Over the past ten years it has been confirmed repeatedly that TPR is effective for developing Japanese junior high school students' abilities in listening, reading, and writing. However, although its effectiveness for developing speaking ability was confirmed by Asher (1969, 1972), Asher et al. (1974), and Gary (1975), whether it is effective for developing Japanese junior high school students' speaking ability has not been proved yet. The main purpose of this empirical study was to investigate whether TPR, a method characterized by much meaningful input and a little output, is more effective for developing Japanese junior high school students' speaking ability from the viewpoint of accuracy and fluency than the method commonly used in Japanese junior high schools that is characterized by a small amount of meaningful input and a large amount of mechanical output. The result confirmed the effectiveness of TPR for developing their speaking ability as well.
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