Earticle

Shadowing was introduced to foreign language teaching in the 1990s and since then it has been researched in EFL teaching contexts. Shadowing has been used as a listening task, and its effectiveness on listening comprehension has been acknowledged. However, its effect on pronunciation development remains unclear. With this unresolved issue in mind, I have attempted to develop shadowing-based pronunciation teaching methods by combining shadowing with activities for pronunciation skill development, namely haptic-shadowing and IPA-shadowing. A total of 58 Japanese second-year university students participated in the experiment (29 for haptic-shadowing and 29 for IPA-shadowing). A total of 15 lessons were given to each group. The results show that the haptic-shadowing group statistically improved on all the three features of comprehensibility, segmental features, and suprasegmental features, while the IPA-shadowing group improved on comprehensibility and segmental features. Additionally, an exploratory factor analysis was conducted to examine learners’ perceptions toward the two types of shadowing. Learners have a more positive and fresh image of haptic-shadowing and IPA-shadowing.

This study investigates the effects of shadowing practice using the Text-to-Speech application, Naver Papago, as a supplementary tool of the English speaking ability of 31 Korean college students over a 12-week period. Due to COVID-19, all teaching and shadowing sessions were conducted on Zoom. The experimental group and control group participated in pre- and post-surveys, as well as oral assessments evaluated by two expert raters. A Speech-to-Text app called Speechnotes was used as a partial assessment aid to collect speech recognition rates. Additionally, student surveys were collected to examine attitudes toward English speaking, education, and the use of Text-to-Speech applications. The results suggest that Naver Papago and Speechnotes can be assistive tools for students’ practicing shadowing, improving their English speaking abilities and teachers’ evaluating their English speaking proficiency in English classes.

This action research aims to solve pressing day-to-day problems in communication faced by four expatriate Japanese adult learners who are residing in Sabah, Malaysia after retirement. The Japanese language sound system is different from that of the English Language. As such some of its prosodic features such as stress, intonation and rhythm interfere with Japanese learners’ pronunciation of English connected speech. We embark on improving one of these factors, i.e. English rhythms, after conducting our initial action research. The intervention dealt with in this study is a shadowing technique which was originally developed as a training technique for simultaneous interpreting. It is embedded in an information-processing model propagated by McLaughlin (1978) who viewed second language learning as two performance behaviors i.e. controlled process, or automatic process. Four adult Japanese learners of English participated as the respondents in this study. Data was collected through learners’ reflective journals, tape recordings of shadowing, and observation. Five action core research cycles were implemented until the learners achieved their goal. The finding shows recognizable improvement of the participants in their pronunciation namely English rhythms. This is to a large extent attributed to the effectiveness of ‘shadowing’ technique used under close scrutiny using action research that created phonological awareness among the Japanese adult learners in this study.

One of promising transmission technologies for beyond-5G wireless communication is cell-free massive MIMO where all the access nodes (ANs) cooperate to coherently serve all the user equipments (UEs). Based on the benefits from massive MIMO, the novel notion of cell-free network architecture is adequate to overcome the inter-cell interference limitation in ultra-dense network (UDN) environments, owing to the full cooperation among ANs. In this paper, we develop synergetic operations between the cell-free massive MIMO and mmWave ultra-wide frequency band, which is able to provide a genuine high-quality and robust wireless pervasive service by fully utilizing the basic three pillars for wireless capacity, such as bandwidth, spectral efficiency and network densification. For this goal, we study the impacts of analog precoding schemes to be combined with zero-forcing digital precoding on cell-free mmWave massive MIMO UDN systems. In addition, we investigate the effect of correlated shadowing and pilot assignment strategies on the average spectral efficiency performance for the proposed hybrid precoding schemes in both outdoor and indoor UDN environments.

Accurate channel modeling is crucial for optimizing direct-to-satellite Internet of things (DtS-IoT) communications via low Earth orbit (LEO) nanosatellites. Traditional channel models for land-mobile satellite systems often overlook the significant impact of shadowing at low elevation angles, limiting their applicability to DtS-IoT scenarios. This paper presents an enhanced finite-state Markov channel with two-sectors (FSMC-TS) model that integrates shadowing effects into the bad sector (B-Sector) by using the K-distribution for modeling. This enhancement captures the combined effects of multipath fading and shadowing, providing a more accurate representation of the channel conditions experienced in DtS-IoT applications. Simulation results show that the enhanced model aligns closely with analytical bit error rate (BER) predictions, particularly at higher signal-to-noise ratios (SNRs), with less than 1% deviation from theoretical values. The Enhanced FSMC-TS model offers a valuable tool for reliable DtS-IoT communication systems, addressing a critical gap in existing channel modeling approaches.

