This study is an experimental research to identify the effects of shadowing learning on the suprasegment acquisition of Japanese learners. Based on the assumption that Japanese learners feel difficulties in communication because they lack the learning...
This study is an experimental research to identify the effects of shadowing learning on the suprasegment acquisition of Japanese learners. Based on the assumption that Japanese learners feel difficulties in communication because they lack the learning on suprasegment even with their high acquisition, this study investigates the effectiveness of applying shadowing learning as a part of attempts to acquire suprasegment learning. This study also try to examine the educational effectiveness by assigning intonation, speech rate, pause as the analysis elements of suprasegment and to confirm the possibility of the application of shadowing learning in actual fields.
Thus, this study selected 20 Japanese learners in intermediate level and advanced level residing in Seoul as the targets of this study, and it conducted an experiment by classifying them into an experimental group of 10 learners under the classes utilizing shadowing learning and a control group of 10 learners under the classes utilizing the method of repeating and reading aloud. Prior to the classes, a pre-test was performed. An examination on the equivalence between the groups and the verification on the credibility among the evaluators based on the records from the pre-test was performed in order to secure the equivalence for suprasegment capability. The experimental classes were conducted with total 8 sessions for 3 weeks including the pre-test and post-test. A part of drama in which suprasegment was well-revealed was used as learning materials and evaluation material for the pre-test and post-test. For the pre-test and post-test, two evaluators working in the field of teaching the Korean language more than two and half years conducted the impression evaluation for each area of suprasegment. Based on the evaluation results from the pre-test and post-test, the effects of each group in the areas intonation, speech rate, pause were identified, and the differences in the effects between the two groups were compared and analyzed.
The results from the analysis are as follows. It was found that shadowing learning had effects in all the areas of intonation, speech rate, pause and the entire suprasegment, while repeating and reading aloud had significant effects only in the area of pause and the entire suprasegment. Although there were not significant differences in the comparison of the effects between the two groups, it was found that the d-values of effect scale of shadowing learning in each area and the entire areas were higher. It showed that shadowing learning had more positive influences. Moreover, the following suggestions could be induced through the analysis on the evaluation items.
First, the shadowing learning was highly influenced by priming effect. The experiment showed that the effectiveness of shadowing doubled in the area which exposed in daily classes. It means that the guidance on suprasegment is possible in the forms of task or self-learning if a lot of exposure is a prerequisite in classes even without being dealt as an item in classes.
Second, shadowing learning can take a positive role in the phenomenon of language transfer of Japanese learners. Shadowing has the objective of repeating the sound most similarly, accompanying the consciousness-raising and concentration on the sound through repetitive practice and feedback and the process of correcting errors. It is assumed that such process weakens the language transfer.
Third, shadowing learning enables the classes per language. In shadowing learning, learning materials are usually adjusted for the level of i-1 or i-2. Operating classes are possible because the materials are comprised for learners with low acquisition in spite of the mixture of learners’ acquisition. Given that the students with the acquisition from level 3 to level 5 participated in this experiment, the experiment confirmed that operating classes per language, not classes per acquisition, were possible. Furthermore, it was also shown that shadowing learning positively influenced the item that cannot be learned despite high acquisition and the item causes errors in a particular language aside from language transfer. It is suggested that the education on these points can be possible when conducting classes per language.
In conclusion, the implications of this study are as follows. First, this study confirmed the effectiveness of shadowing for the detailed areas of suprasegment. Second, this study suggested the educational method for suprasegment education for Japanese learners and verified its effectiveness.
본 연구는 섀도잉 학습이 일본어권 학습자들의 초분절음(suprasegment) 습득에 어떠한 영향을 미치는지를 밝히기 위한 실험 연구이다. 일본어권 학습자들이 높은 숙달도를 가졌음에도 초분절음...
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