跟述練習在聽力課程的效用及實踐案例──探討應對積極班跟消極班的策略

The Effectiveness of Shadowing in Listening Practice with a case study; teaching approaches for active learners and passive learners

跟述已經普遍被認為是可以提升聽力的有效方法，但是在教室導入之際，教師必須要先觀察一班的聽解能力、全班成績的分佈狀況及學習意願，再對症下藥，適當調整授課計畫。筆者連續兩年擔任聽力特別班（又名大雜燴班、含插班生、雙輔修生、重修生），發現學習意願較強的班級對音韻跟述的耐力也比較強，因此可以由速度較快且具深度的日本電視內容取材，一來可以提升學生的聽說能力，二來可以拓廣學生的見識。但是如果一班的能力上下分佈不均，教師則非常不容易挑選適當教材，易導致整體學習意願低落，教師必須改變策略因應。經過長期實驗後發現，在這種情形應該以內容跟述為主，音韻跟述為副，並同時提供兩種不同難度的教材，以量取勝，充分利用教學平臺，巧妙的控制學生的學習進度，進而使整班學生都可以受益。針對兩班，除了日語聽力測驗之外，筆者同時也測驗全班的作業記憶容量，得到兩個可以鼓舞學生的結果，記憶力的強弱並不影響聽解能力，不管在任何起點的學生，只要認真跟述，大量跟述，聽解能力是都可以進步的。

Shadowing has been recognized as the best efficient way to advance the listening capability. However, before practicing in the classroom, the teacher must observe the general dispersion of existing capability as well as the learning aspiration in the whole class. The writer has in charge of ”special class” for two consecutive years. If the dispersion in the class is too high, it is very difficult for the teacher to find any suitable teaching material, as the capability differentiates. Therefore, the teacher must change his tactics. After long years of experience, the writer found that contents shadowing should be the main instrument, and prosody shadowing the secondary. At the same time, try to introduce two sets of different teaching materials, in order to make them suitable to all grades of students. As a result, to provide the big quantity of listening seems to be more effective in lower level students. The writer has tested both classes, and pleased to find a pleasant fact, i.e., listening does not associate very much with working memory. If you follow up, you can still reach good listening standard, no matter how far is your working memory.