본 연구는 외국인 한국어 고급 학습자의 통역 실무 역량(Practical Interpreting Competence)을 효과적으로 강화하기 위하여 섀도잉 훈련을 단계별로 체계화한 5단계 모형을 제안하고, 그 교육적 효과와 학문적 의 의를 실증적으로 규명하는 데 목적이 있다. 연구 대상은 한국어를 제2언 어로 습득하고 현장에서 활동하는 베･한 통역사로 선정하였으며, ‘집중 듣기–섀도잉–암기 말하기–받아쓰기–암기 쓰기’로 구성된 순환적 훈련 과정을 치밀하게 설계하였다. 모형의 이론적 타당성은 인지심리학적 이 론인 감각기억–작업기억 모델 및 음운 루프 이론과 통역 선행 연구의 엄 밀한 검토를 통해 확보되었으며, 실제 훈련 적용 결과는 질적 및 양적 연 구 방법을 적용하여 다각적으로 분석되었다. 분석 결과, 제안된 훈련 모형은 학습자의 발화 정확성, 발화 속도, 억양 조절 능력 등 핵심적인 언어 수행 능력을 통계적으로 유의미하게 향상시켰음이 확인되었다. 더 나아가, 주의 집중력과 작업기억 활용 능력과 같은 인지적 요소뿐만 아니라, 학습 동기와 자신감까지 증대시키는 정의적 효과를 동시 에 창출하였다. 이러한 결과는 섀도잉이 단순 반복적 활동을 넘어 ‘청취–기 억–재구성–발화’의 전 과정을 통합적으로 훈련하여 통역 실무 능력 배양에 기여하는 효과적인 교수･학습 기제임을 입증한다. 본 연구는 단편적으로 활용되어 온 섀도잉 훈련을 이론적 근거를 갖춘 체계적인 단계별 모형으로 구체화함으로써, 통역 교육 현장에서의 실질적인 활용 가능성을 제고하는 데 기여하였다는 점에서 학문적 및 실천적 의의를 동시에 지닌다. 다만 후속 연구에서는 다양한 언어 배경과 언어 수준의 학습자를 포괄하는 비교 연구 및 장기간의 훈련 효과 지속성 검증이 필요하다.

This study examines a five-stage shadowing training model focused listening, real-time shadowing, memorised speaking, dictation, and memorised writing designed to enhance the interpreting competence of advanced learners of Korean. Grounded in cognitive psychology, the model integrates listening, memory processing, and structured output. Mixed-method findings show improvements in articulation accuracy, speech rate, and intonation, as well as increased attentional control, working-memory use, and learner confidence. The study demonstrates that shadowing functions as a systematic pedagogical process rather than simple repetition and organises previously scattered practices into a classroom-applicable framework. Limitations include a short training duration and a small sample; future research should examine diverse learner groups and long-term effects.

본 논문의 목적은 첫째 한영 통번역을 공부하는 통역대학원1학년 학생들에게 음소적 쉐도잉을 소개하는 방법 소개하고 둘째, 자가 학습법으로서 그 효과를 설문 조사를 통해 알아보는 것이다. 먼저 이론적 배경을 제공하기 위해 통역사 훈련에 활용되는 쉐도잉에 관한 배경 및 언어, 특히 영어와 한국어에 있어 강세 리듬과 음운 리듬의 정의에 대해 살펴본다. 다음으로 필자가 대학원 학생들에게 음소적 쉐도잉을 훈련시키기 위해 개발한 방법을 소개한다. 이후 학년 말에 실시한 자가 학습법으로서의 쉐도잉에 관한 설문 조사를 통해 얻은 데이터를 분석한다. 이와 관련하여 통번역사들이 활용하는 자가 학습법에 관한 연구를 소개한다. 마지막으로 저자는 쉐도잉이 통역을 공부하는 학생들에게 있어 강세와 억양 패턴을 향상시키는데 매우 효과적인 자가 학습법이긴 하나, 그 효과를 충분히 얻기 위해서는 최소 한 학기 이상 수업 중 정기적으로 훈련을 받아야 한다는 결론을 내린다. 따라서 학생들이 쉐도잉에 익숙해 지고 독자적으로 활용할 수 있게 될 때까지 장기간에 걸쳐 수업 중 활용해야 한다. 또한 쉐도잉에 대해 공고한 이론적 근거를 제공하기 위해서는 장기간의 쉐도잉이 통역사의 발화 향상에 정확히 어떤 혜택을 주는지에 관한 보다 많은 연구가 이루어 져야 한다.

