| Item type |
デフォルトアイテムタイプ_（フル）(1) |
| 公開日 |
2023-03-18 |
| タイトル |
|
|
タイトル |
シャドーイング遂行を促進する最適な事前課題 : 事前課題の感覚モダリティと試行数に焦点を当てて |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
What is the Most Effective Pre-task to Facilitate Shadowing Performance?: Focus on sensory modality of pre-task and repetition trials |
|
言語 |
en |
| 作成者 |
入江, りさ子
張, 鶴鳳
唐, 然
松見, 法男
|
| アクセス権 |
|
|
アクセス権 |
open access |
|
アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 権利情報 |
|
|
権利情報 |
Copyright (c) 2022 人間社会科学研究科 |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
Shadowing |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
visual presentation |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
auditory presentation |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
repetition trials |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
シャドーイング |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
視覚呈示 |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
聴覚呈示 |
| 主題 |
|
|
主題Scheme |
Other |
|
主題 |
試行数 |
| 内容記述 |
|
|
内容記述 |
In this study, we examined efficient shadowing methods for advanced class of Chinese learners of Japanese in terms of pre-task and number of trials. Two factors were set up as independent variables. The first factor was the sensory modality in presentation of the pre-task, consisting of visual or auditory presentation. The second factor was the number of shadowing trials, with three levels: one, two, and three trials. As the pre-tasks, participants were instructed to read Japanese sentences with “whispering-to-oneself" when being presented visually (visual pre-task) or listen to Japanese sentences when being presented auditorily (auditory pre-task). After doing the pre-tasks, the participants shadowed the same Japanese sentences three times, and were asked to orally recall the sentences at the end of shadowing. Fluency and accuracy of Japanese sentences in both shadowing and oral recall were adopted as dependent variables. The results showed that visual pre-task improved oral recall performance after shadowing more than auditory pre-task. It was also suggested that shadowing fluency improved after three trials of shadowing. The visual pre-task may enhance both phonological and semantic memory of the shadowing material, resulting in better playback performance. Based on these findings, the visual pre-task followed by three shadowing sessions may be one of the most effective learning methods of Japanese sentences for advanced class of Chinese learners of Japanese. |
|
言語 |
en |
| 出版者 |
|
|
出版者 |
広島大学大学院人間社会科学研究科 |
| 言語 |
|
|
言語 |
jpn |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| ID登録 |
|
|
ID登録 |
10.15027/53399 |
|
ID登録タイプ |
JaLC |
| 収録物識別子 |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
2436-0333 |
| 収録物識別子 |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AA12909086 |
| 開始ページ |
|
|
開始ページ |
242 |
| 書誌情報 |
広島大学大学院人間社会科学研究科紀要. 教育学研究
Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education
号 3,
p. 242-250,
発行日 2022-12-23
|
| 旧ID |
53399 |
BullGradSchHumanitSocSciHUStuEdu_3_242.pdf (1.5 MB)
