A Study on the Efficacy of Shadowing on Listening Comprehension

류란,황선유 한국현대영어영문학회 2011 현대영어영문학 Vol.55 No.3

This study examined effects of shadowing practice on listening comprehension and was conducted with 58 participating freshmen at a university in Daejeon area. All participants were taught an intensive course for TOEIC listening for 15 days in the winter of 2010. 36 students out of the 58 practiced shadowing and was classified as the shadowing group. The non-shadowing group consisted of 22 students and didn't practiced shadowing. Both groups were given two simulated tests of TOEIC before and after the instruction, and only listening comprehension scores were used for the study. At the end of the instruction, questionnaire survey was carried out only for the shadowing group to find out their perception on shadowing. Results of the post-test showed that shadowing students performed better than non-shadowing students, demonstrating that shadowing practice contributed to improving listening comprehension. For the perception of the students toward shadowing, more proficient students showed positive attitude toward shadowing, increased self-confidence, and low anxiety level, all of which are beneficial for improving their listening comprehension. It is thus suggested from the results that shadowing be an operative and helpful listening strategy that L2 learners control and use when needed, especially for more proficient learners.

A Study on the Efficacy of Shadowing on Listening Comprehension

( Ran Ryu ),( Seon Yoo Hwang ) 한국현대영어영문학회 2011 현대영어영문학 Vol.55 No.3

This study examined effects of shadowing practice on listening comprehension and was conducted with 58 participating freshmen at a university in Daejeon area. All participants were taught an intensive course for TOEIC listening for 15 days in the winter of 2010. 36 students out of the 58 practiced shadowing and was classified as the shadowing group. The non-shadowing group consisted of 22 students and didn`t practiced shadowing. Both groups were given two simulated tests of TOEIC before and after the instruction, and only listening comprehension scores were used for the study. At the end of the instruction, questionnaire survey was carried out only for the shadowing group to find out their perception on shadowing. Results of the post-test showed that shadowing students performed better than non-shadowing students, demonstrating that shadowing practice contributed to improving listening comprehension. For the perception of the students toward shadowing, more proficient students showed positive attitude toward shadowing, increased self-confidence, and low anxiety level, all of which are beneficial for improving their listening comprehension. It is thus suggested from the results that shadowing be an operative and helpful listening strategy that L2 learners control and use when needed, especially for more proficient learners. (Woosong College, Woosong University)

Shadowing for Pronunciation Development: Haptic-Shadowing and IPA-Shadowing

Yo Hamada 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.1

Shadowing was introduced to foreign language teaching in the 1990s and since then it has been researched in EFL teaching contexts. Shadowing has been used as a listening task, and its effectiveness on listening comprehension has been acknowledged. However, its effect on pronunciation development remains unclear. With this unresolved issue in mind, I have attempted to develop shadowing-based pronunciation teaching methods by combining shadowing with activities for pronunciation skill development, namely haptic-shadowing and IPA-shadowing. A total of 58 Japanese second-year university students participated in the experiment (29 for haptic-shadowing and 29 for IPA-shadowing). A total of 15 lessons were given to each group. The results show that the haptic-shadowing group statistically improved on all the three features of comprehensibility, segmental features, and suprasegmental features, while the IPA-shadowing group improved on comprehensibility and segmental features. Additionally, an exploratory factor analysis was conducted to examine learners’ perceptions toward the two types of shadowing. Learners have a more positive and fresh image of haptic-shadowing and IPA-shadowing.

