Introduction to a Dubbing Activity for a College First-Year Japanese Language Course

Autor/in	Koyama, Nobuko
Titel	Introduction to a Dubbing Activity for a College First-Year Japanese Language Course
Quelle	In: Applied Language Learning, 26 (2016) 2, S.69-88 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Introductory Courses; Japanese; Second Language Learning; Second Language Instruction; Case Studies; Layout (Publications); Television; Programming (Broadcast); College Students; Pronunciation; Intonation; Native Speakers; Language Proficiency; Films; Student Surveys; Student Attitudes; Teacher Role; Intervention; Performance; Learning Motivation; Teaching Methods; Language Teachers + Suchen Sie Ihr Suchwort? Einführungskurs; Japaner; Japanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Textgestaltung; Fernsehen; Fernsehtechnik; Programmgestaltung; Collegestudent; Aussprache; Muttersprachler; Language skill; Language skills; Sprachkompetenz; Film; Schülerbefragung; Schülerverhalten; Lehrerrolle; Achievement; Leistung; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht
Abstract	This case study presents a description and outline of a dubbing activity in which students utilized their basic linguistic skills holistically. Authentic materials such as television dramas and feature films are "a rich repository of various speech acts, lexicon and linguistic emotivity" (Koyama, 2009) and as such have the potential to serve as significant components of an integrated learning approach in L2/foreign language education. This case study describes the implementation of an audio dubbing activity in a non-intensive first-year Japanese language course at the college level and suggests its feasibility in accommodating a language program's set curriculum. A post-performance survey revealed that the first-year students found dubbing to be a helpful, fun activity that improved their pronunciation and intonation. Furthermore, the survey showed that the students thought the activity helped them acquire native-like diction in spite of their limited linguistic skills. Thus, the findings suggest that regardless of the level of proficiency among students, dubbing activities can be beneficial. With careful adjustments made by instructors, authentic materials taken from eclectic sources, such as television dramas and feature films, are appropriate for fostering an integrated learning approach among students at all proficiency levels in L2/ foreign language classes. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-tab\|3
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01