シャドーイングとリピーティングが中国人初中級日本語学習者のスピーキング力に及ぼす効果 : 作動記憶容量を個人差要因として

The Effect of Shadowing and Repeating on the Speaking Ability of Chinese Pre-intermediate Learners of Japanese: Working memory capacity as an individual difference factor

王 校偉

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

This research aimed to investigate the effect of shadowing and repeating on the speaking ability of pre-intermediate learners of Japanese and the cognitive mechanisms involved. A self-referenced utterance task which might encourage improvement of speaking ability was incorporated into the training. To measure the improvement of the 3-week training, pre-test and post-test were conducted. In addition, to investigate the cognitive mechanism, we examined how the transformation in speaking performance (fluency, accuracy and complexity) differed according to working memory capacity. Results indicate: (a) the fluency and complexity of speaking increased in the post-test than pre-test for both shadowing and repeating, (b) the speaking fluency increment was larger for learners with larger working memory capacity compared with those with smaller. The results indicated that both shadowing and repeating, when combined with self-referenced utterance task, impacted on the speaking ability, and fluency relies more on working memory capacity than complexity and accuracy.

shadowing

repeating

speaking

working memory capacity

self-referenced utterance task

シャドーイング

リピーティング

スピーキング

作動記憶容量

自己参照発話練習

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725