Effects of Using "Shadowing" as a Method Both in Audio and Video Task-Based Instructions on Senior High School Students' English Accomplishment

• Main Authors: Chen, Ming-Ming, 陳旻旻
• Other Authors: Lwo, L.S. Laurence
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/50514177033000125740

碩士 === 國立臺灣海洋大學 === 教育研究所 === 102 === Over the past few years, interpretation courses have been widely established and used in both colleges and undergraduate levels around Taiwan. Besides, many researches have been proven that the application of the interpretation skills assists students to enhance their foreign language competences. “Shadowing” has been greatly used as a pre-simultaneous training technique in interpretation courses. Thus, this study attempts to explore the effects of using “Shadowing” as a method both in audio and video task-based instructions on senior high school students’ English listening comprehension and vocabulary spelling capabilities and then to do a survey for the students’ reactions to their interest and perceptions of the teaching method. The present study carried out a quasi-experimental design to examine the learners’ achievements. During the six–week experimental teaching, 127 students were selected from three classes of eleventh graders in a senior high school as subjects in the research. The experimental groups were given a "Shadowing” instruction, and the control group received the traditional instruction. The three groups were given the same audio and video task-based materials. The experimental groups were taught by two models — model 1 (Audio + Shadowing), model 2 (Video + English Subtitle + Shadowing). The experimental design included pretest, treatments, posttest with questionnaire and interviews. After the analysis of data collected, model 1 (Audio + Shadowing) had significant improvement on the learners’ listening comprehension. However, model 2 (Video + English Subtitle + Shadowing) only enhanced students’ vocabulary spelling capabilities and verbal speech but with little effect in listening outcome. In the questionnaire and interview, most participants reacted favorably to shadowing techniques to the integration of multimedia teaching modes. Shadowing not only inspired students’ interest and also helped them to build their self-confidence both in English listening and speaking due to the mass exposure them to more opportunities to listen and to speak. Finally, with a view of the application on further teaching strategies and suggestions, the shadowing techniques used in audio and video models can be recommended to be an effective way for learning foreign languages. Key words: Shadowing, Audio-video instruction, Foreign language learning, Listening comprehension, High school students