الفهرس 
The ProblemOnly 14 pages are availabe for public view
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Abstract
The present study aimed at enhancing vocabulary acquisition and retention of EFL first preparatory stage students and improving their attitudes towards English language. To achieve this aim, the researcher used Total Physical Response Storytelling (TPRS) as a method in teaching vocabulary. This method was developed by Blaine Ray and it combines Asher’s Total Physical Response and Krashen’s Natural Approach. It is a method in which vocabulary is presented through stories using meaningful physical movements which students perform to enable them acquire, memorize, recall and use vocabulary easily in different communicative situations.
Two instruments were designed by the researcher and used in this study: The first is an achievement vocabulary test for assessing students’ vocabulary acquisition before and after using TPRS in teaching vocabulary and the second is an attitude scale to determine students’ attitudes before and after using TPRS.
The study adopted the experimental design by using two groups, the first is experimental and the second is control. The experimental group which experienced TPRS in learning vocabulary and the control group which experienced the traditional method. The two groups were chosen randomly from Al-Tayyibah Preparatory School for boys and girls. Two classes were randomly chosen to be the experimental group and the control group.
Results of the study supported the effectiveness of TPRS in enhancing vocabulary acquisition and retention as the students in the experimental group achieved better results than their counterparts in the control group in the post and the follow-up applications of the vocabulary test. In addition, results indicated the effectiveness of TPRS in developing positive attitudes towards learning English language.