書誌事項
- タイトル別名
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- A Study on Learning Strategies in Shadowing Training
- ガクシュウ ホウリャク ノ チガイ ガ シャドーイング ノ フクショウリョウ ニ アタエル エイキョウ
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説明
This study investigates whether differences in learning strategies affect shadowing performance. Prior studies suggest that shadowing takes up so much attention that some learners need a way to scaffold self-monitoring in order to facilitate shadowing. Therefore, this study sets three conditions and compares their ability to improve shadowing performance. Thirty-five Japanese university students were divided into the following three groups, which were subjected to different conditions: a self-study group (N=12), wherein learners listened to their shadowed voice to check their progress; a pair work group (N=12), wherein learners received feedback from a peer; and a control group (N=11), wherein learners received no feedback on their shadowing performance and participated in a 60-minute shadowing training session. A pre- and post-test analysis revealed that the self-study group outperformed the other two groups. However, the analysis also revealed that in all three conditions, the production of function words failed to meet that of content words.
収録刊行物
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- リメディアル教育研究
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リメディアル教育研究 7 (1), 131-140, 2012
日本リメディアル教育学会
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詳細情報 詳細情報について
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- CRID
- 1390282680759935360
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- NII論文ID
- 110009603621
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- NII書誌ID
- AA12222209
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- ISSN
- 24238252
- 18810470
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- NDL書誌ID
- 023821189
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- 本文言語コード
- ja
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- 資料種別
- journal article
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- データソース種別
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- JaLC
- NDLサーチ
- CiNii Articles
- KAKEN
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- 抄録ライセンスフラグ
- 使用不可