中国人上級日本語学習者の文章聴解に及ぼすシャドーイングの効果 : 作動記憶容量を操作した実験的検討　

Effects of Shadowing on Listening Comprehension of Japanese Texts in Advanced Chinese Learners of Japanese: Manipulating Working Memory Capacity

王 金芝

王 校偉

伊藤 賀与子

祁 潔

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

We performed an experiment to examine the effects of shadowing on listening comprehension of texts. We explored whether the effects differ depending on individual differences in working memory capacity compared with listening for advanced Chinese students learning Japanese. The results showed that the shadowing effects on comprehension and memory of texts vary depending on the learner’s working memory capacity. On the one hand, shadowing facilitated memorization of meaning for learners with a large working memory capacity and understanding the situation model was comparable to listening. On the other hand, learners with a small working memory capacity did not experience the effect of promoting semantic memory and shadowing was less likely for comprehension of the situation model than listening. The results of this study suggest that listening comprehension and memory in a second language differ depending on the combination of listening method and working memory capacity.

listening comprehension of texts

shadowing

working memory capacity

advanced level of Chinese students learning Japanese

文章聴解

シャドーイング

作動記憶容量

中国人上級日本語学習者

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725