Long-Term Retention of English through TPR in a Japanese Junior High School

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This study supports the conclusion demonstrated in Asher's studies that delayed oral practice with actions brings considerable effectiveness. We found that even in a Japanese junior high school, TPR would be an appropriate and effective teaching method that will promote acquisition of comprehensible input in a natural way, promising its long-term retention for active use later. More specifically, we found that when we compared results of the tests administered before and after the summer vacation, the control group tended to have lower scores on the reading test, while the TPR group maintained their previous scores. This shows that TPR helped students retain the ability to read their words and sentences. The TPR group kept high scores on the listening test as well. Second, it is statistically confirmed that the lower achieving students benefited most from TPR.

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