A proposal to use TPR and REALIA to enhance vocabulary acquisition in an EFL class

Abstract

This study aims to explore the impact of the Total Physical Response (TPR) method and realia technique on vocabulary acquisition in an eighth-grade EFL class at Ejército Ecuatoriano Educational Unit. TPR, created by Dr. James Asher, is based on the idea that language acquisition is more effective when students engage in physical actions. Realia involves using real-life objects to facilitate language learning and understanding. This combination is helpful and fruitful, allowing young learners to acquire vocabulary differently from traditional methods. It is crucial for teachers to integrate these methods into their classes to make them enjoyable, interesting, dynamic, and participative. This means that students learn without feeling afraid, nervous, or shy; instead, they feel comfortable, integrated, confident, and motivated. The research uses a diagnostic test and a perception survey, employing mixed methods. The qualitative method provides a deep understanding by analyzing survey responses, while the quantitative method collects and analyzes numerical data. This combination boosts students’ vocabulary acquisition, enhancing their ability to understand, communicate naturally, and improve long-term retention.