文法能力の向上のためのシャドーイングの活用

Abstract

There are many previous studies affirming that ‘shadowing’ affects improvement of the learner's voice ability, and it seems that there is a possibility that ‘shadowing’ might be useful for improving grammatical ability. In this research, we conducted shadowing as a practice in the classroom and a personal practice of the individual learner in order to explore whether shadowing helps improve grammatical abilities. Due to the situation in the field of Japanese language education, it is impossible to carry out enough shadowing in the classroom, and it is necessary for students to repeat the shadowing as a task. Therefore, we attempted to increase the frequency of shadowing exercises using reflection notes. First, through the SPOT test, we picked up "tte(って）", "teoku(ておく)" and "sou(そう)" as grammar items that students seemed to have not mastered, and practiced the shadowing of the conversation sentence containing this item. Both tests were conducted before and after shadowing practice. Comparison shows that there was a significant difference between the two tests. In other words, although the effect of shadowing was recognized, it was found that further practice is necessary to internalize the grammar. Although it was for a short period of time, it is meaningful to have students practice repeatedly and notice that Japanese learners themselves are aware of the change in their Japanese ability. In reflection notes of learners who had a high effect of shadowing practice, self-evaluation on the understanding of conversation sentence is high. So it is important to conduct shadowing exercises after understanding contents. And also, learners are satisfied with improving speech speed. Shadowing practice is a new and interesting practice method for Japanese learners and it has become clear that it is effective in improving grammar ability. In further study, we would like to pursue a more effective way to introduce shadowing into the classroom.