In recent years, shadowing has seen a significant surge in popularity in the field of English language learning. While much of the existing research has centered on its influence on listening skills, there is a prevailing belief that its benefits are predominantly observed among learners with lower proficiency levels. This study aims to examine the effects of post-shadowing on the listening skills of three different levels of learners in Japan. Three groups, low-, intermediate-, and upper-intermediate-proficiency learners, participated in eight shadowing practices which consisted of 15 minutes over the course of a month. The pre-and post-tests included the Eiken listening test and the dictation cloze test to measure phoneme perception and listening comprehension skills, respectively. The results showed that shadowing improved phoneme perception in the intermediate-proficiency group, but its effects were limited in low- and upper-intermediate-proficiency groups. Listening comprehension did not improve, and the scores of the low-proficiency group decreased from pre- to post-tests. However, regardless of their levels, most learners showed positive attitudes toward the shadowing experience and felt that it benefited their listening and speaking skills. The results are discussed in terms of second language acquisition (SLA) theories and psychological perspectives.

シャドーイングは近年、英語学習の分野において広く認知されるようになってきた。これま での研究の多くはシャドーイングがリスニングスキルに与える影響に焦点を当ててきたが、 その効果は習熟度の低い学習者に主に見られるという考え方が一般的だ。本研究の目的は、 ポストシャドーイングが3つの異なるレベルの学習者のリスニングスキルに与える影響を検 証することである。初級、中級、中級上の3つのグループに分け、1ヶ月間15分のシャドーイ ングを8回実施した。事前・事後テストとして、英検リスニングテストとディクテーション テストを実施し、それぞれ音素知覚力とリスニング理解力を測定した。その結果、シャドー イングは、中級レベルのグループで音素知覚を向上させることが分かった。しかし、初級と 中級上レベルのグループではその効果は限定的であった。リスニング理解力は向上せず、初 級レベルのグループではテスト前からテスト後にかけて点数が低下した。しかし、レベルに 関係なく、ほとんどの学習者がシャドーイングに対して肯定的な態度を示し、リスニングと スピーキングスキルが向上したと報告した。本稿では、第二言語習得（SLA）理論と心理学 的観点から研究結果を考察する。

Recent studies have validated the effect of shadowing on the improvement of the second language (L2) listening skills, particularly regarding bottom-up processing. However, the optimal number of repetitions for successful shadowing training has not been revealed. The aim of the study was to reveal whether more than five repetitions could be the optimal number for shadowing. To achieve this, the present study conducted shadowing-based lessons and collected the following data: listening and sorting tests, records of shadowing repetitions inside and outside the classroom, and the shadowing strategy questionnaire. The participants were 72 Japanese university students majoring in nursing. Accordingly, learners who performed a higher number of repetitions achieved higher accuracy in the post listening test. Furthermore, as the number of lessons increased, learners with more repetitions gradually began to pay attention to meaning during shadowing. Pedagogically, the research findings suggest that increasing training volume may be necessary to effectively improve L2 listening skills through shadowing.

近年の研究において、シャドーイングが第二言語（L2）のリスニングスキル、特にボトムアップ処理スキルの改善に効果があることが検証されている。しかし、シャドーイングトレーニングにおける最適な反復回数は依然として明らかにされていない。本研究の目的は、5回以上の反復がシャドーイングの最適な回数であるかどうかを明らかにすることであった。この目的を達成するため、本研究はシャドーイングに基づく授業を実施し、リスニングテスト、並び替えテスト、教室内外でのシャドーイング反復回数の記録、そしてシャドーイング方略に関するアンケートを実施した。参加者は、看護学を専攻する日本語母語の大学生72名であった。結果、反復回数が多い学習者は、事後リスニングテストにおいて高い正答率を記録する傾向にあった。また、授業回数が増えるにつれて、反復回数の多い学習者は徐々にシャドーイング中に意味に注意を払うようになることが明らかになった。教育的示唆として、L2リスニングスキルを効果的に向上させるために、より多くのシャドーイングの繰り返しが必要である可能性を示唆した。

This study challenged the widely accepted theory that shadowing is most effective when using easier materials. This is experiment-based research with 73 learners in total. To examine if difficult materials can improve learners’ listening comprehension skills, two experiments were conducted. The first study investigated whether learners’ listening comprehension skills would improve by shadowing with difficult high school materials and what aspects of listening comprehension skills they would improve by the shadowing training. 44 Japanese first year high school students participated in the first study. 13 lessons were taught using a high level English textbook from a Japanese publisher, Crown I. The second study used authentic difficult materials to support the result of the first study and examine the effectiveness of difficult materials from a different perspective. 29 high school third year students participated in the second study and practiced 17 sets of passages in Obama speech collection. Furthermore, potential problems of shadowing were analyzed qualitatively. The results suggest that shadowing with difficult textbooks can improve students’ listening comprehension skills, and the problems the students have in listening after short-term shadowing training are addressed.

