between the pre-test and post-test. Besides that, the attitude of students towards different strategies applied in TPRS was also surveyed using questionnaires.The findings show that TPRS has led to increase in the knowledge of vocabulary. In addition, it is also found that students have positive views towards the role of different techniques used in TPRS on their vocabulary aquisition. Thus, it can be concluded that TPRS has significantly countributed in increasing the knowledge of vocabulary among students.