英語学習者のシャドーイングと脳活動の関係の考察 [通常講演]
武知薫子; 服部圭子
TESLカナダ大会2015 2015年10月 口頭発表(一般)
Many teachers of English apply shadow training to their teaching in Japan. Shadow training is originally an interpreter training method argued for by Lambert (1991), and the effectiveness of this training method for EFL learners remains controversial. Kadota (2007) claims that lower proficiency learners improved listening comprehension skills through shadowing training. At the same time, Kurt (1992) and Selsekovitch & Leader (1989) deny its efficacy, saying that the shadowing process does not produce language translation in the brain. Our research group conducted NIRS (near infra-red spectroscopy) experiments on 10 Japanese university students, recorded their brain activities during their English shadowing and found patterns in their brain activation. This paper (presentation) will demonstrate 1) what the hypotheses the experiments started with, 2) how the hypotheses were driven, 3) how the experiments were conducted, 4) what the results were, and 5) what the questions for further discussion could be. The research was focused on two groups of learners: One, learners with reading proficiency dominance, and the other, learners with listening proficiency dominance. The presenter will conclude that instructors of foreign language should provide listening and speaking training considering the differences of proficiency and cognitive characteristics of the learners and that occasionally shadowing training could be inappropriate for certain types of the learners.