The Effect of Post-Shadowing on Listening Skills and Learner Attitudes
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초록
シャドーイングは近年、英語学習の分野において広く認知されるようになってきた。これま での研究の多くはシャドーイングがリスニングスキルに与える影響に焦点を当ててきたが、 その効果は習熟度の低い学習者に主に見られるという考え方が一般的だ。本研究の目的は、 ポストシャドーイングが3つの異なるレベルの学習者のリスニングスキルに与える影響を検 証することである。初級、中級、中級上の3つのグループに分け、1ヶ月間15分のシャドーイ ングを8回実施した。事前・事後テストとして、英検リスニングテストとディクテーション テストを実施し、それぞれ音素知覚力とリスニング理解力を測定した。その結果、シャドー イングは、中級レベルのグループで音素知覚を向上させることが分かった。しかし、初級と 中級上レベルのグループではその効果は限定的であった。リスニング理解力は向上せず、初 級レベルのグループではテスト前からテスト後にかけて点数が低下した。しかし、レベルに 関係なく、ほとんどの学習者がシャドーイングに対して肯定的な態度を示し、リスニングと スピーキングスキルが向上したと報告した。本稿では、第二言語習得（SLA）理論と心理学 的観点から研究結果を考察する。
Abstract
In recent years, shadowing has seen a significant surge in popularity in the field of English language learning. While much of the existing research has centered on its influence on listening skills, there is a prevailing belief that its benefits are predominantly observed among learners with lower proficiency levels. This study aims to examine the effects of post-shadowing on the listening skills of three different levels of learners in Japan. Three groups, low-, intermediate-, and upper-intermediate-proficiency learners, participated in eight shadowing practices which consisted of 15 minutes over the course of a month. The pre-and post-tests included the Eiken listening test and the dictation cloze test to measure phoneme perception and listening comprehension skills, respectively. The results showed that shadowing improved phoneme perception in the intermediate-proficiency group, but its effects were limited in low- and upper-intermediate-proficiency groups. Listening comprehension did not improve, and the scores of the low-proficiency group decreased from pre- to post-tests. However, regardless of their levels, most learners showed positive attitudes toward the shadowing experience and felt that it benefited their listening and speaking skills. The results are discussed in terms of second language acquisition (SLA) theories and psychological perspectives.
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