The Effectiveness of Shadow-Reading With and Without Written Script on Listening Comprehension of Iranian Intermediate EFL Students.

Journal of Teaching English Lnaguage Studies

مقاله 4، دوره 6، شماره 1، آذر 2017، صفحه 39-52   

نویسندگان

Meisam Shafiei؛ Ramin Rahmany؛ Ataollah Maleki

چکیده

Listening comprehension is at the heart of language learning (Kurita, 2012). It is an important
language 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 the
most difficult language skill to learn. In this study, shadowing as an act or task in listening, in
which the learner tracks the target speech and repeats it immediately as exactly as possible, is
recommended to enhance the students’ listening comprehension skills. More specifically, this
study aimed at investigating the effect of shadowing with and without written script on the
Iranian EFL students’ listening comprehension. Seventy seven participants out of a
population of ninety nine students were randomly picked through the administration of
Preliminary 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 (group
A); the second group, who did shadow-reading as the second experimental group without
written 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 experimental
groups (A & B) performed statistically better in the test. It also revealed that the shadowing
with written script group performed statistically better than the without written script group.

کلیدواژه‌ها

Shadow-Reading؛ Listening comprehension؛ Written Script؛ Non-Written Script؛ Intermediate EFL Students

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