Introduction1.1TheBackgroundoftheStudyEnglishthatisthemostwidelyusedlanguageisapowerfultooltoconnectothercountriesinInformationandInternetAge.Itcanbeseenthatmasteringaforeignlanguageisbecomingadvancedtrendintheworld.ItisreportedthatEnglishisspokenin115countriesaroundtheworld(BaiWeichunqiu.April17).VocabularyasbricksisthefoundationoflearningEnglish.AsWuZunmin(2018)said,juniormiddleschoolstudentsshouldmaster800words.ThesignificanceofvocabularydoesnotonlyshowupinvocabularylessonsbutalsointherateofscoreinSeniorHighSchoolEntranceExaminationandCollegeEntranceExam.Accordingtostatementsabove,itcanbefoundthatitisimportanttomasteragreatamountofvocabularyforEnglishlearners.ItisknownthatfewstudentsinpoorareaareinterestedinEnglish.Fortownschoolstudents,theymaybeinterestedinEnglishatthebeginningoflearningEnglish.Withtherequirementofvocabularyincreasing,theygraduallyfoundthatitisdifficulttoretainzealofEnglishandgenerateakindfeelingofaversion.Studentsaredemandedtorememberwordsinrotememorization.Somestudentscanrememberwords,butsoontheyforgetthewords.Vocabularybecomesaproblematicalissueintownschools.Fortheall-rounddevelopmentofeducation,thereshouldbeachangetotransformteachingmethodsinthetownschoolsorcountrysideschools.Therearemanyexcellentteachingmethods.TotalPhysicalResponse(TPR)isoneofthemostwidelyusedmethods,butstudentsintownarenotfamiliarwithit.Theystilluseconventionalmethodkeepingwordsinthemindbyrepeatingwordsmanytimes.Thismethodrememberingwordsisshorttermmemory.Agoodteachingmethodapplyingtovocabularyintownshipjuniormiddleschoolsisnecessaryfortownshipstudents.Amethodsatisfyingphysicalandpsychologicalrequirementsofstudentsiswhatteachersaresearching.1.2TheSignificanceoftheStudyBecauseofreformandopening-up,Chinahastighterconnectionwithothercontinentsorcountries.Thischangebeingmoreintouchwiththeeconomy,politicsandcultureiscompletelydifferentfromQingdynastyclosingthegateofcommunicatingwithothers.ThesignificanceofEnglishcanbeseenclearlyaccordingtothearticlemadebyBaiWeichunqiu.ItisshowedthatthereisoneofthreeofpeopleintheworldspeakingEnglish,and45nationsregardEnglishastheofficiallanguage.Asfornation,Englishisanecessarytooltocatertoopeningtrend.Foraperson,Englishistheladdertoachievedreamsorhigherposition,becausemanypositionsrequireapplicanttoreachaminimumlevelofproficiencyinEnglishorEnglishcertificate.TheCommunistPartypointedoutthatreformationineducationshouldfaceallthestudentsinChina,whichmeansstudentsincitiesorvillageshavesameopportunitytoaccepteducation.Butthegapbetweencities’andvillages’studentsineducationisgraduallyincreasing,itisfarfromtheexpectation.TherearemanyproblemsonEnglishintownshipschools.Asanarticlereported,therearemainsixissues.Withtheeducationintownshipgraduallycompleted,townshipschoolsarefacingthreeproblems.First,thereislackofteachers.Second,scaleofclassismassive.Third,studentexistpsychologicalbarriers.Inaddition,theauthorfoundasingleteachingmethodusedintownshipschoolswiththeobservationoftownshipschools.Teachingmethodshaveagreatinfluenceonteachingresults.TPRisagoodexampletoapplytoteachingEnglishvocabulary.Itcancreatearelaxingatmospheretoletteacherscarryoutteachingtasksandstimulatestudents’interestsinlearningEnglish.Outputoflanguageisefficientunderthesefactors.Hopefully,itcanbewidelyusedintownshipschoolstoimprovethesituation.2.LiteratureReview2.1TheDefinitionandTheoriesofTPRZhangJianzhong(2016)pointedthatTotalPhysicalResponsethatwaspopularin1970sproposedbyJamesAsher,psychologyprofessorinSanJoseStateCollege.TPRisawaytoacquirelanguagethroughtotalphysicalresponse.Studentsshouldactwhiletheinstructionsthatmastersgiveinforeignlanguage.Thatmeansthatstudentslearnasecondlanguagebyconnectingtotalphysicalresponsewithlanguage.Itdemandslisteningcomprehensionfirst.2.1.1TheSplitBrainAccordingtoSuYelan(2018)fromJiangxiScienceandTechnologyNormalUniversity,theauthorgotbasicinformationaboutthistheory.Americanpsychologistandbiologist-Sperryprovedthebrainasymmetryof”TheSplitBrain”,sohewontheNobelPrizeinPhysiologyorMedicine.Thesplitbrainresearchmeansthatcutsdowntheconnectionbetweenleftandrightbrainandletsleftandrightbrainoperatealone.From1953to1961,Sperryfirstusedcats,monkeysandorangutanstodoalargenumberofexperiments,whichmadesomeachievements.Since1961,Sperryhastakenthe“brainsplitman”astheresearchobjecttostudyvariousfunctionoftwohemispheresofthebrain.Afteraseriesofexperimentalstudieshasbeencarriedout,hedrawaconclusion:Leftbraintakesresponsibilityforlogicalcomprehension,memory,time,language,judgment,arrangement,classification,logic,analysis,writing,reasoning,suppression,fivesenses.Themodeofthinkingiscontinuity,analyticity.Therightismainlyresponsibleforspatialimagememory,intuition,emotion,bodycoordination,visualperception,art,musicrhythm,imagination,inspiration,epiphany.Themodeofthinkingintherightbrainisdisordered,jump,intuition.Sotheleftbrainiscalledas”languagebrain”,andtherightbrainiscalledas“instinctbrain”.AsherappliedthetheoryintoTPR.TPRmainlytakesadvantageofTheWorkDivisionoftheLeftandRightSideofBraintoorganizethelanguageteaching.Therightbrainmainlytakeschargeofimaginativethinking,theleftfocusesonlogicalthinking.TheTPRstandsoutthecomplementationandcoordinatesdevelopmentofleftandrightbrain.Theprofessor,ZhangJianzhongpointedthatlanguageteachingissecondlanguageteachinginaspecificscene,whichisbasedonimaginativeandlogicalthinking.Whenstudentslearnthesecondlanguage,thefirststepforthemisthatthelanguageisinputthroughtherightbrain.Ifthestudentsarefullystimulatedbythedirective,theyarereadytospeak.TPRhastwostagesinlanguageteachinginthelightofdifferentcognitivelevelsoftheleftandrightbrain.First,givestimulibybehaviors,picturesandmusic.Second,combinewithdailyactivitiesandmakestimulateddialogue.2.1.2MemoryTraceTheory“MemoryTraceTheorythinksthatthemorefrequentandintensethememoryis,thefasterandeasiertheassociationandrecallis”,ZhangJianzhongsaid(2013)inbookMajorSchoolsofForeignLanguageTeachingMethods.Recallthememorycanbeachievedbyverbalanswerandphysicalactivities.First,TPRpaysattentiontoinstructorswhoteachlanguagefromsimplesentence,thengraduallyincreasethecomplexityofsentences,whichcanstrengthentheassociationofmemoryandretention.Second,studentscangraduallyfixmemoryonlanguagethroughseveraltimesofphysicalmovementssothatstudentscanavoidtheforgettingcurve.2.1.3HumanistPsychologyHumanistPsychologyplaysanimportantroleintheTPR.OneoftherepresentativeofHumanistPsychologyisMaslow.InbookofBenjaminB.Wolman(1981),Maslowproposedthathumanhaveinherentpotencyandtwokindsofinherentneeds.Excitingahumanpotentialandtranscendingoneselfarebasicrequirements.Environmentisusefulforachievingpotency.Butonlycanitbeattainedunderharmoniousatmosphere,inakindofsincere,trustworthyandcomprehensiverelation.Underthoseconditions,thepotencycangrowstronglylikeplantsgettingenoughsunandwater.TheTPRadvocatesrelaxingandactivephysicalmovementscombiningwithlanguagelearningtoreducethestresslearnersfacingwhentheylearnlanguage.Whatismore,relaxinglearningatmospherecanhelplearnersdevelopcomprehensiononapplyinglanguageandabilityonexpressingfeelings.Finally,itcanboostefficiencyinstudying.TheTPRagreesthatlearnerscannotspeakoutuntilstudentscompletelyprepare.Duringthisprocess,itisinevitableforlearnerstomakemistakes.Teachersshouldbelenientforlearners,whichaccordswithHumanistPsychology.2.2TheStudyoftheResearchAbroadAsher(1966)gavemanyconditionstostudythelearningstrategyofTotalPhysicalResponsebyexperimentingJapaneseandRussianadultsandchildren.Dramaticfacilitationinlearninglisteningskillsforsecondlanguageisrelatedtoactingoutduringretention.Butthisimplicationwouldbeunderaconditionthatisshort-termtraining.AsAnkaraTurkey(2013)mentioned,therearemanyteachingmethods,buttheTPRisthemostappropriateoneforyounglearners.HeexpoundedwhytheTPRisthemostsuitableforyounglearners.TPRusinganumberofstylesandnobasictextincoursemakesclassesenjoyable,fun,interestingandletsstudentslearnlanguageunconsciouslywiththehelpofleftandrightbrain.In1969,AshermadefurtherstudytheTotalPhysicalResponseApproachtoSecondLanguageLearning.AftercomparingtheTPRwithTranslationApproachandAudio-lingualApproach,AsherfoundexplanationsforAnkaraTurkey’sconclusion.Theseteachingmethodsseverelydecreasedorretardedlisteningcomprehension.InAsher’sstudy,Asheranalyzedfactorsthataffecttheaccelerationinlearning.InAsher’sstudy,therearefourcomponentsposition,concurrency,cue,sequence,butnosinglecomponentcouldexplaintheaccelerationinlearning.After12years,Asherstudiedthetheoryandpractice.Inthesectionoftheory,theresearchwascenteredaround“TheWorkDivisionoftheLeftandRightSideofBrain”and“SecondLanguageAcquisition”.AfterAsherpracticedtheTPR,Ashersummarizedtwomainpoints.First,learningcanbeacceleratedinstress-freeinstruction.Second,imperativescanmakeintakeofsecondlanguagemaximize.EileenW.Glisan(1986)fromuniversityofPennsylvaniainIndian,hesaidthattheTPRcanimprovestudents’abilityofreading,speaking,writing,listening.TheTPRisausefulteachingmethod,butitisseldomusedbyteachersbecausetheydonotknowhowtocombinetheTPRwithcoursewithoutguidelines.Fahrurrozi(2017)usedClassroonActionResearchtoshowthatusingTPRcouldimprovestudents’scoresandmakethemhavemorefuninlearningvocabularyfromJulytoOctober2016.AccordingtoIceSariyati(2013),hisresearchusedthequantitativeandqualitativemethodtofindoutifTPRiseffectiveinEnglishvocabulary.Heconcludedfourstatements.First,TPRiseffectiveforlearningvocabulary.Second,TPRissuitableforchildren’scharacteristics.Third,TPRcanstimulatestudents’interestsinlearningvocabulary.Finally,TPRmethodcancausesomestudentsoveractingastheyaretooexcitedparticipatinginlearningactivity.2.3TheStudyoftheDomesticsResearchAtpresent,manyscholarsathomeandabroadhavestudiedandanalyzeditfromvariousaspects.Thereisalittledifferencebetweenforeignanddomesticresearchcontent.WangYanjun(2005)saidthatteacherswhouseTPRinclassroomandusetheirbehaviorstounifythemovementsofstudentscanhelpstudentsremembertheboringlanguageknowledge.LuJiamei（2002；ascitedin2015.LuJiamei）presentedaresearchwhichrevealedthatthestudentswhilehavinggoodmoodscanhavemorecreationthanhavingbadmoods.Andthencanimprovefluencyandflexibilityofdivergentthinking.InHeYali’sview(2007),shepointedoutthatTPRmeetstherequirementofnewcoursestandardswhichcommandsthattheteachershouldalwaysfocusonstudents’feelingsandattempttocreatealooseandharmoniousteachingatmosphere.AccordingtoBaiXiaofang,shetookadvantageoftheliteraturereviewmethod,thequestionnairemethod,theinterviewmethod,theexperimentalmethodandSPSSmethodtotestifTPRcanimprovestudents’interestsonlearningEnglishandenhancetheefficiencyoflearningvocabulary.ThenshemadeaconclusionTPRcanimproveinterestsofstudentsonEnglishandhavemoreefficienteffortonlearningvocabulary.MasayukiSano,aJapanesescholar,(hisworkistranslatedbyXiongXueliang),usedfouryearstoexperimentwhetherTPRissuitableforJapanesestudents.HeconcludedthattheintroductionoftheTPRmethodisgreatlybeneficialtoall-rounddevelopmentofstudents’Englishability.InHuangtao’sresearch,therearefourtheoriesonTPR.Huangtao(2014),dividedtheoryintofourtheoreticalbases:SecondLanguageAcquisitionTheory,StructuralistLinguistics,theLeftandRightBrainDivisiontheoryandthePsychologyTheory,whichcontainstwoaspects.Oneis“tracetheory”ofmemoryinpsychology.AccordingtoHuangtao(2014),thegreaterthetrackingfrequencyandintensityofmemoryconnection,thestrongerthememoryconnection,andtheeasieritistorecallwhatyouhavelearned.TheotherisHumanisticPsychology.TheTPRmethoddoesnottakeHumanisticPsychologyintoconsiderationabouthumanfactorsandself-value.Itbelievesthatgoodemotionalcommunicationbetweenteachersandstudentscanreducestudents’psychologicalburdenandcreateapleasantlearningatmosphere.2.4SummaryThedomesticandinternationalstudieshaveshownthatTotalPhysicalResponsehasthefollowingoptimisticeffortonlearningEnglishandstudents’characters.Firstly,itcanstimulatestudents’interests.Secondly,studentslearnvocabularymoreefficientlybyusingTPRthanconventionalteachingmethod.Thirdly,itsatisfiesthestudents’characters.Fourth,itisgreatlybeneficialtoall-rounddevelopmentofstudents’Englishability.However,theypaidattentiontothegeneralstudentbutnotincludingthespecialones,suchastownshipjuniormiddleschool.Whatismore,thereisfewresearchstudyingthecurrentsituationabouttheTPR.ThisthesisistostudytheapplicationofTPRmethodonvocabularyteachingintownshipjuniormiddleschoolandcurrentsituationintownshipschool.3.ResearchMethodology3.1ResearchMethodsBasedonTheWorkDivisionoftheLeftandRightSideofBrain,MemoryTraceTheory,HumanistPsychology,theauthorappliedliteraturereview,actionresearch,questionnaires,interviewandcaseanalysismethodinLonglinationalcompletemiddleschooltoinvestigatethestudyofmainfeatures,conceptionandformofthesetheories.AuthorusedTPRteachingmethodinvocabularylessonswiththehelpofpicture,games,materialobjects.Duringtheprocessofpresentation,practiceandoutput,authoraimedtoinnovateformsofteachingandfoundouttheissuesexistingonclassinLonglinationalcompletemiddleschool.Finally,puttingoutsolutionisauthor’spurpose.Literaturereview:gotothelibrarytolookupliterature,datatoknowconception,basictheory,teachingprinciples.Usedatabaseonthewedtoretrieverelatedarticles,thentoconsultliteraturetofindusefulinformation.Literaturereviewhelpsauthordecidewayostudy.ActionResearch:itisaresearchmethodcombiningwiththeoryandpractice,whichliesindatacollection,cooperativediscussion,self-reflection,multi-party,summaryandfinalproblems-solving,andamethodofsolvingproblemswithaclearthemeandclearthinking.Surveymethods:theyincludequestionnairesandinterview.Therearetwoquestionnairesincludingpre-questionnaireandpost-questionnaire.Authorinterviewed8teachersinLonglinationalcompletemiddleschooltogettoknowcurrentusageinLonglinationalcompletemiddleschool.Allofthemareappendedinappendix.Caseanalysismethod:AuthorappliedTPRinvocabularylearninglessonstocompareTPRwithotherteachingmethodsandstandoutadvantagesanddisadvantagesofbothsides.3.2ResearchQuestionsThefollowingquestionsareputforwardforresearchpurpose:1.WhatisthecurrentsituationofusingTPRmethodinaccordingtoteachers?2.HowdoestheTPRaffectinthevocabularyclasses?3.WhatimprovementshavestudentsacquiredinvocabularyafterusingtheTPR?3.3TheProceduresoftheExperimentalResearchInprocessofresearch,therearethreesteps.ThetimeofexperimentisfromSeptember5thin2019toJanuary4thin2020.First,itdidbeforeexperiment.Beforeexperiment,thepre-testandpre-questionnaireweredoneonSeptember6thin2019.SecondsteplastedfromSeptember7thtoDecember25th.Thethirdstepwasdoneafterexperiment.Duringthistime,thepost-test,post-questionnaireandinterviewweredonebeforefinalexamination.3.3.1LeadinginUsingPicturesAccordingtocharactersofstudents’psychology,picturesandsubjectsgivestudentsmoreocularwaystounderstandwords,whichmakesteachingcontentsproceedsuccessfullyandlaysthefoundationofthestudy.Evenmore,becauseofcolorfulpictures,studentsaremorewillingtotakepartintheclassratherthanotherthingsnotrelatedwithclass.Forexample,inlessonWhatistheStrongestAnimalontheFarm,studentsshouldlearndifferentwordsaboutanimals.Authorcannotusematerialobjects,butthepicturesofanimalscanbeappliedinvocabularyteaching.Thepicturescombiningwithbodyresponsecanattainbetterresult.Inthislesson,teachergavestudentsaterseintroduction.“morning,everyone.TodayIhavesomefriendstointroduce.Allofyouguess.”“Ok,thefirstone,Ithinkitisthestrongestone,andtheirvoicesoundslikethis...”Studentsanswered:母牛.Teacherquicklyputthepicturesontheblackboardandpronouncedthewordsthreetimes,whichwouldgivestudentsmoreimpressedmemoryonpronunciation.Thenteachersaid:thenextone,itiscommontosee.Itsvoicesoundslike...Studentswillquicklyresponded:itispig.Thefollowingwordswouldbetaughtlikethat.Inthisprocess,somestudentsmayimitateteacher’sbodymovements.Thatmadeteachingefficientandquick.Thatispurposeofleadingin.3.3.2TeachingProcessofPracticeIncaseoflessonWhichistheStrongestAnimalontheFarm,studentscanunderstandmeaningsofwordsafterteacher’sseveraltimesofpronunciationandbodymovements,buttheymaystillhavetroublewiththecorrectpronunciation.Thepurposeofthisstageistopracticethestudents’pronunciation.Thereweresomenewwords,suchasahorse,cow,hen...Inpracticestage,authorappliedagamecalled“Touchandsay”.Forexample,authorcarriedapicture.Thepicturewasabouthorseanditspronunciation.Authorpronouncedthepronunciationofthispicture.Inthisprocess,authordeliberatelypronouncedwrongpronunciation.Atthesametime,authordeliberatelydidnottouchonthepicture.Inthisprocess,studentswouldlearnrulesofthisgame.Studentswereencouragedtoplaythisgame.Students’interestwouldbearousedbecausetheydidnottouchthecard.Afterseveraltry,theymasteredthewordsandmeaning.3.3.3TeachingProcessofProductionInlesson“WhichistheStrongestAnimalontheFarm？”