Abstract
Twenty-five years have passed since a teaching technique, called shadowing, was introduced in Japanese EFL contexts. Recently, this technique has gradually been recognized around the world. Given that many studies have been published about shadowing, the time is ripe to summarize the results of the studies and to propose how shadowing should be used. This article introduces shadowing, first referring to theoretical explanations provided so far, especially in terms of attention, cognitive process, and listening process.The article then summarizes past studies on the effects of shadowing on listening and speaking. Next, it discusses challenges in research and also introduces shadowing variations for further use of shadowing. As a classroom teaching tool, this article suggests that beginner level learners should start from shadowing for listening and proceed to shadowing for speaking.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.