The Effectiveness of Shadow-Reading With and Without Written Script on Listening Comprehension of Iranian Intermediate EFL Students.
محورهای موضوعی : Journal of Teaching English Language Studies
Meisam Shafiei
1
()
Ramin Rahmany
2
()
Ataollah Maleki
3
()
کلید واژه: Listening comprehension, Shadow-Reading, Written Script, Non-Written Script, Intermediate EFL Students,
چکیده مقاله :
Listening comprehension is at the heart of language learning (Kurita, 2012). It is an importantlanguage skill to develop in terms of second language acquisition (SLA) (Dunkel, 1991; Rost,2001; Vandergrift, 2007).In spite of its importance, L2 learners often regard listening as themost difficult language skill to learn. In this study, shadowing as an act or task in listening, inwhich the learner tracks the target speech and repeats it immediately as exactly as possible, isrecommended to enhance the students’ listening comprehension skills. More specifically, thisstudy aimed at investigating the effect of shadowing with and without written script on theIranian EFL students’ listening comprehension. Seventy seven participants out of apopulation of ninety nine students were randomly picked through the administration ofPreliminary English Test (PET). The participants were three groups of intermediate level.The First group, did shadow-reading as the first experimental group with written script (groupA); the second group, who did shadow-reading as the second experimental group withoutwritten script (group B); and the third, who acted as the control group (group C or nonshadowing).The data were collected through the administration of a pre- test and a post-test.The analysis of the test scores, using a one-way ANOVA, revealed that the experimentalgroups (A & B) performed statistically better in the test. It also revealed that the shadowingwith written script group performed statistically better than the without written script group.
Brown, H.D. (1994). Teaching by principles: An interactive approach to language pedagogy.
Englewood Cliffs, NJ: Prentice Hall Regents.
Brown, G. & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge
University Press.
Delian, N. (2014).English language, the most important language in the world. Retrieved
from https://prezi.com/ewm7fys7mjuv/.
Déjean Le Féal, K. (1997). Simultaneous interpretation with training wheels. Meta, XLII,
4(42), 616–621.
Dunkel, P. (1991). Listening in the native and second/ foreign language: Toward an
integration of research and practice. TESOL Quarterly, 25(3), 431-457.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 1, Summer 2017
51
Hall, K., Higgins, S., & Smith, H. (2005). The visual helps me understand the complicated
things: Pupil views of teaching and learning with interactive whiteboards. British
Journal of Educational Technology, 36(5), 851–867.
Hamada, Y. (2011a). Improvement of listening comprehension skills through shadowing with
difficult materials. The Journal of Asia TEFL, 8(1), 139–162.
Hamada, Y. (2012). An effective way to improve listening skills through shadowing. The
Language Teacher, 2(1),85-96.
Koda, K. (2004). Insights into second language reading: A cross-linguistic approach.
Cambridge: Cambridge University Press.
Kadota, S., & Tamai, K. (2004). Ketteiban Eigo Shadowing[Shadowing in English].Tokyo:
Cosmopier Publishing Company.
Kuramoto, A., Shiki, O., Nishida, H., & Ito, H. (2007). Seeking for effective instructions for
reading: The impact of shadowing, text-presented shadowing, and reading-aloud
tasks. LET Kansai Chapter Collected Papers, 11(1), 13–28.
Kurita, T. (2012). Issues in second language listening comprehensionand the pedagogical
implications. Accents Asia, 5(1), 30-44.
Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M.
Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed.) (pp.
81-106). Boston: Heinle and Heinle.
Murphey, T. (2001). Exploring conversational shadowing .Language teaching research, 5(2),
128-155.
Murphey, T. (2001b).Tools of recursion, intermental zones of proximal development, and
critical collaborative autonomy.JALT Journal, 23(1),.130–150.
Nunan, D. (1998). Approaches to teaching listening in language classroom. In
proceedings of the 1997 Korea TESOL Conference. Taejon, Korea: KOTESOL.
Rost, M. (2001).Teaching and researching listening. London: Longman.
Tamai, K. (2001). Strategic effect of shadowing on listening ability. In J. White (Ed.),
Proceedings of the 4th international conference on foreign language education and
technology (FLEAT IV). Association for Language Education and Technology (pp.
620–625). Kobe: Japan.
Tamai, K. (2005). Strategic effect of shadowing on listening ability. In J. White (Ed.),
Proceedings of the 4th international conference on foreign language education and
technology (FLEAT IV). Association for Language Education and Technology (pp.
620–625). Kobe: Japan.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 1, Summer 2017
52
Vandergrift, L. (2007). Recent developments in second and foreign language listening
comprehension research. Language Teaching, 40(3),191-210. doi:
10.1017/S0261444807004338
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
