抄録
This report suggests that practicing shadowing in an L2 academic presentation class for learners of Japanese as a second language, is effective in developing learners' listening comprehension and prosodic pronunciation skills. L2 learners of Japanese have more pronunciation problems when reading aloud text as compared with spontaneous conversation. After features of Japanese accent and intonation were introduced and discussed with the aid of a prosody graph, the class began practicing shadowing. It appeared to be effective in 1) raising awareness of prosodic features and their pronunciation, 2) helping learners notice what they could and could not comprehend in listening tasks, 3) developing learner autonomy.
