Teaching EFL Learners Shadowing for Listening: Developing learners’ bottom-up skills

✍ Scribed by Yo Hamada

• Publisher: Routledge
• Year: 2016
• Tongue: English
• Leaves: 205
• Category: Library

✦ Synopsis

Shadowing, an active and highly cognitive technique for EFL listening skill development, in which learners track heard speech and vocalize it simultaneously, is gradually becoming recognized. However, there remain a lot of mysteries and misunderstandings about it. This book uncovers shadowing in terms of theory and practice. This book cements shadowing as a separate technique from other similar techniques such as Elicited Imitation, Mirroring, and simple repetition, and provides ample empirical data to explain the function of Shadowing. It also elaborates on how Shadowing should be used in terms of materials, procedure, and learners’ psychology, which would aid in instructors’ use of Shadowing in teaching. A guide on a method effective in improving learners’ bottom-up listening skills, this book will certainly prove useful to English Language learners and instructors in their linguistic pursuits.

✦ Table of Contents

Cover......Page 1
Title Page......Page 4
Copyright Page......Page 5
Table of Contents......Page 6
Preface......Page 10
Acknowledgements......Page 16
List of abbreviations......Page 17
1.1.1 Where does it come from?......Page 18
1.1.2 Shadowing for interpreters......Page 19
1.2.1 Shadowing......Page 21
1.2.2 Similar techniques to shadowing......Page 23
1.3.1 Listening process......Page 26
1.3.2 Bottom-up frame in active listening......Page 28
1.3.3 Shadowing and working memory......Page 29
1.3.4 Input and phoneme perception......Page 30
1.3.6 L1 and L2 shadowing and why EFL?......Page 31
1.3.7 Cognitive resource and phoneme perception process improvement......Page 33
1.3.8 L1 shadowing and attention......Page 34
1.3.9 EFL shadowing and attention......Page 35
1.3.10 Attention to speech features......Page 36
1.4 Summary of Chapter 1......Page 37
2 General effectiveness of shadowing......Page 38
2.1 Basic procedure of shadowing-based lessons......Page 39
2.2 The more you practice, the better?......Page 41
2.3 Do learners attend to phonological aspects when shadowing?......Page 42
2.4.1 Assessment used in shadowing research......Page 44
2.4.2 Classroom experiment 1: phoneme perception and listening skill improvement......Page 45
2.4.3 Classroom experiment 2: lower listening proficiency learners’ improvement......Page 54
2.4.4 Classroom experiment 3: shadowing for speaking......Page 58
2.5 Summary of Chapter 2......Page 64
3 Towards more effective shadowing......Page 66
3.1 Classroom experiments 1 and 2: materials......Page 67
3.1.1 Classroom experiment 1......Page 68
3.1.2 Classroom experiment 2......Page 72
3.2 Classroom experiment 3: combination of more and less difficult materials......Page 75
3.3 Classroom experiment 4: when to practice shadowing......Page 81
3.4 Classroom experiment 5: shadowing and smartphones......Page 87
3.5 Summary of Chapter 3......Page 97
4 Shadowing in and out of the classroom......Page 98
4.1 Five frames for active listening......Page 99
4.2 Affective frame......Page 100
4.3.1 General impression of shadowing......Page 101
4.3.2 Minimization of psychological burden......Page 106
4.4.1 Motivational strategies in shadowing......Page 110
4.4.2 What are motivational strategies?......Page 111
4.4.3 Shadowing and motivational strategies......Page 112
4.4.4 Shadowing in a motivational strategy framework......Page 116
4.4.5 Motivational strategies that prevent demotivation......Page 123
4.4.6 Teacher motivation......Page 124
4.5.1 Autonomous language learning......Page 125
4.5.2 Autonomous frame for active listening......Page 126
4.6 Summary of Chapter 4......Page 130
5.1.1 Curriculum......Page 132
5.1.2 Attitudes toward learning English and shadowing......Page 133
5.1.3 Japanese primary and junior/senior high school curriculum......Page 135
5.2 Shadowing and EFL courses......Page 139
5.2.1 Examples of shadowing use in a university EFL course......Page 140
5.3.1 Shadowing and the teaching framework......Page 143
5.3.2 Teaching style in Asia......Page 144
5.3.3 Shadowing and PPP......Page 145
5.3.4 Shadowing in a listening-based lesson......Page 146
5.4.2 Japanese L1 educational style......Page 150
5.4.3 Influence of examination......Page 151
5.4.4 Japanese language and English......Page 152
5.5 Summary of Chapter 5......Page 153
6.1 Limitations of research design......Page 156
6.2 Limitations of shadowing research......Page 159
6.3 Topics for future studies......Page 160
6.3.1 Shadowing and English variations......Page 161
6.3.2 Shadowing and speaking skill improvement......Page 162
6.3.3 Shadowing and assessment......Page 163
6.3.4 Shadowing another language......Page 165
6.3.5 New shadowing method......Page 166
6.4 Examples of future studies......Page 167
6.4.1 Shadowing for speaking skill improvement......Page 168
6.4.2 World Englishes and shadowing......Page 173
6.4.3 Visual–auditory shadowing......Page 179
6.5 Summary of Chapter 6......Page 181
7.1 Theory......Page 184
7.2 Research......Page 185
7.3 Psychology......Page 187
7.4 Practice......Page 188
7.6 Material......Page 190
8 Concluding remarks......Page 192
References......Page 194
Index......Page 204