




































    

 American Journal of Medical and Physical Education 
Vol.7, Issue 6; November-December 2022; 

1252 Columbia Rd NW, Washington DC, United States 

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TEACHING ENGLISH VOCABULARY TO KINDERGARTEN CHILDREN 

THROUGH PHYSICAL ACTIVITIES 

 

Rumeysa Orhan, Sibel Karaman and Ebru ÖztürkAbstract 

 

 

Abstract: Language learning is a complex process that begins in early childhood. The mother tongue is the first 

language that children learn, and it is essential for their cognitive development. Foreign language learning can 

also be beneficial for children, and it can help them to develop their cognitive skills, their cultural awareness, and 

their communication abilities. There are many different approaches to foreign language teaching, and the best 

approach for children will vary depending on their individual needs and learning styles. 

Keywords: language learning, mother tongue, foreign language, cognitive development, cultural awareness, 

communication abilities 

 

 

Introduction   

Language is a social system that provides understanding among individuals (Dilaçar, 1968). When people are still 

babies, they begin to learn their first language (L1) by first understanding and then speaking it. They start learning 

a foreign language / second language (L2) during the preschool period. The term “mother tongue” is believed to 

have derived from “lingua Materna” in Medieval Latin, meaning the language of a mother (Oksaar, 2003). 

Günther and Günther (2004) define the mother tongue as the language which an individual acquires from her 

mother and develops naturally during childhood. The language or languages learned after the mother tongue are 

referred to as foreign languages / second languages (Lewondowski, 1990; Larsen-Freeman and Long, 1991).  

According to Lightbown and Spada (2006), language learning is the individual's developmental knowledge in the 

target language. Krashen (1982) states that the term language acquisition is preferred over language learning and 

that children can acquire a second language as well as the first language. Chomsky argues that the ability to 

acquire a language is genetically inherent in human beings. He states that in spite of all the "stimulus poverty", it 

is possible for the human brain to acquire such a complex system as a language in a very short time and in a 

perfect way according to the principles of Universal Grammar which is inherent in the human brain (Chomsky, 

1981). There are four basic principles in foreign language teaching: listening, speaking, reading and writing. 

Starting from the first stage of primary education, even from the preschool period, teaching a foreign language 

along with the mother tongue has become an issue that the world is increasingly focusing on.                                                            

This paper was produced from the master’s thesis titled “Teaching Kindergarten Children English Vocabulary 

by Total Physical Response in Physical Education Courses” written in Kırıkkale University, Graduate School of 

Health Sciences, Department of Physical Education and Sports “.  
1 Kırıkkale University, Graduate School of Health Sciences, Kırıkkale / TURKEY.    
2 Kırıkkale University, Faculty of Sport Sciences, Kırıkkale / TURKEY. E-mail: rorhan@kku.edu.tr    

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Nowadays, it is an undeniable fact that learning a foreign language is something ordinary for most of us. The 

question of learning at least a second foreign language is on the agenda. The increase in the importance of learning 

foreign languages has led scientists to create new language learning methods, to research which aspects of the 

target language should be taught, and to conduct research on different methods to be applied during language 

lessons. Many psychologists and linguists, such as Watson, Piaget, Bruner, Vygotsky, Chomsky have conducted 

much research on language teaching methods, developed different perspectives, and, as a result, found a variety 

of language teaching methods.   

In this context, for example, the grammar-translation method became a very popular language teaching method 

in the nineteenth and twentieth centuries and is still in use today (Ur, 2012). According to this method, the 

important goal is to be able to read and understand literary works and other kinds of texts of the language. The 

focus is on grammar and translation. Language and grammar rules are taught. However, writing, speaking, and 

listening skills are ignored (Richards and Rodgers, 2001). Grammar-oriented and memorization-based methods 

were used more often in foreign language teaching in the past. Modern methods emphasize the communicative 

aspect of the language. The aim of new methods is to establish the context for language learners to communicate 

in the target language and to create realistic classroom environments where students can express themselves 

verbally and in writing (Demir, 2014).  

The language teaching methods developed in the last 30 years focus on verbal acquisition. Thornbury (2004) 

draws attention to the importance of verbal knowledge. While grammar knowledge gives learners limited 

opportunities for expressing themselves, verbal knowledge eliminates such a restriction (Demir, 2014). TPR is a 

teaching method developed in the 1970s focusing on verbal knowledge. The aim is to coordinate speech and 

action and combine language and body movements. It is still a popular method (Asher, 2000). The objective of 

TPR is to teach the target language comprehensively and to develop basic communication skills. Language 

learners are expected to follow the commands physically.  

TPR  

TPR was developed in 1965 by psychologist James Asher. It is a method that aims to develop 

listeningcomprehension first and then verbal communication skills at the beginner’s level through physical actions 

by eliminating psychological pressure.  In other words, it aims to teach the language through physical activities. 

