日本語授業におけるシャドーイング の実践研究- 中等教育課程の学習者を対象に -

Abstract

In this study, a practical research project was conducted with the goal of enhancing the diversity of Japanese language instruction in the middle school curriculum and promoting autonomous learning among Japanese language learners by introducing the shadowing App 'Gambatte Shadowing.' Shadowing exercises were conducted in after-school Japanese language classes using a selective group format. The teacher mentioned that it's hard to confirm the objective effects of the shadowing app-based practice in the short term. However, she pointed out that it was noteworthy that students became more conscious of their pronunciation, accent, and intonation as a result of shadowing exercises. Furthermore, the learners themselves found that using the shadowing app for practice was refreshing and helped them become more familiar with Japanese, leading to increased awareness of pronunciation and accent. They evaluated shadowing exercises as beneficial for Japanese language learning. Improvement in comprehension of content, accuracy(pronunciation, accent), completeness, and naturalness of speech was observed from the initial practice to the final practice. It was also noted that learners expressed the intention to continue using the shadowing app consistently. On the other hand, some learners lost interest in shadowing exercises while striving to match the waveform of the model and their own waveform. It was emphasized that it is necessary to focus on the shadowing and encourage learners to produce speech without delay, clarifying the purpose and effects of shadowing practice.