BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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ISO 9001:2015
KHÓA LUẬN TỐT NGHIỆP
NGÀNH: NGÔN NGỮ ANH-NHẬT
Sinh viên : Đặng Thị Tuyền
Giảng viên hướng dẫn: ThS. Bùi Thị Mai Anh
HẢI PHÒNG – 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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IMPROVE SPEAKING SKILL OF FIRST-YEAR ENGLISH
MAJORS AT HAIPHONG MANAGEMENT AND
TECHNOLOGY UNIVERSITY BY SHADOWING METHOD
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
NGÀNH: NGÔN NGỮ ANH-NHẬT
Sinh viên : Đặng Thị Tuyền
Giảng viên hướng dẫn: ThS. Bùi Thị Mai Anh
HẢI PHÒNG – 2020
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên: Đặng Thị Tuyền Mã SV: 1512753063
Lớp: NA 1902N Ngành: Ngôn ngữ Anh-Nhật
Tên đề tài: Improve speaking skill of first-year English majors at
Haiphong Management and Technology University by
shadowing method.
NHIỆM VỤ ĐỀ TÀI
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
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2. Các số liệu cần thiết để thiết kế, tính toán.
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3. Địa điểm thực tập tốt nghiệp.
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Người hướng dẫn thứ nhất:
Họ và tên: Bùi Thị Mai Anh
Học hàm, học vị: Thạc sĩ
Cơ quan công tác: Đại học Quản lý và Công nghệ Hải Phòng
Nội dung hướng dẫn: Improve speaking skill of first-year English majors at
Haiphong Management and Technoloy University by shadowing method.
Người hướng dẫn thứ hai:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đề tài tốt nghiệp được giao ngày tháng năm
Yêu cầu phải hoàn thành xong trước ngày tháng năm
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên
Người hướng dẫn
Hải Phòng, ngày …… tháng……..năm 2020
Hiệu trưởng
GS.TS.NGƯT Trần Hữu Nghị
i
ACKNOWLEDGMENTS
I would like to express my gratitude to all those who have given me great
assistance in the completion of my research work.
In the first place, I would like to express my heartfelt gratitude to my
supervisor, Bui Thi Mai Anh, M.A, for her continuous support with insightful
discussion, helpful comments, and honest criticisms. Without her guidance and
help, this thesis would not have been accomplished.
Secondly, my sincere thanks are also sent to all the teachers of English
department at Haiphong Management and Technology University for their
precious and useful lessons during my four year study which have been then the
foundation of this research paper and all the students of NA 2301A, NA 2301T
and NA 2301N who enthusiastically help me complete the survey
questionnaires.
Moreover, I am thankful to my family and friends from the bottom of my
heart. I also could not go through the hardship to complete this study without
their support and encouragement.
Finally, I wish to thank my readers for their interest and comments on this
study.
Hai Phong, January, 2020
Dang Thi Tuyen
ii
TABLE OF CONTENTS
ACKNOWLEDGMENTS ……………………………………………………………………….. i
PART A: INTRODUCTION
…………………………………………………………………… 1
PART B : DEVELOPMENT
…………………………………………………………………… 5
Chapter 1: Literature Review …………………………………………………………………. 5
1. Speaking skill ………………………………………………………………………………………. 5
1.1. Definition of speaking
………………………………………………………………………… 5
1.2. Characteristics of speaking skill………………………………………………………….. 5
1.3. The importance of speaking skill in the classroom
…………………………………. 6
1.4. Common problems in learning speakingskill of first-year students ………….. 7
1.5. Main factors affecting students’English speaking ………………………………….. 9
1.5.1. Fear of mistake ……………………………………………………………………………….. 9
1.5.3. Anxiety ………………………………………………………………………………………… 10
1.5.4. Lack of confidence ………………………………………………………………………… 10
1.5.5. Vocabulary …………………………………………………………………………………… 10
1.5.6. Pronunciation ……………………………………………………………………………….. 11
1.5.7. Listening comprehension ……………………………………………………………….. 11
1.5.8.Lack of environment ………………………………………………………………………. 11
2. Shadowing method
……………………………………………………………………………… 12
2.1. Definition of shadowing method
………………………………………………………… 12
2.2. Stages of shadowing task ………………………………………………………………….. 14
2.3. Classification of shadowing ………………………………………………………………. 16
2.4. The importance of shadowing method in developing speaking skill………. 18
CHAPTER 2 : METHODOLOGY
………………………………………………………… 20
1. Participants ………………………………………………………………………………………… 20