,teacherwouldgiveperformancetotestlearningsituation.Afterseveraltimespracticingwords,studentswereabletorememberwordsclearly.Studentsweretiredanddisinterestedinusingthesamewaytomasterwords.Performanceisgoodwaytosolvethem.Teacherencouragedstudentstocomeandactwordsintheplatform.First,studentswereencouragedtogototheplatform.Second,teachergavestudentsacardsecretlyandmadestudentsactouttheword.Third,theotherstudentsguessedtheword.Atsecondtimetoactthewords,studentstandingontheplatformcouldnotsayoword,thenotherstudentswouldguessthewordaccordingtobodymovementsmadebystudentontheplatform.Teacherunderthedaisgavecommentsonhowstudentspellandwhetherstudentsmadecorrectbodymovements.Finally,everygroupcompetedwithothergroup.Andteacherdecidedwhichgroupwasthebestone.3.3.4BriefSum-upItisimportantforampleandrichclasstochooseacorrectteachingmethod.Duringlong-terminternship,TPRisbetterwaytomeetstudents’psychologycharactersandrequirementsofNine-yearcompulsoryeducation.Oneclassneedsmanyteachingmethodsandwaysforaidingteaching,likeperformance,games,pictureorcards.Goodclassesarebuiltupwithmanykindsofteachingmethods,themostimportantpartisTPR,andotherpartismadebyotherteachingmethods.Theycooperatewitheachotherandproduceagoodclass.Accordingtodifferentteachingcontext,differentteachingmethodsshouldbeusedinturn.Authoralsousedmusic,draw,multimediaintotheclasses.TheyareallmethodsofTPR.Theymakestudentslearnnewwordsinarelaxingatmosphereoritmeanslearningwithoutstress.3.4DataCollectionThedatawerecollectedcarefully,andmadepreparationfordiscussionandconclusion.Atbeginning,theclassdidthepretestandpre-questionnairetohaveanideaaboutthelevelofvocabularyandwaysofrememberingwords.Atendoftheterm,studentsdidthepost-testandpostquestionnaireinordertoknowhowstudentslearnvocabularyandtheirattitudestowardthisteachingmethod.Whengivingthequestionnaires,theauthortoldthestudentsthattherewasnoeffectontheiranswer.Inthisway,thestudentsdidnothavepsychologicalburdentodosurveywithhighreliability.Asforinterview,theauthorrecordedandreorganizedtheresultsofinterviewinwrittenform.4.DataAnalysisandDiscussion4.1DataAnalysisofPre-testandPost-testTable1pre-testandpost-testPre-testPost-testNumber4949Highestscore8892Mean39.7653061245.04081633Passingrate14.30%16.33%Lowestscore1320.5Basingonthetable,authorcangetsomeimplicitinformation.Thereare49subjects.Themeanofpre-testis39.76530612,andthemeanofpost-testis45.04081633.Thepassingrateofpre-testis14.30%,andtheoneofthelatterisincreasedby2.03%.Inpre-test,thehighestscoreis88andthelowestoneis13.AfterusingTPRteachingmethod,thehighestscoreis92,andthelowestis20.5.Fromdataabove,therearecleardifferencesafterusingTPR.Thedifferencesareslightlydifferentbetweengroupofexcellentstudentsandweakpupils.Theimprovementoftheexcellentstudentsisslightlyenhanced.Theachievementofpoorstudentsisenhancedbetter.Fromthetableshowing,theconclusioncanbedrawnthatthescoreofaclasshasbeenenhancedafterusingTPRteachingmethodunderacomparablelevelofdifficulty.4.2DataAnalysisofQuestionnaire4.2.1DataAnalysisofPre-questionnaireTable2dataanalysisofpre-questionnaireItemA（%）B（%）C（%）D（%）16.1210.2040.8242.86277.5520.412.040340.8220.4130.618.16449.0030.6110.2010.20581.638.164.086.1268.1655.1018.3718.37730.6140.828.1620.41851.0220.4120.418.16938.7820.4130.6110.20108.1614.294.0873.461167.