This study investigates the effectiveness of self-correction in improving lexical stress placement among Korean English learners, a critical yet challenging feature for speakers of Korean, which lacks lexical stress contrasts. Grounded in Schmidt’s (1990) Noticing Hypothesis, the research compares the benefits of self-correction— where learners reflect on and correct their own pronunciation errors —with the shadowing technique. Forty-seven college students participated, with an experimental group practicing self-correction and a control group engaged in shadowing. Pre- and post-test analyses revealed that the self-correction group demonstrated significantly greater improvement, particularly with trisyllabic and tetrasyllabic words, while the shadowing group showed minimal change. These findings highlight self-correction’s role in promoting learner engagement, error awareness, and deeper cognitive processing, offering practical implications for pronunciation instruction that emphasizes learner autonomy and focused attention.

This case study analyzes the positive effects of shadowing method in interpretation. From the point of view of the traditional interpretation teaching, this method makes the students repeat the speaker’s words without thinking analytically about the message that the speaker wants to let the public know through his speech. This article pursuits to open a broader perspective for professors and students on the shadowing method because as result can illustrate very specific details on where and how the students make mistakes during their listening and shadowing process and also helps the professors know which students have more talent for the simultaneous interpretation. Shadowing can be used not only as a teaching and learning method but also as a good parameter to select qualified candidates for Spanish-Korean simultaneous interpretation in Korea. In case of Korean students, there is a big difference in terms of shadowing capabilities according to the experience of living or length of their stay in Spanish speaking countries. Also it is very important to recognize that the Korean students feel very comfortable in the classroom with Korean speakers even when they deliver their speeches in Spanish language and that these learning circumstances are not recommendable because in a real situations of simultaneous interpretation the students will experience less confidence and commit more failures when they have to listen native speakers with unfamiliar expressions, voices and accents.

Shadowing is used in interpreting education for various purposes, from student screening to simultaneous interpretation training. This study analyzes student diaries to find out what effects students think they enjoy from practicing shadowing, what difficulties they experience, and what teachers need to consider when assigning shadowing practice for self-study. The analysis found that the greatest difficulties that students had was to shadow fast-speaking speakers. It indicates that phonemic or adjusted-lag shadowing are appropriate for students who begin their training, as the methods help enhance auditory decoding and articulatory encoding. In contrast, phrase shadowing, which enhances selective attention, is for advanced students who learn simultaneous interpreting. Post-shadowing recalls encourage students to concentrate more intently during shadowing and better remember shadowed expressions. Last but not least, teachers should offer lots of encouragement to students to perform shadowing, since shadowing is a mentally and physically strenuous task.

This research investigated the accuracy of Japanese noun accents during the shadowing of news transcripts by the second year graduate students of Korean- Japanese interpreting and translation in Korea. Some of the texts were marked with accent symbols while others were without. The participants showed an average error rate of 1.54% for accents for the former and 4.36% for the latter, which confirms that shadowing can be more effective when learners can see accent symbols. According to the analysis of the accuracy by accent type, the error rate of atamadaka-gata was the lowest with 1.74% on average, followed by heiban-gata and nakadaka-gata with error rates of 2.63% and 3.33%, respectively. Previous research findings show that the acquisition of heiban-gata is relatively more difficult for Japanese learners than other Japanese accents. However, the fact that a number of compound words with many moras were included among the nakadaka-gata words in the texts might have influenced the learners’ shadowing performance during the test. Long compound words tend to appear more frequently in the texts with high difficulty levels that are usually exposed to advanced Japanese learners compared to other texts, and many of those compound words are nakadaka-gata. Therefore, accent teaching for advanced Japanese learners should address nakadaka-gata type as one of priorities. Further research is needed on specific teaching methodologies to enhance the accuracy of accents during shadowing, such as a clearer marking of accent symbols.