2. Instruments ………………………………………………………………………………………… 21
3. Data collection procedures
………………………………………………………………….. 22
CHAPTER 3: FINDINGS AND DISCUSSION …………………………………….. 23
1. The data analysis ………………………………………………………………………………… 23
1.1. The result from the students’ English learning time
……………………………… 23
1.2.The result from students’ atitude toward learning speaking skill
…………….. 24
1.3. The result from students’ perceived importance of speaking skill ………….. 25
1.4. The result from students’ self-evaluation their speaking abilities …………… 26
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1.5.The result from students’ common problems when communicating in
English
………………………………………………………………………………………………….. 27
1.6. The result from students’ opinion about a new creative English studying
method ………………………………………………………………………………………………….. 28
1.7. The awareness of students about the shadowing method ……………………… 29
1.8. Level of the frequency of students practice shadowing method
……………… 30
1.9. Students’ attitudes towards the effects of shadowing method in practicing
speaking
………………………………………………………………………………………………… 31
1.10. The result from students want to continue practice with shadowing method
…………………………………………………………………………………………………………….. 32
2. Students’ self-evaluation of their improvement after practicing shadowing
method ………………………………………………………………………………………………….. 33
3. Some difficulties faced by first-year English majors when practicing the
shadowing method and some suggested solutions.
……………………………………… 35
4. Summary …………………………………………………………………………………………… 38
PART C : CONCLUSIONS ………………………………………………………………….. 39
1. Conclusion
…………………………………………………………………………………………. 39
2. Limitations of the study ………………………………………………………………………. 40
3. Suggestions for further study ……………………………………………………………….. 40
REFERENCES …………………………………………………………………………………….. 41
APPENDIX : QUESTIONNAIRE FOR STUDENTS
(ENGLISH VERSION)
APPENDIX: QUESTIONNAIRE FOR STUDENTS
(VIETNAMESE VERSION)
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PART A:
INTRODUCTION
1. Rationable
In the world in general and in Vietnam in particular, in the past few years,
it cannot be denied that English is boosting and much more attention has been
paid to learning English. Due to its significance, people have taken special
consideration into gaining the language in order to reach the international level.
When it comes to learning English: speaking, listening, reading and writing are
4 basic skills. While the three other skills are prominent in obtaining a
wholesome English competence, speaking skill is always regarded as one of the
most important skills. Thus , it is undeniable that speaking skill should be made
priority for English learners because it seems that if they are productive
communicators, there will be a high possibility for them to get settled and well-
paid jobs. However, to master this skill is still an issue for almost students in
Vietnam. At Haiphong Management and Technology University, the first-year
English majors often fall into confusion while speaking English because of the
lack of practice, knowledge, and confidence,… However, another serious
problem is the lack of self-study methods which are suitable with their level. In
order to improve their speaking skill, shadowing method is in top choices as its
effectiveness has been proved in many countries, especially Japan.
Recently, the shadowing method is attracting much attention of English
educators and learners. Originally, the shadowing method was aimed to train
simultaneous interpreters: however, its efficiency in developing foreign
language learning has been appreciated and started to be used in the classroom
or self-study. The effectiveness of shadowing method to particularly developing
oral skills has been investigated and recognized through the field of teaching and
learning foreign languages (Lambert, 1992; Murphey, 1995, 2001; Tamai, 1997,
2005; Hamada, 2014, 2016). For instance, Hamada (2014) examined some
claims about shadowing method, and the result showed that it is one of the most
effective techniques for lower-proficiency learners. Hence, it is believed that
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such a method can be help learners to reduce the limit, and bring a different way
to teach and learn speaking skill, in the effort to improve it.
