抄録
It has been shown that learners who can use self-generated standards those not necessarily taught by the instructor in monitoring their own performance have better pronunciation. Therefore, in pronunciation teaching, it seems that assisting learners in creating self-generated standards would lead effective learning. In this study, we monitored how 3 Korean learners of Japanese created self-generated standards through mutual discussion. The result shows that comparing to solitary activities, self-monitoring ability is more effectively nurtured through collaborative learning.
