스페인어 청취 교육에서의 섀도잉 활용에 관한 연구

Abstract

This study analyzes the difficulties experienced by undergraduate learners majoring in Spanish in advanced listening and their needs in listening classes, and proposes a teaching method that incorporates shadowing practice for improving listening skills. Shadowing began to be known as a basic practice for simultaneous interpretation, and has been widely introduced as a teaching method for improving listening skills and speaking fluency in foreign language education. Domestic research on shadowing has mostly focused on its use as a teaching method for improving listening skills of learners in EFL (English as a Foreign Language) or KFL (Korean as a Foreign Language) courses, excluding professional interpretation education. This study, however, examines whether the assumption that shadowing practice helps learners improve their ability for bottom-up information processing by developing repeated phonemic awareness of auditory input is also valid for advanced listening practice for undergraduate Spanish learners. For the purpose of the study, shadowing was incorporated in listening classes for Spanish majors who have completed Spanish language courses of intermediate or higher levels, and the learners were surveyed about difficulties experienced in listening and benefits of shadowing in learning achievement. Survey results demonstrated the necessity and validity of shadowing in Spanish learning for improving the ability for bottom-up information processing in areas that learners often find challenging, such as pronunciation, speed and intonation.