Even though the shadowing method is popular around the world, in
Vietnam, there has been very little research accompany with this field. In
Haiphong Management and Technology University, this might be an untouched
area, as no study in the same topic can be found. Due to the above mentioned, I
have made a presentation about shadowing method with the hope that it can
help learners of English at Haiphong Management and Technology University
will study English better in the near future. That is the reason why I decided to
choose the study entitled: “ Improve speaking skill of first-year English majors
at Haiphong Management and Technology University by shadowing method”.
Therefore, this research is hoped to provide a suitable way to self-study
for first-year English majors, who have experienced the difficulties while
speaking, and the awareness of them towards the effectiveness of the shadowing
method.
2. Aims of the study
As can be seen from the Introduction chapter, this study purposes are to
investigate students’common speaking problems when speaking English, their
perspective about the use of shadowing and some difficulties they faced when
applying it to practice speaking. To achieve these purposes, the study will focus
on the following research questions:
1) What are some diffuculties faced by the first-year English majors in an
attempt to master speaking skill?
2) What are the effects of shadowing on students’ speaking skill (as
perceived by students)?
3) What difficulties are encountered by students when practicing the
shadowing method?
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3. Methods of study
To complete this study, a variety of methods have been employed:
– Concemed materials including reference books, websites on teaching
methodology have been carefully studied and analyzed.
– A survey questionnaire was conducted to the first-year English majors at
Haiphong Management and Technology University to gather information and
evidence for the study.
– In addition, to make the data collected more reliable and authentic,
qualitative method was applied with two instruments: an informal interview and
observation.
All the comments, remarks, recommendations and conclusion provied in
the study were based on the data analysic of the study.
4. Scope of the study
Because of time limitation, the study can only investigate the perspective
of a small number of first-year English majors towards the use of the shadowing
method, and their difficulties when applying it to practice.
Despite the shortcoming of the study, its result could be a suggestion for
any English learners whose purpose to improve their speaking abilities. Besides,
the shadowing method is not only used for self-studying but it is also employed
in class by teachers as a recommended reference for their English speaking
teaching methods.
5. Design of study
The study is composed of three main parts:
Part A is the introduction which consists of rationale, the aims, scope,
methods, and design of the study.
Part B is the development – the core of this paper which is divided into
three chapters:
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Chapter one is literature review which provides an overview of
speaking skill, shadowing method.
Chapter two shows detailed explanation of the methodology.
Chapter three is findings and discussion (the data analysis;
students’ self-evaluation of their improvement after practicing
shadowing; some difficulties faced by first-year English majors when
practicing the shadowing method and some suggested solutions).
Part C is the conclusion which summarizes what was given in previous
chapters and limitations of the study as well as recommendations for
further study.
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PART B : DEVELOPMENT
Chapter 1: Literature Review
1. Speaking skill
1.1. Definition of speaking
Among four skill, speaking, together with writing, is classified as a
productive skill and described as a process of delivering information and sharing
one’s ideas and emotions in oral communication. Moreover, speaking is said to
be one of the first aspects of communication in which special orientation and
training is of paramount important (Afshar & Asakereh , 2016). Therefore,
plenty of researches have been in-depth studying to figure out its definition
along with its nature.
According to Solcova (2012, p.17), speaking is defined as “interactive
progress in which individuals alternate in their roles as speakers and listeners
and employ both verbal and non-verbal means to reach their communicative
goals”. Byrne (1976) stated that speaking is as a way speakers express their
ideas by arranging the words. In another study, Burns and Joyce (2007) declared
that speaking is an act of meaning formation through interaction among people
in which information is produced, received and processed.
From the above definitions, we can define speaking is expressing ideas,
opinions, feelings to others by using words or sounds of articulation in order to
inform, to persuade, and to entertain that can be learnt by using some teaching
learning methodologies.
1.2. Characteristics of speaking skill
According to Mazouzi (2013), learners’ activities should be designed
based on an equivalence between fluency and accuracy achievement. Both
fluency and accuracy are important elements of communicative approach.