JOB SHADOWING을 활용한 중학생 진로탐색 집단상담 프로그램 개발

신미진,유형근,조용선 한국진로교육학회 2008 진로교육연구 Vol.21 No.1

The purpose of this study was to develop career exploration group counseling program using job shadowing for enhancing middle school students' career maturity. To achieve this purpose, questions of this study are the following; First, What are the contents of career exploration group counseling program using job shadowing? Second, How effective is the program? In this study, the middle school students' career development, career education, existing career group-counseling program and job shadowing for improving career maturity of middle school students were reviewed. The components of this program were extracted from the leading research. The process of constructing the program followed the Park In-Woo(1995)'s systematic counseling program development model and the program was consisted of total 10 sessions. In order to validate the constructed program, 14 students randomly among 39 applicants were selected and distributed equally to a experimental group and a control group. Each group was conducted pre-test and carried out the career exploration group-counseling program using job shadowing for 70 minutes to the experiment group over 10 times for 5 weeks, and conducted post-test; As measuring instruments, the 'Career Maturity Test' developed by Korea Occupational Ability Development Service(2001) was used. Data analysis was performed using MANCOVA using SPSS. And in order to complement the shortage of quantitative analysis, the observation of participants, job shadowing report and results of satisfaction test were analysed additionally. The results of this study were as follows; First, career exploration group counseling program using job shadowing for enhancing career maturity of middle school students can be constructed with four components: Self-Understanding→Work and Job Understanding→Career Decision-Making→Career Plan, and consists of job shadowing in domain of 'work and job understanding'. Second, the test score of experiment group members was improved significantly comparing with that of control group members. It shows that the constructed program is effective for career maturity. 본 연구의 목적은 중학생의 진로 성숙도 향상을 위한 job shadowing을 활용한 진로탐색 집단상담 프로그램을 개발하는 것이다. 이에 따른 연구문제는 첫째, Job shadowing을 활용한 중학생 진로탐색 집단상담 프로그램은 어떠한 내용으로 구성할 것인가? 둘째, Job shadowing을 활용한 중학생 진로탐색 집단상담 프로그램의 효과는 어떠한가? 이다. 선행 연구 고찰을 토대로 프로그램의 구성요소를 도출했으며, 박인우(1995)의 체계적 상담 프로그램 개발 모형에 기초하여 프로그램을 구안하였다. 구안된 프로그램은 10회기의 자기이해→일과 직업세계의 이해→진로의사결정→진로계획의 구성요소로 구안되었다. Job shadowing은 ‘일과 직업세계의 이해’의 영역에 포함시켰다. 구안된 프로그램을 중학생에게 실시한 결과 실험집단의 진로성숙도가 유의하게 향상되었다. 본 연구는 진로탐색 집단상담 프로그램에 직업체험이라는 실질적이고 적극적인 방법을 활용하여 학교생활과 직업생활의 연관성을 찾을 수 있도록 조력할 수 있는 프로그램을 개발했다는 점에서 그 의의가 있다.

