Effective instruction of shadowing using a movie

Yukie Saito, Yuko Nagasawa, & Shigeko Ishikawa

Shadowing is regarded as an effective way to improve listening, speaking, and reading. This paper introduces how shadowing can be effective for improving listening skills from Kadota’s (2007) theoretical point of view. Based on the theory and six steps of shadowing by Kadota and Tamai (2004), we present a classroom activity of shadowing for high school students using the movie Charlie and the Chocolate Factory. We also introduce the result of questionnaires collected from the students after the shadowing activity. The findings showed the shadowing practice using the movie and cooperative work produced a positive attitude among the students. Next we discuss how pair or group work activities using shadowing reduce student anxiety (socio-affective listening strategies), whether shadowing can help students become aware of prosodic features (meta-cognitive listening strategies), and how to make shadowing more effective.

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