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Shadowing Japanese Download Mp3
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Blythe Detlefs
Dec 31, 2023, 1:23:07 PM12/31/23
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Taking into consideration these concerns in implementing shadowing in language classes at an Australian university, for the present study, it was decided to conduct shadowing as a homework assessment so that students could fully concentrate on the input of the model audio with a minimum of interference to his/her own output, which is expected to bring positive side effects in alleviating speech apprehension and fear of evaluation in front of the teacher and peers.
In implementing shadowing practice in the second language teaching context, Kadota and Tamai (Kadota and Tamai 2004) recommend the following six shadowing steps: 1) listening: listening to the audio without the script, and trying to roughly grasp the content and the speech style; 2) mumbling: shadowing without the script, focusing on the heard sound rather than reproducing pronunciation; 3) synchronized reading (content understanding): shadowing with the script, focusing on the meaning of the script; 4) prosody shadowing: shadowing focusing on prosodic features, such as stress, rhythm, intonation, speed, and pause; 5) synchronized reading (difficult points): shadowing with the script, focusing on the parts listeners find difficult; and 6) content shadowing: shadowing focusing on the content without reading the script (p. 62). This set of shadowing steps has been widely referred to by teachers and researchers (Hamada 2012; Kyo 2012; Saito et al. 2011, etc). It is suggested that the level of shadowing script ideally should include 2 or 3 unknown vocabulary items in every 100 words; and that it be presented at the speed that learners can listen and grasp the general meaning, which is the proximal level of i-1, where they can feel comfortable in shadowing (Kadota 2007, p. 236). This recommended difficulty assumes content shadowing, the final shadowing step focusing on the understanding of the content meaning, in that it limits the least number of unfamiliar words, at moderate speech speed. However, the shadowing materials for the present study were developed in order to target the mastery of prosodic shadowing, focusing on the accuracy of the speech production. Therefore, the shadowing materials in this study included more than a few unknown vocabulary and grammar expressions; while the degree of unfamiliarity may largely vary depending on the language proficiency level of each student. As for the shadowing model audio speed, gradual speed progression method was employed. The main purpose of this method is to ascertain that all the students have become familiar with shadowing practice at relatively slow speed, and then to gradually adjust them to the moderate and then faster speed on a weekly basis, with the aim to be at a native-like speed at the end of the study period. In doing so, instead of using commercial audio materials (e.g. textbook CDs), the teaching instructor, who is a native Japanese speaker, recorded the model audio himself, in order to flexibly adjust the speech speed to suit best this study design.
shadowing japanese download mp3
Download File https://t.co/rp2FB2mWdM
Scatter diagrams were generated to project visual mapping of the relationship between correlation values to the item Sf4 and mean item scores, to identify variables that needed to improve in order to encourage the intention to continue shadowing for Research Question 3.
Besides the correlation value, the mean score of each item must also be taken into consideration, in order to measure the relative positivity with regard to the intention to continue shadowing (Research Question 3). Firstly, a scatter diagram was generated based on the correlation value (Y-axis) and the item mean scores (X-axis). Secondly, the mean of the correlation values and the item scores of the 34 questionnaire items in HP and LP groups were calculated (HP: item M = 4.27, correlation M = 0.367; LP: item M = 4.10, correlation M = 0.303), and placed as the origin of the coordinate axes (dotted cross, see Fig. 3). Thirdly, items in the area above mean correlation value and below mean item score were identified (encircled area). These are the variables considered extremely important because of the high correlation to the intention item (Sf4) with below average positivity, which poses room for improvement in encouraging the intention to continue shadowing in the future.
It is also understandable that more HP participants commented on sophisticated aspects of shadowing as positive, such as fast speed of the model audio (n = 6) and understanding the content of the materials (n = 4) than did LP participants (n = 3, n = 2, respectively). This is assumed to be because proficient participants can utilize their brain resources besides bottom-up processing for higher language processing to comprehend the content, which can also help accelerate the processing speed once succeeding in automatizing the lower language processing.
As for the negative aspects, the most salient difference between the groups is the number of the comments against the shadowing speed by the LP participants (n = 12), which is twice as many as HP participants (n = 6). This is a convincing result, because the weekly speed progression of the model audio inevitably increases the difficulty level, especially for those with less proficient participants. However, it is the pedagogical design to adopt this gradual speed progression in order to offer adequate challenge for the L2 learners to make steady progress. Learners then must make effort in order to achieve this goal; which effort may be recognized in the form of challenge or cost, depending on how they perceive the process. In fact, an equal number of participants in the HP group (n = 6), and even a small number in the LP group (n = 3), perceived the speed progression as positive. It is, however, something that must be considered in future implementation of shadowing practice, with regard to how to adjust the speed progression.
