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 cc. judging from the tables listed by the author, it can be told that the students’ learning interest has increased greatly in the EC which was taught by the TPR teaching method, while in the CC which was taught by the traditional method, there is a slightly changed. More students in the EC changed their attitude towards English vocabulary learning and cultivate interest in learning and memorizing English words in their spare time and moreover they are able to grasp more skills than the students in the cc.  Secondly,  in  order  to  prove  that  the  TPR  method  is  effective  in  improving  students’ vocabulary proficiency, the author uses the pre-test and post-test which were handed out to each  students  in  both  classes  and  the  results  of  the  tests  are  analyzed  by  using  SPSS  17.0 software. According to the analysis of the pre-test and the post-test, it can be told that the TPR method positively promote students’ English vocabulary learning. Moreover, judging from the analysis of the posttest, students in EC have made a larger progress in vocabulary learning  than  that  of  the  students  in  cc,  implying  that  the  TPR  method  is  effective  to improve students’ vocabulary proficiency.  
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