81002801

open access

Version of Record

フクショウ ヲ モチイタ ハツオン シドウ ニ ヨル ブンセツ オン/ r /、/ l /ヘ ノコウカ :シャドーイング ト リピーティング ノ ヒカク カラ

Effects of repeating tasks in teaching English pronunciation on segmental phonemes /r/ and /l/ : a comparison of shadowing and repeating tasks

Japanese (日本語)

神戸大学国際コミュニケーションセンター論集

7

37-50

神戸大学国際コミュニケーションセンター

2010

2011-05-06

The importance and difficulty of teaching pronunciation in English Language Education in Japan has been acknowledged. Although many teaching techniques such as repeating and shadowing have been employed, their effectiveness has not been appropriately confirmed. Therefore, in the present study, two popularly employed teaching techniques for pronunciation, that is, shadowing and repeating, were compared in terms of their effects on the segmental features of /r/ and /l/. A teaching experiment with nine 10 minute teaching sessions was conducted with two groups of second year junior high school students, wherein one group was exposed to the shadowing technique and the other was exposed to the repeating technique. The third formant (F3) frequency of /r/ and /l/ produced by the participants was analyzed in order to assess their improvement. The results revealed that no strong teaching effect was detected, though the group trained according to the repeating technique showed a slight improvement on both /r/ and /l/. The repeating technique allows learners to process input off-line, and this helps them pay sufficient attention to the articulation of segmental features such as /r/ and /l/, whereas shadowing requires them to reproduce input on-line with no time for proper articulation. This study concluded that more robust effects can be expected if the teaching techniques of shadowing or repeating are incorporated with an explanation of sound features, sound discriminations, and other pronunciation drills or exercises.

紀要論文