Another outstanding difference between the groups is the comment regarding the time-consuming aspect of shadowing by HP participants (n = 3). This indicates the causal relationship between the amount of time and the shadowing proficiency of these participants: that they maintain high shadowing performance because they spend time. However, the fact that they commented on this time-consuming aspect as negative is either because they simply require more time than other peers, or because feel that they are making no or little progress while practicing shadowing. It is probable that it is the latter scenario in this case: capable students tend to focus on the deduction from 100%, and develop more anxiety from the discrepancy. So-called perfectionist participants may have seen their shadowing performance more from a fear of failure than from a feeling of success, because 95% accuracy is still a 5% deduction from their ideal result (Gregersen and Horwitz 2002). However, as is suggested in the shadowing improvement to hit the ceiling point after four or five times (Shiki et al. 2010), it is of crucial importance to indicate the goal at the peak of the progress: in other words, practitioners are strongly recommended to remind students to practice shadowing six times but not more than eight times, because little or no progress with greater effort would result in demotivation.
Similar to the comments on the speed of shadowing, understanding of the content also plays an important role in shadowing, since this appears in both positive and negative aspects. The same number of participants made comments on this aspect in the HP group (positive: n = 4, negative: n = 4) and more negative in the LP group (positive: n = 2, negative: n = 5). The increase in the number of comments in the LP group in this aspect is considered to be because there were more participants who were not capable of utilising their brain resources enough to comprehend the content, hence, shadowing practice without understanding the content is perceived as negative. The fact that there were an equal number of comments expressing frustration/stress against shadowing in HP group (n = 5) and LP group (n = 5) is a reflection of the afore-mentioned negative aspects such as speed, being time consuming, and having content without comprehension, among other possible aspects.
Basically, in shadowing, you simply find audio material in the source language, play it back, and repeat it as you go along. It's not the most exciting process in the world, but it has several benefits:
I would avoid anime for shadowing, simply because the language used in such shows is often wildly exaggerated and totally inappropriate for any normal use. For the same reason, jidaigeki (samurai period dramas) is best avoided.
As with all language studying, the secret here is consistent practice. A few days of shadowing won't do much for you, but if you spend 15 minutes a day for a month or two, you will start to see measurable improvements.
Purpose: In spot scanning proton therapy, accurate patient positioning before and during treatment is essential. A small gold ball marker is suitable as a fiducial for prostate treatment. However, it has been pointed out that the marker causes dose shadowing because the protons are scattered with their energy quickly diminished. In this research we explore the possibility that the biological effect of dose shadowing can be mitigated with a limited number of fields.
Conclusions: Although dose shadowing by the gold marker is locally non-negligible, the size of the affected domain is tiny. It was found that with a minimum number of fields, the TCP nearly recovers to the value without the gold marker.
35fe9a5643
In implementing shadowing practice in the second language teaching context, Kadota and Tamai (Kadota and Tamai 2004) recommend the following six shadowing steps: 1) listening: listening to the audio without the script, and trying to roughly grasp the content and the speech style; 2) mumbling: shadowing without the script, focusing on the heard sound rather than reproducing pronunciation; 3) synchronized reading (content understanding): shadowing with the script, focusing on the meaning of the script; 4) prosody shadowing: shadowing focusing on prosodic features, such as stress, rhythm, intonation, speed, and pause; 5) synchronized reading (difficult points): shadowing with the script, focusing on the parts listeners find difficult; and 6) content shadowing: shadowing focusing on the content without reading the script (p. 62). This set of shadowing steps has been widely referred to by teachers and researchers (Hamada 2012; Kyo 2012; Saito et al. 2011, etc). It is suggested that the level of shadowing script ideally should include 2 or 3 unknown vocabulary items in every 100 words; and that it be presented at the speed that learners can listen and grasp the general meaning, which is the proximal level of i-1, where they can feel comfortable in shadowing (Kadota 2007, p. 236). This recommended difficulty assumes content shadowing, the final shadowing step focusing on the understanding of the content meaning, in that it limits the least number of unfamiliar words, at moderate speech speed. However, the shadowing materials for the present study were developed in order to target the mastery of prosodic shadowing, focusing on the accuracy of the speech production. Therefore, the shadowing materials in this study included more than a few unknown vocabulary and grammar expressions; while the degree of unfamiliarity may largely vary depending on the language proficiency level of each student. As for the shadowing model audio speed, gradual speed progression method was employed. The main purpose of this method is to ascertain that all the students have become familiar with shadowing practice at relatively slow speed, and then to gradually adjust them to the moderate and then faster speed on a weekly basis, with the aim to be at a native-like speed at the end of the study period. In doing so, instead of using commercial audio materials (e.g. textbook CDs), the teaching instructor, who is a native Japanese speaker, recorded the model audio himself, in order to flexibly adjust the speech speed to suit best this study design.
shadowing japanese download mp3
Download File https://t.co/rp2FB2mWdM
Scatter diagrams were generated to project visual mapping of the relationship between correlation values to the item Sf4 and mean item scores, to identify variables that needed to improve in order to encourage the intention to continue shadowing for Research Question 3.