Classroom practice can help learners develop their communicative competence.
So they should know how the language system works appropriately.
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The first, characteristic of speaking performance is fluency and it is the
main aim of teachers in teaching speaking skill. According to Hughes (2002),
fluency is learners’ ability to speak in understandable way in order not to break
down communication because listeners may lose their interest. Hedge (2000)
expressed that fluency is the ability to answer coherently by connecting the
words and phrases, pronouncing the sounds clearly, and using stress and
intonation.
The second, characterisstic of speaking performance is accuracy. Learners
should be fluent in learning a foreign language. Therefore, teachers should
emphasize accuracy in their teaching process. Learners should pay enough
attention to the exactness and the completeness of language form when speaking
such as focusing on grammatical structures, vocabulary, and pronunciation
(Mazouzi, 2013).
According to Thornbury (2005), learners’ correct use of grammatical
structures requires the length and complexity of the utterances and the well-
structured clauses. To gain accuracy in terms of vocabulary means to select
suitable words in the suitable contexts. Learners sometimes apply similar words
or expression correctly.
Thornbury (2005) declared that pronunciation is the lowest level of
knowledge learners typically pay attention to it. In order to speak English
language accurately, learners should master phonological rules and they should
be aware of the various sounds and their pronunciations. Learners should also
know the stress, intonation, and pitch. All of these elements help learners speak
the English language easily and effectively.
1.3. The importance of speaking skill in the classroom
Among the four skills in learning English, speaking and writing are the
productive skills. However, speaking is regarded as very important for language
teaching and learning. Speaking is a bridge to reach other skills. Speaking helps
learners to read better, to listen more effectively and write more accurately.
Speaking is surely the most effective means of communication. (Ur, 1996)
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There are two most important reasons why speaking should be taught in
the classroom. The first reason is speaking is a good source of motivation for
students. For the students who have ability to speak English eligibly, they want
to speak English; they know to express themselves in English. Thus, they always
speak when possible. But for those who cannot speak English well, they do not
want to speak in group. As a result, they may soon get de-motivated and lose
interest in learning English. In addition to this, in the English speaking class, if
the speaking activities are organized in the suitable way, speaking can have a lot
of fun and therefore can raise motivation in the learners. If the speaking is
practiced successfully, the other skills can also be improved through speaking.
For the second reason, nowadays, the demand for communication among
people is really important. Without it, the life does not exist. For this, speaking
always plays an important role in people’s lives. Speaking is considered as
survival skill in real life (Ur, 1996; p134)
For the ideas above, speaking skill also plays the key role in foreign
language learning and teaching.
1.4. Common problems in learning speakingskill of first-year students
There are some problems for speaking skill that teachers can come across
in helping students to speak in the classrom.
Arifin (2007) conducted a study to have a deeper insight into how
psychological problems affect the students in the speaking classroom. He
pointed out that there are two major problems in speaking, which are low-
confidence and anxiety. Notably, the unconfident students are easily influenced
by the feeling that they are “stupid”, “ worthless” (Afirin, 2007). In relating to
anxiety, he also claimed that when a student performed a presentation in front of
the class or a group of people, anxiety usually strikes. Sharing the same point of
view, Ur (1996) defined commonly-encountered problems among English
learners as follows:
Inhibition: fear of making mistakes, afraid of criticism, and shyness.
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Nothing to say: learners have problem with finding motives to speak,
expressing opinions, and giving comments.
Low or uneven participation: often caused by the tendency of some
learners to dominate in the group.
Mother-tongue use: particularly common in fewer disciplines or less
motivated classes, learners find it easier to show off their ideas in their
native language.
In terms of inhibition, as many researches, fear of making mistakes is
considered the main factor are bringing negatively feelings affect students’
speaking abilities. Nakhala (2016) illustrated that shyness is a source of the
problem encountered by students during speaking. He explained that when one
feels shy, his mind goes blank and forget what to say .
Secondly, learners feel hard to think of anything to express their ideas
because their mind goes blank: when being asked about the topic they know
very little or have no idea, students tend to keep silent.
