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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
https://keiai.repo.nii.ac.jp/records/1503
https://keiai.repo.nii.ac.jp/records/15038fd6e671-a4a7-4ef9-9e2a-883aabe68399
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004438872.pdf (668.0 kB)
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| Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2016-08-18 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 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 | |||||||||||
| タイトル | ||||||||||||
| タイトル | Developing Listening Comprehension in the Language Laboratory : A Study in Teaching Sound Change | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 雑誌書誌ID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AN1038070X | |||||||||||
| 著者 |
柳原, 由美子
× 柳原, 由美子
× Yanagihara, Yumiko
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| 著者所属(日) | ||||||||||||
| 国際教養科 | ||||||||||||
| 抄録(英) | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | 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. | |||||||||||
| 書誌情報 |
国際教養学論集 en : Journal of International Liberal Arts 号 6, p. 105-125, 発行日 1996-04-30 |
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