本研究的主旨是探究原本常用於口譯教學的跟述訓練，在定義、屬性、類別、用途上，有何重要特質及功能。而跟述應用在外語教學時，其目的、方法、特質、及其操作上，又與口譯教學有何差異之處。本文除了透過前人文獻，比較兩者的差異之外，也將針對跟述的教學方法及目前刊行的跟述教材內容，透過文獻與實例探討跟述訓練在外語教學上的實施現況、特徵及問題點。
首先，本文將針對台灣與日本的跟述教學研究文獻，做一回顧及梳理。其次，將根據口譯教學與認知實證研究的結果，提出跟述的定義、屬性、及其功能描述。同時指出爲口譯而實施的跟述訓練，對應目前運用於外語教學上的跟述訓練，有何異同之處。此外，根據近年出版的英日語跟述教材，進一步分析其教材內容及相關解說，做爲跟述應用於外語教學上的相關佐證。最後，則就提升外語聽說讀能力的角度，透過課堂實踐經驗檢驗前人文獻之外，並提出實施跟述訓練的具體建議。
This study examines the major characteristics and functions of the definition, attributes, categorization and applications of shadowing training, which is commonly used in interpretation training. This study also examines the differences between shadowing training in second language teaching and shadowing in interpretation training, in terms of purpose, method, characteristics and implementation. This study also explores the current status, special characteristics and problems involved in shadowing training in second language teaching; this exploration will be done through literature review and practical examples, as well as examination of shadowing teaching methods and current shadowing teaching materials.
First, this study reviews academic literature on shadowing training in Taiwan and Japan. Next, the definition attributes, and function of shadowing and similarities and differences between shadowing in interpretation training and shadowing in second language teaching will be identified. Additionally, English and Japanese shadowing teaching materials from recent years are analyzed to examine their contents and attached explanations, to serve as additional references for the application of shadowing in second language teaching. Finally, prior studies are tested against in-class teaching experiences, in terms of second language listening, speaking and reading abilities. From this, practical suggestions for shadowing training can be produced.