Actions and the use of the imperative mood are seen as the basis of language learning. The imperative mood is 

used as a linguistic tool directed by the teacher. While the students perform the movements shown by the teacher 

and watch what other friends do, the learning processes continue (Demir, 2014).  

TPR is a foreign language teaching method focusing on the improvement of the comprehension skill first and 

then verbal skills through physical movements, without any pressure, at the beginner's level (Asher, 1977). Asher 

developed this methodology by making use of developmental psychology, learning theories, humanitarian 

education, and previous practices. TPR can be easily applied in the classroom. The teacher encourages children 

to recognize and respond to such simple instructions as sit, get up, hands up and so on. Students first listen and 

then try to do as instructed (Pinter, 2006). According to De Cecco (1968), the simplest verbal behavior can be 

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defined as reacting to verbal stimulus through physical action. In this context, TPR can be described as a 

behavioral language learning theory.  

Language learning, a coded program in human beings by birth, progresses as a result of a specific development 

program. Babies, within the framework of this innate bio program, begin to move, get to know their environment, 

understand their parents and then start to speak their native language along with their psychomotor development. 

This process determines the most appropriate way of learning a second language / foreign language. Asher argues 

that second language acquisition should follow the same way. In this acquisition process, children develop their 

ability to understand what they hear before they start speaking. The ability to understand what is heard is acquired 

through physical reactions to the verbal commands of the parents (Asher, 1972). 

What distinguishes the TPR method from other methods is that listening-comprehension comes before speech. 

After learning how the target language works, speech begins automatically. Students listen and respond to the 

instructions given by the teacher. In the end, the roles change, and the students begin to command. The teaching 

of imperative moods is of primary importance in TPR, which usually works better with young students. The 

teacher says "start running" and the student responds physically. The speech will not be perfect, but it is learned 

the way the mother tongue is acquired. No one can expect babies to talk. Babies begin to perceive what they hear 

first, then respond physically, and finally speak when they are ready after a certain period of psychomotor 

development. 

One important advantage of TPR for preschool children is that it is not text-dependent. TPR can often be verbal. 

This is an excellent type of activity for mixed skill classes. It can be a rewarding method for children with dyslexia 

and other learning problems. One can use many other teaching techniques for young students in addition to TPR. 

It could be better to use different techniques with different children/groups. The advantages of TPR are its 

accessibility, vitality, and attractiveness to students. Even though TPR works better especially with young 

students, it can be used for adults and even for the elderly. TPR is something that both teachers and students enjoy 

(Dyson, 2012). 

Anxiety is one issue that TPR focuses on. When there is anxiety between learning and what is to be learned, 

learning may become difficult. For successful language teaching, the level of anxiety must be lowered. According 

to Asher, the fastest and least stressful way to understand the target language is to implement the commands given 

by the teacher without translating them into the mother tongue. The TPR method was developed to reduce stress 

and anxiety. TPR aims to reduce the pressure in language learning by improving listening and comprehension 

skills, matching language with applied actions. In this approach, the student tries to fulfill what the teacher 

commands. 

Asher's method is directed to the right brain hemisphere, while other foreign language teaching methods are 

covered in the learning context of the left-brain hemisphere. This is because the child's native language is acquired 

through physical (motor) activities, which take place in the right-brain hemisphere (Yavuz, 2011). TPR method 

focuses on verbal competence at the beginner’s level, while the development of speaking skill is left to its natural 

pace. Adults should also acquire a second language through right-brain-based activities (Asher, 2002). 

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Verbal communication and physical movements are prominent in TPR. When you wave hands and say hello, the 

students will respond to you in a gentle and exciting way. Now it is time to implement the TPR method. They can 

be instructed to do what the teacher says and does in the classroom or in the sports field. Sporting activities, 

playing games involving physical actions, asking them to touch the part you determine on the floor or wall are all 

included in the TPR method (Dyson, 2012).  

Physical Education and Sports and TPR     

 Moving makes children happy. By moving, they begin to get to know their environment, discover new places, 

and recognize new people and objects. Moving is their greatest source of joy and learning. Therefore, the mobility 

of children, especially in early childhood, should not be restricted by their parents. On the contrary, it should be 

an important part of their development, and the range and diversity of movement should be enhanced (Orhan, 

2019). 

Physical education and sports/play lessons provide opportunities for children to move, do sports and play games. 

Physical education aims to encourage children to take up a sport as a habit, help them know about their bodies, 

keep them physically active and help them learn through movement. Çelik (2008) defined physical education as 

educating people through physical activities. TPR helps teach a foreign language through physical movements. 

Physical education and sports/play is a course in which the TPR method can be applied comfortably. The teacher 

demonstrates the target words to be taught, such as run, jump, and throw, and then asks the students to do the 

same. During the lesson, the students follow every command given by the teacher.  Thus, the foundation of 

learning a foreign language in a fun and healthy way can be laid. 