Thirdly, participants in speaking class are distributed unfairly. As reported
by Ur (1996), this problem was described as the large numbers of students in the
speaking group tended to dominate the group. It can be explained that in a group,
there are different kinds of students with specific characteristics and levels.
Those who are more proactive and talkative will speak more often than quiet
students.
Finally, undoubtedly that the overuse of mother-tongue in speaking class
hinders students from improving their speaking abilities. According to Harmer
(1991), there are some reasons why learners use mother-tongue in their speaking
classes. The first reason is that when teachers ask their learners to talk about a
topic that they do not have enough knowledge, they will try to use their
language. The second reson is that the application of mother-tongue is very
natural for learners to use. If teachers do not urge their learners to talk in English,
learners will automatically use their first language to explain something to their
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classmates. The final reason refers to the fact that if teachers regularly use their
learners’ mother language, their learners will feel comfortable to do so in their
speaking class.
1.5. Main factors affecting students’English speaking
1.5.1. Fear of mistake
Robby (2010) argued that the fear of mistake becomes one of the main
factors of students’ speaking in English in the classroom. With respect to the
fear of making mistake issue, and this fear is linked to the issue of correction
and negative evaluation. In addtion, this is also much influenced by the students’
fear of being laughed at by other students or being criticized by the teacher. As a
result, students commonly stop participating in the speaking activity. Therefore,
it is important for students to consider that making mistakes is not a wrong or
bad thing because students can learn from their mistakes.
1.5.2. Shyness
Shyness is an emotional thing that many students suffer from at some time
when they are required to speak in English class. This indicates that shyness
could be a source of problem in students’ learning activities in the classroom
especially in the class of speaking. Therefore, paying attention on this aspect is
also quite important in order to help the students do their best in their speaking
performance in the classroom (Gebhard, 2000). In line with this, Baldwin (2011)
further explains that speaking in front of people is one of the more common
phobias that students encounter and feeling of shyness makes their mind go
blank or that they will forget what to say. As they say, their inability to show
their ability in speaking is also influenced much by their feeling of shyness. In
other words, it can be said that shyness plays an important role in speaking
performance done by the students.
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1.5.3. Anxiety
Anxiety is a feeling of tension, apprehension and nervousness associated
with the situation of learning a foreign language (Horwitz et all cited in
Nascente, 2001). Futher, among other affective variables, anxiety stands out as
one of the main blocking factors for effective language learning. In other words,
anxiety influences students in learning language. Therefore, paying attention to
this factor of learning should also be taken into consideration. The fact that
anxiety plays an important role in students’ learning is also shared by other
researchers like Horwitz (1991). He believes that “anxiety about speaking a
certain language an affect students performance”. It can influence the quality of
oral language production and make individuals appear less fluent than they
really are.
1.5.4. Lack of confidence
It is commonly understood that students’ lack of confidence usually
occurs when students realize that their conversation partners have not
understood them or when they do not understand other speakers. In this situation,
they would rather keep silent while others do talking showing that the students
are lack of confidence to communicate. In response to this, Nunan (1999) says
that student who lack of confidence about themselves and their English
necessarily suffer from communication apprehension.
1.5.5. Vocabulary
Learning vocabulary is very important for the students who learn English
as a foreign language. That is why everybody who learns English or a certain
language should know the words. Rich vocabulary can support them in speaking
when they are communicating to people can write and translate the meaning of
words when they definite English. If they do not know the meaning of words,
they will not be able to speak, write and translate anything in English.
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1.5.6. Pronunciation
It is quite common for non-native speakers of English to mispronounce
English words. This can lead to misunderstand or even some more serious
consequences. What we should do is to try our best to learn more and practice
more to improve our pronunciation.
1.5.7. Listening comprehension
Listening comprehension is a very basic skill one must have in order to be
a good English speaker. However, many of students try to improve their English
speaking skill without practicing their English listening comprehension skills.
Most of them spend a lot of time on studying grammar and vocabulary but they
cannot hear when talking with foreigners.
1.5.8.Lack of environment
If a person stays in the foreign countries, he or she will practice their oral
English in short time, maybe just several months. That is why a majority of
college students choose to study abroad. However, domestic students cannot
own this perfect target language learning environment, which is an important
factor affecting their oral English. In class, English teachers are mostly native
Vietnamese speakers who have they can hardly speak as standard as native
foreigners so students cannot learn a standard English.
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2. Shadowing method
2.1. Definition of shadowing method
According to Manseur (2015, p18), “ shadowing can be defined as the
imitation of a particular input as it is heard in a short period of time as possible”.
He said it is repeating activity of the exact words of an audio track or recorder
input of target language. Lambert (1992) argued that shadowing is a task we
vocalize immediately the auditory such as word-by-word repetition, parrot-style,
in the same language.
Tamai’s research is regarded as one of the leading studies on shadowing
method, and his definition of the shadowing method was cited in numerous
works of researchers. He defined shadowing as a listening exercise in which the
English learners mimic speech while listening attentively to the incoming
information (Tamai, 2005). He believed that shadowing is cognitive and active
activities, where the students can listen while trail the heard speech and try to
verbalize it. It was first cited in the study of Nakanishi & Ueda ( 2011, p4), as
“ an act or task of listening in which the learners track the target speech and
repeat it immediately as exactly as possible without looking at a text”. Hseih &
Dong (2013) believed that shadowing method draws the attention of some
scholars in Asia in recent years, in particular, Japanese people viewed
shadowing as helpful exercise to be integrated into the English language
program.
Teeter (2017) led an investigation about improving inspiration to learn
English in Japan with a Self-study Shadowing Application. From his
perspective, he pointed out that shadowing, in the field of second language
acquisition, is a technique to repeat auditory material almost at the same time.
Jaramillo & Isaza (2016) describe shadowing as a method to train interpreters in
Europe, and it is widely appiled in Japan to improve English skills nowadays.
Seo & Takeuchi (n.d) and Nakanishi & Ueda (2011) shared the same opinion
when it comes to the use of shadowing among the simultaneous interpreters.
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They stated that shadowing was originally regarded as a technique for training
concurrent interpreters, but it is adapted in language classrooms by high school
students and teachers. They believed that this practice enables learners to
develop their mental resources and memorial abilities.
As noted by Manseur (2015, p18), shadowing as the word denoted, “ is
repeating exact words of an audio track recorded input of target language”. He
explained that shadowing as it name, the shadow does everything one does, and
the shadower says everything the speaker says .
Northbrook (2013) made a video for sharing his opinion about the
shadowing method. He defined it as training for English fluency. He stated that
shadowing is a good way to improve learners’ pronunciation, accent, intonation,
as well as rhythm because when the mouth is moving, the ears are paying
attention simultaneously.
From the above definitions, we can define shadowing is an advanced
learning technique where you listen to a text in your target language, and then
speak it aloud at the same time as the native speaker.
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2.2. Stages of shadowing task
Beside the definition of shadowing, the shadowing process should be
taken into consideration.
Manseur (2015, p28) suggested specific steps to practice shadowing as
follows: “ First and foremost, the shadower should find a recorder material that
belongs to the target language. Second, she/he should listen to the input as many
times as possible using a pair of headphones or earphones”. The previous stages
are called blind shadowing, which is implemented without using a written
transcript. He also commented that this is a difficult task and the shadower
sometimes resorts to the subtitles or transcripts to practice shadowing. Jaramillo
and Isaza (2016) also suggested how to implement speech shadowing in a
classroom with the same opinion regarding the first two steps mentioned above.