通訳翻訳大学院の修士課程2年生の学生らを対象に、ニュース原稿でシャドウイングをしてもらい、名詞部分のアクセントの正確度を分析した。テキストにアクセント記号を記した時と記しをしない状態でのシャドウイングを比較した結果、アクセントの平均誤謬率が、記号表示状態では1.54％、未表示状態では4.36％と、アクセント記号を目で確かめながらシャドウィングすることの効果がかなり大きいことが分かった。 アクセント型別にシャドウィングの正確度を分析した結果、平均誤謬率が頭高型で1.74％と最も低く、平板型が2.63%、中高型は3.33%で誤謬率が比較的高いことが確認された。平板型アクセントの習得が比較的難しいとされる先行研究の結果とは多少異なる結果だが、テキストで使用された中高型の単語の中に、拍の数が多い複合語が相当数に上ったこと等がその理由として考えられる。 上級者が接する高難度のテキストには長い複合語が相対的に多く使われ、その多くが中高型であるため、上級者を対象とするアクセント教育においては、中高型についてもある程度重点を置く必要があると言えよう。 シャドウイング時のアクセントの正確度をさらに高めるためには、テキストを作成する際に単語の途中で改行をしないことや、文字やアクセント記号を大きく表示することにより、アクセント記号がより明確に見えるようにする等、具体的な教授法に関する研究をさらに行っていく必要があろう。

Despite the advantages of the shadowing method in language learning, there has been little research on the use of the method in Japanese language education. Therefore, the current study investigated the effectiveness of shadowing for the pronunciation and listening skills of Korean learners of Japanese. The study was conducted with the beginner and intermediate learners of Japanese in a college in the second half of the academic year (September to November, 2007). The results indicate an　improvement of the listening skills for 80% of the students (20 students). Furthermore, the false using of the pronunciation in 7 categories disappeared. The study suggests implications for the adequate application for Japanese education in Korean universities.

韓国の日本語教育においては、シャドーイングという方法をどのように授業に取り入れたらいいのかまだわからない教師がほとんどであるため、シャドーイング効果を韓国の日本語教育の効果的な利用法はどういったものなのかを研究課題として、中級レベルの学習者の発音習得変化及び聴解力向上への影響をみる調査を2大学での教育現場で、後期（2007年9月から11月）に行った。その結果、対象者20名の80％に聴解力の向上が見られ、発音では7項目の誤用が減少し、韓国での大学機関での日本語授業でも十分に応用できることがわかった。

본 논문은 이동형 위성단말이 운용되는 환경에서 기준이 되는 오류확률 성능을 도출한다. 위성단말이 이동을 하면 주변 장애물에 의해 shadwoingd 발생하고, BER성능을 저하시킨다. 분석을 위해 이동형 위성단말이 운용되는 환경을 모의한 Lutz모델을 활용한다. Lutz모델은 Rician분포와 Suzuki모델을 결합한 형태이다. 오류확률은 두 분포함수를 수식적 분석을 이용하여 도출한다. 한반도 수풀지역에서 측정 결과로 시뮬레이션한 결과는 Lutz모델을 이용해 근서화한 BER결과와 유사했 다. 직관적으로 측정결과와 근사화한 결과는 유사하고, 수치적으로 SNR이 30dB에서 BER오차는 약 3e-4이하이다.

In this paper, we derive a reference error probability performance in the environment where mobile satellite terminal is operated. When the satellite terminal moves, shadowing occurs due to the surrounding obstacles and the BER is lowered. We use the Lutz model simulating the environment in which mobile satellite terminals operate The Lutz model combines the Rician distribution with the Suzuki model. The error probability is derived from the numerical analysis of two distribution functions. The simulated results using the measured results in the Korean Peninsula forest area were similar to the BER results obtained using the Lutz model. Intuitively, the approximated results are similar to the measured results. Numerically, the BER error is about 3e-4 or less at an SNR of 30dB.

Propagation structure has a vital role in designing the Mobile ad-hoc networks (MANETs). Propagation structure is employed for computing signal strength about each data packet at the destination. Propagation Structures in MANETs are characterized into three categories such as Free Space structure, Two-Ray Ground structure and Shadowing structure. Here in this paper, the effect of Two-Ray Ground propagation structure and Shadowing propagation structure on the performance of DSR routing protocol is conferred. Propagation Structure has a great impact on the simulation results. The simulation is accomplished using NS 2 simulator and the various Performance Attributes used for the evaluation of the performance of DSR protocol are Average Delay, Packet Delivery Ratio, Energy Consumption and Throughput.