Asher (1977) underlines that most of the grammatical structures of the target language and hundreds of phrases 

can be taught by skillful use of the imperative mood. TPR selects the target words among from the most commonly 

used words. Since the participants of this study are preschool students, the target words of the English language 

teaching program consist of commonly used words. This study examines the effect of TPR on vocabulary teaching 

in Physical Education and Play and investigates the success level of TPR in language teaching.  

Material and Method  

This is a quasi-experimental and quantitative study focusing on the effect of TPR teaching method on verbal 

competence. Participants of the study were divided into experimental and control groups to both of which a pretest 

and a posttest were applied, and the results were analyzed in SPSS 23.0 program. 

Research Design  

In this study, the effect of TPR language teaching method on lexical competence was investigated. A pre-test 

consisting of 16 multiple choice and matching questions was applied to both groups before the 6-week teaching 

period began. The target words to be used in the study were selected from the pre-school English language 

teaching curriculum. The lesson plans were determined according to the target words, TPR, and communicative 

approach language teaching method. The experimental group was taught the determined the target words in 

accordance with the TPR method by play, physical exercise, and movements while the control group learned the 

same target words by verbal communication in the classroom environment in accordance with the Communicative 

Approach. When the 6week teaching program ended, a posttest consisting of 16 multiple choice and matching 

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 American Journal of Medical and Physical Education 
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questions was applied to both groups. The results of the tests were statistically analyzed to reveal which study 

group had a higher level of vocabulary learning. The findings demonstrated the importance of TPR on the teaching 

of vocabulary. 

Data Analysis  

Firstly, the data were checked to see whether the distribution was normal. Then the data, normally distributed, 

were analyzed using the paired t-test.  

Participants 

A total of 32 kindergarten students aged 6 volunteered for this study. The control group consisted of 6 female and 

10 male students while the experimental group was composed of 9 female and 7 male students.   

Results 

Table 1 shows the statistical analysis of the answers given by the control and experimental groups to the questions. 

It indicates that there is a significant difference between the total scores of the pre-test and post-test questions of 

the control and experimental groups (p<0.000). It suggests that the application of TPR in physical education and 

play classes significantly increases the language learning success of kindergarten students (p<0.01).  

The pretest mean for the control group was 17 ± 0.0; the post-test mean was 34.0 ± 0.00 and the variance was 

0,000. The mean of the control group increased in the posttest, but the variance was the same as in the pre-test. 

Although the pretest and posttest mean of the control group increased, the related t-test could not be performed 

due to the variance being 0,000. The pretest mean for the Experimental Group was 29 ± 0.0; The mean for the 

posttest 30,6667 ± 1,79947 and the variance was 3,238. It can be seen that the mean for the correct answers and 

standard deviation of the experimental group increased.  

 

 

Table 1. Control and Experimental Group Total Responses  

  

95% confidence  

Std.  interval of the  

Mean  STDEV  Error  differences  T SD P  

Total  Total questions  Pretest  

-14,2592  1,4830  ,28541  -14,8459  -13,6725  - 49,960  26  ,000  

(Control- Total  

Experimental)  Posttest  

Table 2 shows the t-test statistics of the experimental group, which suggest that the Total Physical Response 

method significantly increased the language learning of the kindergarten children as a foreign language teaching 

and learning method in physical education and play lesson (p<0.01). 

Pairwise Differences   

    
Mean   Lower  

Limit   
Upper  
L imit   

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Table 2. Related T-Test Statistics for Total Scores (Experimental Group)  

 
95% confidence Std. interval of the  

Mean  STDEV  Error  differences  T SD P  

    Mean  Lower  Upper  

     Limit   Limit     

Pair   Experimental         

 Group Post –   

Experimental  

Group Pre   

30,6667   1,7994   ,46462   12,6701   14,6631   29,415  

 14   

,000   

  

Table 3 shows the evaluation of the answers given by the students in the experimental group according to ttest 

results. The related t-test results for the experimental group show a significant difference (change in scores) 

between the pre-test and post-test on question basis (question 6, question 7, question 8, question 9 (p6, p7, p8, p9 

<0.01)). The table demonstrates similar results for question 3, question 11, question 12, question 13, question 15 

(p3, p11, p12, p13, p16> 0.05).  

 Table 3: Related T-Test Statistics for Experimental Group on Question Basis  

  

   Pairwise Differences      

    

 

Mean   STDEV    

Std.  

