LLにおけるヒアリング指導の実践報告 : 音変化の指導を中心として

概要

論文の詳細を見る
What are the main reasons that listening is more difficult than reading for many learners of English as a second language? In reading it is generally easier to recognize a succession of words in sentences than in listening where perceiving a flow of distinct vocal sounds is more difficult due to liaison, elision, deletion, assimilation, and sound reduction. Therefore, in developing listening comprehension it is fundamental for learners to understand the mechanics of sound changes and to be drilled in listening to them. The benefits of teaching sound changes in the language laboratory rather than in a classroom involve the instructor's ease in combining three separate learning techniques: (1) classroom learning (e.g., receiving an explanation of sound changes), (2) group learning (e.g., practicing a dialog including sound changes with a partner), and (3) personal learning (e.g., listening to English through a headphone and answering a quiz). The language laboratory also puts some of Skinner's programmed learning theories into practice: learners' active reactions can be expected, immediate feedback from a teacher can be given, and learners can pace themselves to some extent. These have all been shown to be very helpful for teaching sound changes. With the above mentioned points in mind, the author conducted a study of language classes which gave priority to instruction in sound changes. This study covered a one-year language laboratory class for junior college students in which the students tried to understand the mechanism of sound change and were drilled in appropriate rules. All students took the JACET Basic Listening Test as a pre- and post- test (April and January, respectively). The test results are reported and discussed.
敬愛大学・千葉敬愛短期大学の論文

LLにおけるヒアリング指導の実践報告 : 音変化の指導を中心として

スポンサーリンク

概要

著者

関連論文

スポンサーリンク