반복 대화체 쉐도잉(Shadowing) 학습이 한국 대학생의 영어 발음향상과 정의적 태도에 미치는 영향

고희정,차현지 한국교양교육학회 2018 교양교육연구 Vol.12 No.6

This study is mainly focused on the effects of shadowing on Korean university students' English pronunciation. Twenty Korean university students divided into two groups according to their English proficiency. The students of two groups participated in 5 weeks of shadowing training. The participants took pre and post pronunciation-speaking tests and their test were recorded to compare the rating results by two native speakers. Also, the participants answered the post survey questions to analyse their change of attitude and reaction of shadowing. The main results of this study are as follows. First, shadowing has positive effects about students' segmental and suprasegmental pronunciation factors. Those factors was more effective for low proficiency students group than high proficiency students group. Interestingly, suprasegmental factors were more improved than segmental factors. In suprasegmental factors, stress, intonation, rhythm and speed were more developed than linking. Second, native-speaker raters pointed out that shadowing learning had greater effects on Korean learners’ stress and intonation, but less effects on their linking sounds and consonants. Both high-English proficienct learners and low-English proficient learners had problems on consonants such as [l], [r], [ɵ], [ð]. They also analzed the results that there were greater shadowing learning effects on low-English proficient learners rather than high-English proficienct learners. Third, shadowing has positive effects of attitudes and reactions of students. Participants told that they liked English speaking, listening and pronunciation more than before shadowing. They thought that they could reduce tension and difficulties of pronunciation by shadowing; also, they could have interests and confidence of English and English pronunciation. Shadowing was effective to correct their wrong pronunciation, too. In conclusion, those results show that shadowing is effective to improve English pronunciation Abstract 340 (제12권 제6호) of Korean learners of English. Shadowing can be a useful method for English pronunciation class with well-equipped computers, TV, audio system. in Korea. Shadowing will be a more effective way for developing English pronunciation with planing consider students' interests, selecting proper topics, teaching materials and giving appropriate feedback. 본 연구는 한국 대학생들의 발음에 쉐도잉의 효과를 주는지 살펴보았다. 20명의 한국 대학생 을 영어 능숙도로 상, 하로 나누었다. 5주 간의 쉐도잉 학습을 받은 참가자들은 사전, 사후 말하 기 테스트를 보았고, 녹음된 파일을 두 명의 원어민이 결과를 분석했다. 그리고 참가자들은 사후 설문지 작성을 통해 쉐도잉에 대한 태도 변화와 반응에 관한 항목에 응답했다. 본 연구의 결과는 다음과 같다. 첫째, 쉐도잉은 분절음과 초분절음 발음 요소에 긍정적인 영 향을 주었다. 영어 능숙도가 낮은 학습자에게서 더 효과가 있었다. 분절음 보다 초분절음 요소가 더 많이 향상되었다. 초분절음 요소인, 강세, 억양, 리듬과 속도가 연음보다 더 많이 향상되었다. 둘째, 원어민 채점자들은 강세와 억양이 쉐도잉 학습의 효과를 통해서 큰 향상을 나타내었지 만, 연음과 자음영역에 있어서는 효과를 발견하기 어려웠다고 말했다. 특히 자음은 많은 연구를 통해서 밝혀진 한국인 영어학습자들의 문제점을 제시 했는데, 특히 [l], [r], [ɵ], [ð] 발음의 문제는 상위, 하위 학습자 모두에서 지적되었다. 셋째, 쉐도잉 학습의 긍정적인 효과에 대한 결과를 알아볼 수 있었다. 학습자들은 쉐도잉 학 습을 통해서 쉐도잉과 영어말하기, 듣기, 발음 연습를 더 좋아하게 되었고, 쉐도잉 학습이 자신 들의 발음에 대한 긴장감을 완화시키고, 영어발음의 향상에 도움이 된다는 것이 학습자들의 의 견이었다. 또 학습자들은 영어발음이 향상되면 영어말하기 능력도 함께 좋아진다고 응답하였다. 결론적으로 쉐도잉은 한국 학습자의 발음 향상에 효과적이다. 쉐도잉은 특히 컴퓨터 시설이 잘되어 있고 음향시설이 잘된 한국의 교실에서 유용하게 사용될 수 있다. 학습자들이 쉐도잉 학 습을 하면서 이와 관련된 학습자의 관심 혹은 흥미, 적절히 선정된 주제. 교수 자료와 더불어 적 절한 피드백이 함께 이루어진다면 더 발전된 형태의 쉐도잉 학습을 이용한 발음교육을 가능하 게 할 것이다.

日本語授業におけるシャドーイング の実践研究- 中等教育課程の学習者を対象に -

최진희 한국일어일문학회 2023 日語日文學硏究 Vol.127 No.-

In this study, a practical research project was conducted with the goal of enhancing the diversity of Japanese language instruction in the middle school curriculum and promoting autonomous learning among Japanese language learners by introducing the shadowing App 'Gambatte Shadowing.' Shadowing exercises were conducted in after-school Japanese language classes using a selective group format. The teacher mentioned that it's hard to confirm the objective effects of the shadowing app-based practice in the short term. However, she pointed out that it was noteworthy that students became more conscious of their pronunciation, accent, and intonation as a result of shadowing exercises. Furthermore, the learners themselves found that using the shadowing app for practice was refreshing and helped them become more familiar with Japanese, leading to increased awareness of pronunciation and accent. They evaluated shadowing exercises as beneficial for Japanese language learning. Improvement in comprehension of content, accuracy(pronunciation, accent), completeness, and naturalness of speech was observed from the initial practice to the final practice. It was also noted that learners expressed the intention to continue using the shadowing app consistently. On the other hand, some learners lost interest in shadowing exercises while striving to match the waveform of the model and their own waveform. It was emphasized that it is necessary to focus on the shadowing and encourage learners to produce speech without delay, clarifying the purpose and effects of shadowing practice.

섀도잉(shadowing) 기법을 활용한 한국어 수업 방안

남지현 국제한국어교육학회 2018 한국어 교육 Vol.29 No.2

The purpose of this study is to introduce an efficient measure in Korean language education for learners of Korean by applying shadowing techniques which focus on improving not only listening and speaking skills but also reading and writing skills. First of all, the study discusses about the definition of shadowing along with the effect of shadowing. The second part will be about examining the proposed method related to shadowing technique which is comprised of original shadowing techniques and other techniques transformed from the original. Thirdly, the paper will be discussing background information of the shadowing technique in previous researches and experiments using shadowing techniques in Korean language education. Finally, there will be an introduction of learning measures that apply to skill unification. Most of the previous researches of the shadowing technique were limited to a few students with only mid-to-high level learners while this method could cover up to a wide range of learners. The most effective way of learning a foreign language would firstly be the suggested method and the focus should be on repetition and practice of the learners.