They stated that “ the learners should listen as many times as possible to the
audio until they are satisfied with their pronunciation” (Jaramilo and Isaza, 2016,
p17). Specifically, when implementing shadowing in a classroom, the students
are required to select an audio text to analyze the vocabulary. Then, the
shadower will listen to the audio again and again to become familiar with the
speakers’ pronunciation. The participants in practicing shadowing can take
advantages of being instructed by the speakers. As long as they feel satisfied
with their pronunciation during the shadowing process, they are required to
record their own voice or shadow in front of the class. Agreeing with others’
points of view when suggesting shadowing phases, Northbrook (2013) also
suggested different steps to practice shadowing properly. In his opinion, the first
step is that the students can find the materials for shadowing from TV shows,
radio program, audio books, ect. The materials should be at each learners’ level
because the exercise is not used to improve comprehension but pronunciation
and speaking. Then, the shadower can print a text out, speak along with an mp3
several times, and look up new words from the dictionary. He advised that the
shadower should copy the speaker so closely, become that speaker in every
single little pause, rhythm. Finally, the practitioners get rid of the text and
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shadow without the text. Concerning the transcript in shadowing, Manseur
(2015) argued that the shadower ought not to resort to the transcription because
he thought that using transcript during shadowing is an optional step because it
will be much more effective if the shadower gets accustomed to the practice
without a transcript. “Reading the transcript enables the shadower to recorgnized
the content of the material to be shadowed, and if any difficult words are
encountered, the shadower can use a dictionary in order to check the meaning of
for better understanding of the input” (Manseur, 2015, p 29). Among those steps
mentioned in Manseur’ s study (2015), emulation is regarded as the most crucial
step. This step requires the shadower to copy the speaker in all aspects ranging
from pace, rhythm to stress, and intonation.
In conclusion, the shadowing process is required to follow essential steps
to improve the learners’ language skills better. As can be seen, some steps need
to be followed.
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2.3. Classification of shadowing
A significant number of researchers introduce several types of shadowing.
Manseur (2015) classified shadowing types in terms of the studies of
psychology and language learning contexts.
Kurata (as cited in Manseur, 2015) and Tamai (1997) shared the same
opinion when suggesting five types of shadowing including full shadowing,
delayed shadowing, phrase shadowing, parallel reading, and speed reading.
Specifically, regarding full shadowing, the shadower imitates the entire
input word by word after understanding the content (Manseur, 2015).
Tamai defined full shadowing as “ Students have to listen to the input and
then try to repeat the authority as soon as it is heard (as cited in Jaramillo &
Isaza, 2016, p15)”.
Types
Procedure
Full shadowing
Articulate the same sounds at almost the same time while
listening to sounds of a text
Delayed
shadowing
Do the same thing as full shadowing explained above, but
not at the same time, rather, after a second
Silent shadowing
Do shadowing phrase by phrase. In the activity, a teacher
has students listen to targeted text with CD or a teacher’ s
model reading phrase by phrase
Parallel reading
Read aloud looking at a text while listening to sounds
Speed reading
Read aloud as quickly as possible looking at a text. In this
activity, the degree of understading the text is not
important, and the teacher has each student measure how
long it tool for an individual to finish reading the text
Table 1: Classification of shadowing (cited in Tamai, 2005)
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According to Manseur (2015), concerning Murphey’s types of shadowing,
there are three main types: complete shadowing, selective shadowing, and
interactive shadowing.
Types
Procedure
Complete shadowing Learners shadows everything the speaker says
Selective shadowing
Learners selects only certain words and phrases to
shadow
Interactive
shadowing
Selective shadowing, and adds questions and comments
from the listeners into the conversation to make it more
natural
Table 2: Murphey’ s types of shadowing (2001) (as cited in Hamada, 2016)
Murphey (2001) defined complete shadowing as a process where
“ learners shadow everything speakers say” (p129). In other words, it refers to
the full imitation of speech. While selective shadowing requires the listeners
choose only certain words and phrases to imitate, when pracicing interactive
shadowing, the speaker can add specific questions and comments, thereby
building up a more natural conversation (Murphey, 2001).
Hamada (2014) also classified the shadowing method in terms of the
cognitive process of listening. As to him, there are two types of shadowing
namely bottom-up processing and top-down processing. It is noted that bottom-
up shadowing requires learners to practice shadowing before knowing the target
languagge while top-down shadowing requires learners acquired knowledge
and rehearse the information first.
As can be seen from table 2, delayed shadowing may fit the aim of this
research in terms of improving students’ speaking abilities. Therefore, the
author put this kind of shadowing into practice during the research.
