Shadowing: Who Benefits and How? Uncovering a Booming EFL Teaching Technique for Listening Comprehension

Autor/in	Hamada, Yo
Titel	Shadowing: Who Benefits and How? Uncovering a Booming EFL Teaching Technique for Listening Comprehension
Quelle	In: Language Teaching Research, 20 (2016) 1, S.35-52 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815597504
Schlagwörter	Listening Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Phonemes; Auditory Perception; Instructional Effectiveness; Language Proficiency; Asians; College Students; Pretests Posttests; Cloze Procedure; Verbal Communication; Language Tests; Statistical Analysis; Textbooks; Foreign Countries; Standardized Tests; Listening Comprehension Tests; Scores; Japan + Suchen Sie Ihr Suchwort? Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fonem; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Unterrichtserfolg; Language skill; Language skills; Sprachkompetenz; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Lückentext; Language test; Sprachtest; Statistische Analyse; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Standadised tests; Standardisierter Test; Hörverstehensübung
Abstract	This study examines common claims associated with shadowing. Studies in Japan conclude that shadowing is effective for improving learners' listening skills. Two common claims are that shadowing is effective for lower-proficiency learners and that it enhances learners' phoneme perception, thus improving listening comprehension skills. The former notion lacks sufficient research and the latter empirical data. Therefore, this study explores these claims by examining whether shadowing training improves learners' phoneme perception and listening comprehension skills, and whether its effectiveness is limited to lower-proficiency learners. Participants comprised 43 Japanese learners of English as a foreign language (EFL) from a Japanese national university. Nine lessons were conducted using an EFL textbook, following the teaching procedures outlined by previous studies. The pre- and post-tests utilized part of Japanese standardized tests for English listening (22 questions) and a 20-item dictation cloze test. Students were divided into low- and intermediate-proficiency groups using the listening pre-test results. Statistical analyses indicated that phoneme perception was enhanced in both groups, but only low-proficiency learners improved their scores for high-school level listening questions. Accordingly, language instructors may wish to use shadowing to improve learners' foreign language skills, especially for bottom-up processes in listening. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01