Error  

Mean   

95% confidence 

interval of the  

differences   

Lower 

 Upper  

Limit   Limit   

T   Sd   P   

Pair 3   Q pretest 3    

Q posttest 3   
,06667   ,25820   ,06667   -,07632   ,2096   1,000   14   ,334   

Pair 6   Q pretest 6   

Q posttest 6   
,46667   ,51640   ,13333   ,1807   ,7526   3,500   14   ,004*   

Pair 7   Q pretest 7   

Q posttest 7   
1,06667   ,25820   ,06667   ,9236   1,2096   16,000   14   ,000*   

Pair 8   Q pretest 8    

Q posttest 8   
-,93333   ,25820   ,06667   -1,0763   -,7903   -14,000   14   ,000*   

Pair 9   Q pretest 9    

Q posttest 9   
-,93333   ,25820   ,06667   -1,0763   -,7903   -14,000   14   ,000*   

Pair 11   Q pretest 11  

Q posttest 11   
,13333   ,35187   ,09085   -,06152   ,3281   1,468   14   ,164   

Pairwise Differences   

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Pair 12   Q pretest 12   

Q posttest 12   
,13333   ,35187   ,09085   -,06152   ,3281   1,468   14   ,164   

Pair 13   Q pretest 13    

Q posttest 13   
,13333   ,35187   ,09085   -,06152   ,3281   1,468   14   ,164   

Pair 15   Q pretest 15   

Q posttest 15   
,13333   ,35187   ,09085   -,06152   ,3281   1,468   14   ,164   

Pair 16   Q pretest 16   

Q posttest 16   
,06667   ,25820   ,06667   -,07632   ,2096   1,000   14   ,334   

  

Discussion 

This study was conducted to investigate the effectiveness of TPR in foreign language teaching. The total number 

of the kindergarten students participating in the study, all aged 6, was 32 and 16 of them were in the experimental 

group while 16 were in the control group. The students in the experimental group were taught English words by 

using TPR in Physical Education and play lessons while the students in the control group learned the same 

vocabulary by means of classical methods. The study lasted 8 weeks. The 1st and the 8th weeks were spared for 

the pre-test and post-test applications respectively and the remaining 6 weeks were the teaching period. 

The results of the study indicated that the students in the experimental group were more successful in learning the 

target English words and structures than the students in the control group (p<0.01). In addition, it was observed 

that the lessons were more entertaining, and the students were more concentrated with the children in the 

experimental group. Similar results were found in Nilgün Yavuz's (2011) research called “Using Total Physical 

Response-Storytelling Method in Teaching Japanese”. 

Various studies conducted by James Asher, the founder of TPR, in the last two decades show that there is a 

significant difference in the scores of the students educated by TPR. For example, in a study conducted on 

university students in the elementary level Spanish class, TPR was applied to the experimental group while the 

control group was taught Spanish through the traditional teaching methods. Pimsleur Spanish Proficiency Test 

was applied to both groups and it was found that there was a significant increase in the test scores of students who 

were taught through TPR (Wolfe and Jones 1982).   

A study in Oman shows that TPR can be a successful approach to the education of young children. It helps 

language learning, as it is a fun and entertaining teaching method, creating a stress-free environment that makes 

students feel comfortable in a new language. On the other hand, this approach is not widely used because of the 

length of the curriculum, and lack of qualified teachers (Al-Harrasi, 2014). 

Although the TPR method has many positive aspects, it has been criticized that it is insufficient in improving 

reading and writing skills. In the 1990s, Blain Ray added storytelling to the method because of the criticism that 

it was limited to the beginner level of vocabulary teaching. Thus, he improved the TPR method and corrected the 

shortcomings, creating TPRS, the Teaching Proficiency through Reading and Storytelling Method.  This method 

facilitates the teaching of vocabulary and grammar structures in stories. Storytelling was supported by motor 

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activities, group work, role-playing techniques, and the use of visual and audio tools. Thus, as new knowledge is 

coded into long-term memory and associated with daily life, it is easier to remember what is acquired.  

Davidheiser (2001) states that the Total Physical Response-Storytelling Method (TPRS) is a natural way of 

learning the language and is better because it differs from standard teaching techniques, improving pronunciation 

and vocabulary memory, reducing anxiety, and encouraging active learning. 

Braunstein (2006) discovered that even adult ESL students expecting more traditional education respond 

positively to TPRS. He reported that the students were enthusiastic about the class and that the method helped 

them remember words and understand English better. 

Watson (2007) compared two high school groups at the elementary level using the TPRS method. At the end of 

the study, he gave an oral and a written examination to the students he had separated as control and experimental 

groups. The results showed that the experimental group students learning with TPRS were more successful than 

the control group students.   

Conclusion   

To conclude, this paper demonstrates that TPR is effective in teaching kindergarten students a foreign language. 

TPR techniques used along with sports and games make learning a foreign language more entertaining and better 

and easier for children.  In addition to a foreign language, maths (numbers, addition, subtraction) can be taught 

more easily to preschool students in physical education and sports through similar methods. 

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