A case study of shadowing as a means of helping EAP students to prepare for oral presentations : effects on pronunciation and anxiety

Abstract

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Acoustic Account of Prosodic Competence through Shadowing

“…The current paper has pulled together the studies of phonological fluency that employed shadowing as a research method. The majority of such studies were conducted in the East Asian context involving learners from Japan, Taiwan, Indonesia and China (e.g., Hamada, 2018;Omar & Umehara, 2010;Manseur, 2015;Mishima, 2017;Hsieh et al, 2013;Hussain & Sajid, 2015;Zakeri, 2014;Haufe, 2012;Horiyama, 2012;Foote & McDonough, 2017;Hamada, 2018, Sumarsih, 2017. This body of research provided the impetus for the present study to look into the issue in a new yet relevant context: the Arab context.…”

“…Departing from the results of prior research that shadowing promotes motivation, attitudes, self-study and enhances listening and speaking abilities, the present study sets out to solidify such prior findings. It brings in more evidence of shadowing effectiveness on prosodic aspects as it helps non-native learners of English acquire a better command of the sound system of English beyond word and sentence levels (Hamada, 2016(Hamada, , 2018Haufe, 2012;Mishima, 2017;Sumiyoshi & Svetanant, 2017). It reviews in detail the available information and presents new and significant acoustic information about the topic.…”

“…This parrot-style repetition technique was evident in the naturalistic teaching of L2, and the Direct Method relied heavily on imitating the native speakers' model. It has also been used in the interpretation field (Haufe, 2012;Hsieh et al, 2013) to train novice interpreters -how to listen and speak simultaneously…before attempting to interpret from one language into another‖ (Hamada, 2016, p. 360). This technique is generally categorized into complete shadowing, selective shadowing, and interactive shadowing.…”

“…They are inseparable components of learning another language. The mispronunciation of such supra-segmental elements can affect the overall meaning of the intended speech (Haufe, 2012). Non-native speakers, however, face challenges when using such supra-segments, which are uneasy about attaining because they are basically acquired naturally rather than taught straightforwardly.…”