Motivation and attitude towards shadowing: learners perspectives in Japanese as a foreign language

Abstract

Shadowing has increasingly been recognized as an effective practice for developing listening skills in second language learning. However, there is very little study focusing on learners' psychological aspects in implementing shadowing practice. The aim of this study is to explore second language learners' psychological factors, from the motivation framework point of view, in relation to shadowing practice in Japanese as a foreign language context. This study addresses research questions regarding: (1) perceived effectiveness of shadowing; (2) differences in perception depending on the shadowing performance skills; (3) factors that encourage continuing of shadowing; and (4) perceived positive and negative aspects of shadowing. The participants were 36 university students who were enrolled in an advanced Japanese language unit at an Australian university. They were asked to complete a written survey containing 35 questionnaire items and 3 open-ended questions at the end of the study period. The study employs mixed methods, of quantitative and qualitative approaches, to analyze the results and findings. The results indicate that the majority of participants perceive shadowing as effective for both listening and speaking skills, and agree on the usefulness of feedback. However, individual differences were found in how they favor the shadowing speed in relation to their comprehension of the content. The implication of classroom applications is also discussed.

Learning Model Course Choukai through Shadowing Technique

“…The shadowing technique has recently become quite popular among language learners, especially foreign language learners, because the shadowing technique is an effective technique and easy to implement in language learning (Sumiyoshi and Svetanant 2017), adjusting to the various learning resources used by students.…”

Acoustic Account of Prosodic Competence through Shadowing

“…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.…”

“…The author's contention stems from the difficulty of performing this task; weak learners may be affected by negative feelings (e.g., demotivation and lack of confidence). Sumiyoshi and Svetanant (2017) and Teeter (2017) argued that shadowing becomes less valuable without motivation because shadowing practice is fundamentally self-completed. Moreover, Hiramatsu (2000) voiced concern that shadowing is not a one-size-fits-all exercise.…”

“…This is arguably because she wanted to advance her English by improving her pronunciation. Without motivation, shadowing becomes less useful because it is fundamentally self-completed (Sumiyoshi & Svetanant 2017;Teeter, 2017).…”

The Relation of Concentration Towards the Japanese Language Listening Skills on Students of Riau University

“…Students' motivation can be the basis for the lecturer to predict students' language performance after a certain period of time. It can help students to concentrate better (Sumiyoshi and Svetanant, 2017).…”