| Project/Area Number |
24720247
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Akita University |
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Principal Investigator |
HAMADA Yo 秋田大学, 学内共同利用施設等, 講師 (00588832)
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | Shadowing / Motivation / Listening / シャドーイング / 動機 / 自信 / 効果的指導法 / リスニング / 音声知覚向上 / リスニング力向上 / 自己モニター / 動機減退 |
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| Outline of Final Research Achievements |
This study aimed to provide a teaching guideline for shadowing, considering demotivated learners. It first found that lower-motivated learners are at disadvantage in terms of listening skill improvement but also found that lower-proficiency learners benefit more from shadowing. To reduce further demotivation, learners should study the target materials before practicing shadowing. For pedagogical implications, teachers should give learners a chance to actually feel their improvement in each lesson, and explain the value of shadowing as well as the theories behind the practice procedure.
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