WEKO3
アイテム
Long-Term Retention of English through TPR in a Japanese Junior High School
http://hdl.handle.net/10105/671
http://hdl.handle.net/10105/67167e914bc-3640-4fe8-a13f-5a5f65fb2a60
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CERD2008-R09.pdf (296.2 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2009-12-15 | |||||||||
| タイトル | ||||||||||
| タイトル | Long-Term Retention of English through TPR in a Japanese Junior High School | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 主題 | Long-term Memory, TPR, Initial Stages of Foreign language Study | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
WATANABE, Kazuo
× WATANABE, Kazuo
× KAWABUCHI, Koji
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | 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. | |||||||||
| 書誌情報 |
教育実践総合センター研究紀要 巻 17, p. 53-58, 発行日 2008-03-31 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13476971 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11648373 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版者 | ||||||||||
| 出版者 | 奈良教育大学教育学部附属教育実践総合センター | |||||||||