3510.2012.2510.201263.2718.3710.208.161351.0214.2922.4512.251424.4938.7820.4116.331569.3926.534.0801606.1226.5367.351714.2826.5332.6526.53188.1622.4540.8228.571971.4322.456.1202024.5051.024.0820.41Forty-ninestudentsreceivedaquestionnairewithtwentyquestionstogetinformationabouttheirwaysorhabitsaboutlearningvocabulary.Accordingtothefunctionofthesequestion,theycanbedividedintofourparts.Item1,2,3areabouthowstudentslikevocabularyandthelevelofvocabulary.MoststudentsarepooratEnglishvocabularyandtheythinkrememberingwordsisdifficult.Morethanhalfstudentsdislikevocabulary,eveniftheythinkitisboring.Item4-11discusstheirhabitsoflearningwords.Slightlylessthan10percentdonothaveregularscheduletolearnvocabulary.Slightlymorethan10percentuseactivelearning.Asfortheirattitude,30.61%thinkvocabularyisimportant.Morethan70%studentsthinkthattheyareforcedtolearnvocabularybyparents,teachersandexamination.Theyhavedifferentwaysandhabitstolearnvocabulary.Item12-17concerntheirwaysoflearning.Morethanhalfstudentshavenoideaofrememberingwords.And26.53%ofstudentschooserotememorization.Morethan50%ofstudentsdonothavecumulativelearning,theyactpassivelyonvocabularylearning.Theirobjectivesofconsultingdictionaryaredifferent.Nearly24%ofstudentsconsultdictionaryforpronunciation.Almost40%isformeaningofword.20%isforusagesofwords.Item18-20isabouttheirattitudetowardmistake.8.16%ofstudentsthinkmakingmistakeisnothingwrong.Almost40%studentsfeelregretwhentheymakemistakes.Nearly30%ofstudentsfeelhappybecausetheycanlearnfromtheirmistakes.Intown-shipschool,agreatpartofstudentsdonothavescientificandregularwaystolearnwordsandtheyevendonothavecorrectattitudetowardvocabulary.ItcanbeneglectedthatstudentsthinktheyareforcedtolearnEnglishbyexternalfactor,suchasrequirementsofparentsandteachersorpowerofexamination.Alargeamountofstudentscannotcompleteeverydaytaskfromteacher.Theyevendonotpayattentiontolearningvocabularyandtheyarenotwillingtoaskhelpfromteachers.Thewaysteachersadoptingandtheprofessionalskillsandpersonalcharmhavegreatinfluenceonstudents.4.2.2DataAnalysisofPost-questionnaireTable3dataanalysisofpost-questionnaireA(%）B（%）C（%）D（%）146.9432.616.334.0240.8236.738.1614.29338.7848.972.0410.20428.5740.8216.3314.29571.436.1218.374.08669.3924.496.120720.4155.1018.376.128032.6559.188.16928.574.0836.7330.611032.6538.7818.3710.201159.1820.418.1612.251265.3114.294.0814.291328.5748.9816.336.121444.9036.7312.256.121528.5724.498.1638.781610.2030.616.1253.061716.3344.8936.732.041863.2718.3712.256.121928.5720.4140.8210.202042.8632.6510.2014.2979.54%ofstudentslikeEnglishsubject.16.33%ofstudentsarenotinterestedinEnglish.Asmallnumberofstudentdislikevocabulary.Inquestion3,4,5,6,theydiscussfunctionofvocabulary.Inquestion3,38.78%ofstudentsthinkthevocabularyinEnglishtextbookisexcessive.Instead,nearlyhalfstudentsthinkthevocabularyintextbookisrightquantity.And,moststudentsacquirevocabularyfromtextbook.Theydonothaveextracurricularreadings.Inquestion4,40.82%ofthemthinkvocabularyiskeytoassurethescoreofexamination.Inthethirdpart,75.51%ofstudentsthinkactivelyonbodymovements,and18.37%ofstudentsarenotinterestedinbodymovementscomparedwithtraditionalteachingmethod.Intraditionalteachingmethod,studentfeelboredandarenotwillingtofollowteacher.Instead,studentsexpecttohavevocabularyclassesandactactively.Andbodymovementsaret