그림자처럼 따라 읽기 지도가 EFL 학습자들의 영어 듣기에 미치는 영향
The Effects of shadow reading on EFL learners' English listening comprehension
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초록
The purpose of this study is to examine the effects of shadow reading on Korean high school students’ English listening comprehension. To this end, an experiment had been carried out into both an experimental group and a control group for five months in second year EFL Korean high school students. The groups were then assigned to one of three language proficiency groups: advanced, intermediate, and low. While the control group (Non-shadowing Group) was asked to answer to the questions or fill in the blanks of the listening scripts as the conservative ways of teaching and learning of English listening, the experimental group (Shadowing Group) was required to listen to a taped conversation as they read aloud the transcript of the tape and follow English tone and intonation patterns, stress, and pronunciation in native English speech. This study raises two questions. First, is there a significant difference in listening comprehension between the two groups? Second, is there a meaningful difference in listening comprehension among three English language proficiency groups of the shadowing group? This study investigated the advantages of shadow reading activity in listening comprehension to provide students with less threatening learning environment and promote students’ English listening skill.
Abstract
The purpose of this study is to examine the effects of shadow reading on Korean high school students’ English listening comprehension. To this end, an experiment had been carried out into both an experimental group and a control group for five months in second year EFL Korean high school students. The groups were then assigned to one of three language proficiency groups: advanced, intermediate, and low. While the control group (Non-shadowing Group) was asked to answer to the questions or fill in the blanks of the listening scripts as the conservative ways of teaching and learning of English listening, the experimental group (Shadowing Group) was required to listen to a taped conversation as they read aloud the transcript of the tape and follow English tone and intonation patterns, stress, and pronunciation in native English speech. This study raises two questions. First, is there a significant difference in listening comprehension between the two groups? Second, is there a meaningful difference in listening comprehension among three English language proficiency groups of the shadowing group? This study investigated the advantages of shadow reading activity in listening comprehension to provide students with less threatening learning environment and promote students’ English listening skill.
참고문헌 (27)
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