学習開発学研究 Issue 8
published_at 2015-03-16

シャドーイング法は文章理解のどの側面に効果があるのか <研究論文 : 学習開発学の今>

Which aspects of listening comprehension does the shadowing method facilitate? <Research Article>
Nakayama Tomokazu
Suzuki Akio
Matsunuma Mitsuyasu
fulltext
1.01 MB
JEducSci_8_203.pdf
Abstract
This study investigated the aspects of listening comprehension for which the shadowing method is effective, compared with the listening instructions generally applied in English pedagogy in Japan. The text comprehension model developed by van Dijk and Kintsch (1983) and Kintsch et al. (1990) was applied in this study. The participants were 56 university students, who were assigned to the shadowing method group (n = 28) or general instruction group (n = 28). Each group underwent a 60-minute training session once a week for 5 weeks. Pre- and post-listening tests based on the situation model were conducted for both groups before and after the training. The results of a t test showed that the difference between the pre- and post-tests with the propositional text base was significant and that the scores for the shadowing method were higher. However, the tests for surface structure and situational understanding indicated no significant difference between the two groups. These results demonstrate that the shadowing method has a positive influence on listening comprehension; however, it does not facilitate situational understanding, which requires understanding the whole text.
Descriptions
この原稿は、2011年7月に北海道立道民活動センターで行われた日本教育心理学会第53回総会で発表した内容に基づき作成された。
Keywords
Listening instruction
shadowing method
listening comprehension
situation models
聴解指導法
シャドーイング法
聴解
状況モデル
Rights
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