Shadowing, a practice of repeating what one hears as simultaneously and accurately as possible, has been researched in the Teaching English to Speakers of Other Languages (TESOL) field for years. The research findings have shown that shadowing contributes to English as a Foreign Language (EFL) learners’ bottom-up listening skills, which leads to their overall listening comprehension skills. However, the accumulated research findings have not uncovered what aspects of bottom-up skills shadowing precisely contributes to. Thus, this study attempts to examine the aspects of bottom-up skills to which shadowing contributes and proposes a new shadowing procedure to compensate for the limitation of the current shadowing procedure. To this end, a preliminary study and a primary study were conducted. In the preliminary study, the bottom-up skill development through shadowing practice was precisely examined, using a 112-item bottom-up listening test. Thirty-six Japanese university students participated in the experiment and engaged in shadowing practice in eight lessons for a month. The result showed that shadowing practice was effective for developing the skill of identifying prominence in a speech, and word recognition skills but not effective for enhancing phonemic discrimination skills. In the primary study, to overcome the limitation of the shadowing procedure, a new shadowing procedure including three components of attention to output, corrective feedback, and explicit instruction was proposed. Twelve Japanese university students participated and engaged in the new shadowing procedure for three months. Their progress was assessed by a 32-item phonemic discrimination test, and the result showed that the new output-based shadowing procedure with explicit instruction and corrective feedback improved phonemic discrimination skills for intermediate level Japanese EFL learners.
Investigating the of Explicit Instruction of Apology Speech Act on Pragmatic Development of Iranian EFL Learners
