THE EFFECTIVENESS OF THE TOTAL PHYSICAL RESPONSE (TPR) METHOD IN TEACHING VOCABULARY TO A2-LEVEL EFL LEARNERS

Vocabulary is a fundamental pillar of language competence, and for learners at the A2 level of the Common European Framework of Reference (CEFR), the challenge of building a functional lexical store is both urgent and concrete. This article examines the effectiveness of Total Physical Response (TPR) — a method developed by James Asher that links language input directly to physical action — as an approach to vocabulary instruction for A2-level EFL learners. Drawing on meta-analytic evidence, classroom-based research, and theoretical accounts of how TPR supports vocabulary acquisition, the article addresses three organising questions: what vocabulary TPR is best suited to teach, who benefits most from TPR instruction at the A2 level, and how TPR should be implemented to maximise vocabulary gains. The meta-analysis by Celik et al. (2021), which yielded an overall effect size of 1.131 across 13 studies, provides the quantitative foundation for the argument that TPR is not merely a motivational strategy but a demonstrably effective vehicle for vocabulary learning — one whose particular strengths align closely with the needs and characteristics of A2-level EFL learners.