The Performance Verification of Foreign Language Activity Using TPR for the Elementary Students with Intellectual Disabilities

Abstract

TPR (Total Physical Response) can be the teaching method for the foreign language activity in the special needs education. One of the representative characteristics of TPR is that the student is not asked to respond with verbal language and they can respond with whole-body actions instead. Therefore, during the foreign language activities, students can respond with actions instead of striving to respond with verbal language. TPR method may be the most suitable method for the students who need special supports when learning foreign language and would reduce their burden during the foreign language activities. This study aimed to verify the effects of TPR method using the SNEAT by participating in the foreign language activity that employed the TPR method in special needs schools and analyzing the classes, since the TPR method would play the great role for the foreign language activity in the special needs education.