Continuous Shadowing and stability for group actions

김상진 대한수학회 2019 대한수학회지 Vol.56 No.1

Recently, Chung and Lee \cite{CL} introduced the notion of topological stability for a finitely generated group action, and proved a group action version of the Walters's stability theorem. In this paper, we introduce the concepts of continuous shadowing and continuous inverse shadowing of a finitely generated group action on a compact metric space $X$ with respect to various classes of admissible pseudo orbits and study the relationships between topological stability and continuous shadowing and continuous inverse shadowing property of group actions. Moreover, we introduce the notion of structural stability for a finitely generated group action, and we prove that an expansive action on a compact manifold is structurally stable if and only if it is continuous inverse shadowing.

구어체 텍스트를 활용한 섀도잉 학습이 학습자의 발음에 미치는 영향

김현진 한국어문화교육학회 2016 한국어문화교육 Vol.9 No.2

【벼리】본 연구는 섀도잉 학습을 한국어 발음 교육에 적용할 때, 텍 스트가 학습자의 발음에 미치는 영향에 대해서 밝히기 위한 실험 연 구이다. 여기서 선정한 텍스트는 ‘구어체 텍스트’와 ‘문어체 텍스트’이 다. 즉 일상적인 대화를 위주로 하는 ‘구어체 텍스트’와 정보 제공과 설명을 위주로 하는 ‘문어체 텍스트’를 각각 실험 집단과 통제 집단으 로 구분하여 실험을 실시하였다. 이후 실험 결과를 통하여 각각의 텍 스트를 활용한 효과와 두 집단의 차이점을 비교, 분석하였다. 본 연구는 한국어 발음 교육에 섀도잉 학습을 적용할 때, 변수로 작용할 수 있는 텍스트에 대한 연구를 처음 시도하였다는 점과 또한 구어체 텍스트와 문어체 텍스트를 섀도잉 학습에 활용할 때, 각 텍스 트에 대한 효과와 두 텍스트를 구체적으로 비교, 분석하였다는 점에 서도 그 의의를 찾을 수 있다. This study is the experimental research to discover the effects of Shadowing applying texts on learners’ Korean pronunciation. The selected texts are the spoken text and the written text. In other words, this study conducted experiments classifying the spoken text of the ordinary conversation pattern as the experimental group and classifying the written text of the information provider and the explanation pattern as the control group. After that, this study compared and analyzed the effect applying each text and the differences between two groups through the experimental result. The results through the experiment, First, the spoken text of Shadowing took a greater effect than the written text in the general part of the education of Korean pronunciation and the detailed domain. Especially, this study drew the conclusion that Shadowing using the spoken text can be of great assistance to the fluency of the pronunciation drawing a conclusion that fluency which is the only meaningless in the control group has the biggest effect on the experimental group, on the contrary. Second, the result showed that the spoken text of Shadowing had the more positive effect on students’ affective attitude and responses than the written text. This study can find the significance in that it first attempted the study on the variable text when people apply Shadowing to the education of Korean pronunciation. Also, this study can find the significance about the specificcomparison and analysis of the effect about each text and two texts when learners apply the spoken and the written text to Shadowing.

CONTINUOUS SHADOWING AND STABILITY FOR GROUP ACTIONS

Kim, Sang Jin Korean Mathematical Society 2019 대한수학회지 Vol.56 No.1

Recently, Chung and Lee [2] introduced the notion of topological stability for a finitely generated group action, and proved a group action version of the Walters's stability theorem. In this paper, we introduce the concepts of continuous shadowing and continuous inverse shadowing of a finitely generated group action on a compact metric space X with respect to various classes of admissible pseudo orbits and study the relationships between topological stability and continuous shadowing and continuous inverse shadowing property of group actions. Moreover, we introduce the notion of structural stability for a finitely generated group action, and we prove that an expansive action on a compact manifold is structurally stable if and only if it is continuous inverse shadowing.