Besides the correlation value, the mean score of each item must also be taken into consideration, in order to measure the relative positivity with regard to the intention to continue shadowing (Research Question 3). Firstly, a scatter diagram was generated based on the correlation value (Y-axis) and the item mean scores (X-axis). Secondly, the mean of the correlation values and the item scores of the 34 questionnaire items in HP and LP groups were calculated (HP: item M = 4.27, correlation M = 0.367; LP: item M = 4.10, correlation M = 0.303), and placed as the origin of the coordinate axes (dotted cross, see Fig. 3). Thirdly, items in the area above mean correlation value and below mean item score were identified (encircled area). These are the variables considered extremely important because of the high correlation to the intention item (Sf4) with below average positivity, which poses room for improvement in encouraging the intention to continue shadowing in the future.
It is also understandable that more HP participants commented on sophisticated aspects of shadowing as positive, such as fast speed of the model audio (n = 6) and understanding the content of the materials (n = 4) than did LP participants (n = 3, n = 2, respectively). This is assumed to be because proficient participants can utilize their brain resources besides bottom-up processing for higher language processing to comprehend the content, which can also help accelerate the processing speed once succeeding in automatizing the lower language processing.
As for the negative aspects, the most salient difference between the groups is the number of the comments against the shadowing speed by the LP participants (n = 12), which is twice as many as HP participants (n = 6). This is a convincing result, because the weekly speed progression of the model audio inevitably increases the difficulty level, especially for those with less proficient participants. However, it is the pedagogical design to adopt this gradual speed progression in order to offer adequate challenge for the L2 learners to make steady progress. Learners then must make effort in order to achieve this goal; which effort may be recognized in the form of challenge or cost, depending on how they perceive the process. In fact, an equal number of participants in the HP group (n = 6), and even a small number in the LP group (n = 3), perceived the speed progression as positive. It is, however, something that must be considered in future implementation of shadowing practice, with regard to how to adjust the speed progression.
Another outstanding difference between the groups is the comment regarding the time-consuming aspect of shadowing by HP participants (n = 3). This indicates the causal relationship between the amount of time and the shadowing proficiency of these participants: that they maintain high shadowing performance because they spend time. However, the fact that they commented on this time-consuming aspect as negative is either because they simply require more time than other peers, or because feel that they are making no or little progress while practicing shadowing. It is probable that it is the latter scenario in this case: capable students tend to focus on the deduction from 100%, and develop more anxiety from the discrepancy. So-called perfectionist participants may have seen their shadowing performance more from a fear of failure than from a feeling of success, because 95% accuracy is still a 5% deduction from their ideal result (Gregersen and Horwitz 2002). However, as is suggested in the shadowing improvement to hit the ceiling point after four or five times (Shiki et al. 2010), it is of crucial importance to indicate the goal at the peak of the progress: in other words, practitioners are strongly recommended to remind students to practice shadowing six times but not more than eight times, because little or no progress with greater effort would result in demotivation.
Similar to the comments on the speed of shadowing, understanding of the content also plays an important role in shadowing, since this appears in both positive and negative aspects. The same number of participants made comments on this aspect in the HP group (positive: n = 4, negative: n = 4) and more negative in the LP group (positive: n = 2, negative: n = 5). The increase in the number of comments in the LP group in this aspect is considered to be because there were more participants who were not capable of utilising their brain resources enough to comprehend the content, hence, shadowing practice without understanding the content is perceived as negative. The fact that there were an equal number of comments expressing frustration/stress against shadowing in HP group (n = 5) and LP group (n = 5) is a reflection of the afore-mentioned negative aspects such as speed, being time consuming, and having content without comprehension, among other possible aspects.
Basically, in shadowing, you simply find audio material in the source language, play it back, and repeat it as you go along. It's not the most exciting process in the world, but it has several benefits:
I would avoid anime for shadowing, simply because the language used in such shows is often wildly exaggerated and totally inappropriate for any normal use. For the same reason, jidaigeki (samurai period dramas) is best avoided.
As with all language studying, the secret here is consistent practice. A few days of shadowing won't do much for you, but if you spend 15 minutes a day for a month or two, you will start to see measurable improvements.
Purpose: In spot scanning proton therapy, accurate patient positioning before and during treatment is essential. A small gold ball marker is suitable as a fiducial for prostate treatment. However, it has been pointed out that the marker causes dose shadowing because the protons are scattered with their energy quickly diminished. In this research we explore the possibility that the biological effect of dose shadowing can be mitigated with a limited number of fields.
Conclusions: Although dose shadowing by the gold marker is locally non-negligible, the size of the affected domain is tiny. It was found that with a minimum number of fields, the TCP nearly recovers to the value without the gold marker.
35fe9a5643
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