Exploring the potential of visual shadowing as an L2 listening pedagogy at universities in Japan
DOI:
https://doi.org/10.36505/ExLing-2018/09/0025/000358Keywords:
shadowing, listening pedagogy, EFL, university, JapanAbstract
Since MEXT announced the “Action plan for cultivating Japanese with English abilities” in 2003, universities in Japan have been expected to improve students' English communication competence. However, many Japanese students still tend to struggle with English listening comprehension. Given this inclination, several scholars have pointed out the effectiveness of repetition, visual shadowing, and standard shadowing practices as effective SLA (Second Language Acquisition) listening pedagogies. This paper explores how visual shadowing activities help students improve their English listening skills, utilizing student TOEIC listening scores alongside interview data from specific case-study students.
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