この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/31048
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 59 号
2010-12-24 発行
上級レベル学習者に対するシャドーイングの研究 : 学習者の気づきと教師の支援
A Study of Shadowing for Advanced Language Learners : Learners' noticing and instructors' support
Abstract
There are advanced learners who have acquired grammatical accuracy and native speaker level proficiency, but still have problems with pronunciation. This study reports the changes in pronunciation and noticing in their learning that the shadowing training brought to advanced level learners. Three advanced level learners, who each had an instructor who was a native speaker of Japanese, participated in a year long shadowing training. The learners were required to do 10 to 15 minutes of shadowing practice everyday and report on their noticing and difficulties by keeping journals. Each instructor met each student once a week to check their progress. Several pre and post tests were conducted, and the number of mispronunciations (phone, rhythm, accent, and missing sound) at the time of shadowing performance were measured, together with a qualitative analysis of learners' journals. As a result, the tendencies of (1) decreasing mispronunciation, (2) increasing subtleness of description and noticing, (3) expansion of objects for description (from segmental to suprasegmental), and (4) improvement of self correction ability, were observed.
About This Article
著者キーワード
advanced Japanese language learners
shadowing
pronunciation
noticing
support
上級学習者
シャドーイング
発音
気づき
支援
Other Article
PP. 133 - 140