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ERIC Number: EJ1102129
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1041-679X
Introduction to a Dubbing Activity for a College First-Year Japanese Language Course
Koyama, Nobuko
Applied Language Learning, v26 n2 p69-88 2016
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.
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:; Website:|3
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A