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TEACHING MEDICINE VOCABULARY THROUGH TPR METHOD FOR ESP
LEARNERS
Nazarova Nilufar Baxtiyorovna
Student of Denov Institute of Entrepreneurship and Pedagogy
Valiyeva Zuhra Baxriddin qizi
Student of Denov Institute of Entrepreneurship and Pedagogy
Akbarova Sarvinoz Ahmad qizi
Student of Denov Institute of Entrepreneurship and Pedagogy
Abstract:
This study explores the effectiveness of the Total Physical Response
(TPR) method in teaching medical vocabulary to English for Specific Purposes (ESP)
learners. Forty intermediate-level medical students and nurses in Uzbekistan were divided
into an experimental group taught using TPR and a control group taught with traditional
methods (e.g., flashcards, translation). Over eight weeks, the TPR group associated
vocabulary with physical actions, while the control group used conventional techniques.
Pre-tests, post-tests, and retention tests assessed vocabulary acquisition, and surveys
evaluated learner engagement and confidence. Results showed the TPR group significantly
outperformed the control group in post-test and retention test scores. TPR learners also
reported higher engagement and confidence . Findings suggest TPR enhances vocabulary
retention and engagement, making it a valuable approach for ESP medical English
instruction. Further research is needed to address its applicability to abstract terms and
broader contexts.
Ustozlar uchun
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71-son 3 –to’plam May 2025
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Key words:
Total Physical Response, English for Specific Purposes, medical
vocabulary, vocabulary acquisition, kinesthetic learning, language teaching
Introduction
English for Specific Purposes (ESP) tailors language instruction to professional
needs, such as medical English for healthcare professionals. Medical vocabulary, with its
complex terminology and Latin/Greek roots, challenges non-native English speakers.
Traditional methods like rote memorization often yield poor engagement and retention.
Total Physical Response (TPR), developed by James Asher, uses physical
movement to reinforce language learning, leveraging kinesthetic memory for better
retention. While effective in general language teaching, TPR’s potential in ESP medical
vocabulary instruction is underexplored.
This study evaluates TPR’s effectiveness in teaching medical vocabulary to ESP
learners, focusing on retention, engagement, and confidence. How does TPR compare to
traditional methods in improving medical vocabulary acquisition among ESP learners?
Methods
Forty ESP learners (20 medical students, 20 nurses) at a Uzbek medical university
participated. All were intermediate English learners (B1-B2 CEFR), aged 18–35, with no
prior TPR experience.
A quasi-experimental design assigned participants to an experimental group (n=20,
TPR) or a control group . The intervention spanned 8 weeks with two 60-minute sessions
weekly.
Fifty high-frequency medical terms (e.g., “syringe,” “hypertension”) were selected
based on medical English curricula. TPR activities involved physical actions (e.g.,
mimicking injection for “syringe”), while the control group used textbooks, flashcards, and
translation.
Procedure
Ustozlar uchun
pedagoglar.org
71-son 3 –to’plam May 2025
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1. Pre-Test: A vocabulary test (matching and cloze) assessed baseline knowledge.
2. Intervention: The TPR group learned via instructor-led actions and reenactment;
the control group used traditional methods.
3. Post-Test: The same test evaluated immediate acquisition.
4. Retention Test: A delayed test (4 weeks post-intervention) measured retention.
5. Survey: A Likert-scale survey assessed engagement and confidence.
Data Analysis: Paired t-tests compared pre- and post-test scores. Retention test
scores and survey responses were analyzed for quantitative and qualitative insights.
Results
Vocabulary Acquisition:
- Pre-Test: No significant difference between
- Post-Test: TPR group scored higher
- Retention Test: TPR group retained more than control
Engagement and Confidence:
- TPR group reported higher engagement than control .
- 90% of TPR learners felt “confident” or “very confident” using terms in
professional scenarios, vs. 60% for control.
Qualitative Feedback: TPR learners found the method “engaging” and
“memorable”; control learners described traditional methods as “monotonous.”
Interpretation: TPR significantly improves medical vocabulary acquisition and
retention compared to traditional methods, likely due to its multisensory approach. Higher
engagement and confidence suggest TPR reduces anxiety in ESP contexts.
Ustozlar uchun
pedagoglar.org
71-son 3 –to’plam May 2025
Sahifa: 188
Implications: TPR can enhance ESP medical English curricula by making learning
interactive and relevant. Instructors can design TPR activities simulating clinical tasks to
align with professional needs.
Limitations: The small sample size and single-institution setting limit
generalizability. TPR may struggle with abstract terms (e.g., “prognosis”) lacking clear
physical representations.
Future Research: Larger, multi-site studies and hybrid TPR approaches could
address these limitations and explore broader ESP applications.
TPR is an effective, engaging method for teaching medical vocabulary to ESP
learners, with potential to improve professional communication in medical settings.
References
1. Asher, J. J. (1977). Learning Another Language Through Actions. Sky Oaks
Productions.
2. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language
Teaching. Cambridge University Press.
3. Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific
Purposes. Cambridge University Press.
