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The Relationship between Shadowing and Dictation

with Reference to Listening

IINO, AtsushiHosei University, Tokyo Japan

iino@hosei.ac.jp

Squaring the Circle 1st ELT Conference Izmir Economics University March 26, 2011

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1. IntroductionELT situation in Japan • Instructional tradition focusing on written

modes: reading and writing since 19c. Grammar translation method is still popular.

Why? • Less chance to use oral English in daily life• Strong focus on preparing for entrance exams

to high schools/ universities (DNC)Needs• More Instructions focusing on oral aspect of

English (listening and speaking) is needed

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To improve listening • Top-down processing tasks

Listening comprehension exercises

Q&A(T/F, MCQ), Note taking, Retelling, Summary making, Task-based exchange

• Bottom-up processing tasks

Decoding / reproduction exercises

Repetitive listening, Dictation, Shadowing

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Definition: Dictation, Shadowing

Dictation: written reproduction of acoustically presented messages. Originally a task for testing listening, but as an effective activity to improve listening

Shadowing: verbatim repetition of acoustically presented messages. Or

“Shadowing is an act or a task of listening in which the learners tracks the heard speech and repeats it as exactly as possible while listening attentively to the in-coming information.” (Tamai ,2002:179)

Instructional dilemma: Time 　　

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Effects of Shadowing

Improving listening ability (Nishimura, 1999; Tamai,2002; Iino,2004; Onaha,2007)

Raising the prosodic sense, which is regarded as one of the important sub-skills necessary to acquire a language. (Mori 2010; Someya,1996)

Improving overall proficiency For EFL especially, it is a way to improve target

language proficiency (Kadota, 2002; Kondo, 1992; Tamai, 2002; Tanaka, 2002, Tamai & Kadota, 2004; Torikai et al, 2003; Someya,1996).

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2.Previous research comparing

Dictation & Shadowing: Tamai（ 1992）• Participants: two groups of Japanese high

school students;• Treatment: Instruction of shadowing for 3

months vs. dictation for 3 months • Result: Shadowing > Dictation• Shadowing could play the role of sub-skill

of listening, activating subvocal rehearsal in the phonological loop in working memory

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Distribution of attention in working memory

Long-term MemoryVisual meaning 　⇔ Episode ⇔ Language

Central Executive

Visuo-SpatialSketch Pad

EpisodeBuffer

Phonological

Loop

Working Memory Model (Baddeley, 2000)

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Previous research(2): Tamai（ 2005 ）• RQ: Effects of shadowing / dictation on listening

depending on English proficiency level. N=93　（ university freshmen)

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Research Questions(1) Do shadowing and dictation show same or different

relationship according to proficiency level of the learners?

(2) How strong are the relationship between shadowing and listening and that between dictation and listening depending on proficiency level? (correlational studies)

(3) Are shadowing and dictation interchangeable? What is the contribution of shadowing scores to overall

proficiency? (multiple regression analyses)

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3. Participants• Japanese college level (junior) EFL learners • 70 non-English majored students

Proficiency Index(/1000pts ）

Group A 　N=33

Group B 　N=37

CASEC Ave ( SD)

558.97（ 61.4）

521.08 (66.9)

TOEIC conv’td ave. (SD)

507.88（ 75.8）

461.76 (79.6)

Group A > B (p <.01)

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What is CASEC test?

• CAT (Computer Adaptive Test) • 45min. (average) • Converted score for TOEIC available• Four sections with 15 problems, 250 pts each Section1 Vocabulary Section2 Reading and Expression Section 3 Listening comprehension Section 4 Dictation

• For more details, see http://casec.evidus.com/

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4. MethodListening scores Used Section 3 in CASEC test

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Dictation scores Used Section 3 in CASEC

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Shadowing scoresShadowing test done to individual students

Cf. Sample of marking procedure of shadowing

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5． Results &discussionDescriptive statistics

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Correlation coefficients

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RQ1 : Do shadowing and dictation show same or different relationship according to proficiency level of the learners?

Result ① Moderately strong positive correlation

coefficients were observed both in the high proficient learners (Gr. A, r =.503) and the lower proficient learners (Gr. B, r =.598) shadowing and dictation show the similar relationship regardless of proficiency level

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RQ 2: How strong are the relationship between shadowing and listening and that between dictation and listening depending on proficiency level? (correlational studies)

Results: ②Shadowing & Listening A: weak (r=.149); B: moderately strong (r=.508) ③Dictation &Listening A: weak (r=.153); B: moderately strong (r=.487)Low proficiency learners showed stronger

relationships both in dictation and shadowing than High proficient learners.

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(3) Are shadowing and dictation interchangeable?

Results

④Proficiency & Dictation A&B: fairly strong (r = .698; r =.695)

⑤Proficiency &Shadowing A: moderately weak (r = .320) ; B: fairly strong (r = .621)

For lower proficient learners shadowing can be replaced to dictation. But not for high proficient learners.

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CASEC=Dictation+Dict+Listen+Exp+Vocab

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Multiple regression analyses (stepwise way: Lower Gr. sample)

RQ:Can shadowing be alternated to dictation in predicting English proficiency of the learners

CASEC=Shadow+Dict+Listen+Exp+Vocab

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Implication to the classroom• Shadowing and dictation show the similar relationship

regardless of proficiency levelAs a classroom activity we can interchangeably use them

depending on the time available. E.g. Shadowing during the class, dictation as an assignment.

• Low proficiency learners showed stronger relationships both in dictation and shadowing than High proficient learners.

Following the previous research, both shadowing and dictation will be adopted as a part of instruction especially for lower level learners.

• For lower proficient learners shadowing can better be replaced to dictation.

Need to improve automaticity of decoding both in written and oral modes. Sound based reproduction could be more effective for low proficient learners..

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Conclusion:Significance of Shadowing

For EFL learners who learn English in non-English speaking countries …

shadowing

Knowledge of vocabulary, syntax, sounds, pragmatics (Lots of input needed) ↓Improve automaticity in processing (Lots of output practice needed)↓Practical Use (Lots of interaction needed)

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For further research• Scoring procedure in shadowing Validity and reliability to be reaffirmed Collect more data and make reliable

evaluation method to be sought• Further investigation needed including the

components constructing sound rehearsal activity

Working memory components measure• Further investigation to find the relationship with

creative oral activities Automaticity raising practices + Creative

production of L2enhancing L2 performance

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Thank you

Slides of this presentation are available HP: iino@e-learningserver.com

Contact

E-mail: iino@hosei.ac.jp

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References

• Tamai, Ken (1992) ｢ `follow-up'の聴解力向上に及ぼす効果およぴ "follow-up"能力と聴解カの関

係｣ 「 STEP BULLETIN 」 5:48-61• (Effects of “follow-up” on listening comrehesion

and relationship between the abitly of “follow-up” and listening ability)

• Tamai, Ken （ 2005) 「リスニング指導法としてのシャドーイングの効果に関する研究」東

京：風間書房 (Study on effects of shadowing as a way of listening instruction)

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Tamai（ 2005）　 Study ２Dicta-tion

Shadow Control

Listeining （ SLEP ） ＋ ＋ －Reading (SLEP ） ＋ － －Speed of reading aloud L1 Nouns

＋ ＋ ＋

Speed of reading aloud L2 Nous

＋ ＋ ＋

Digit span in L1 （ 4-10 dgts ）

－ － －

L2 Digit span － － －Repeating unfamiliar words （ multi-syllable words)

＋ ＋

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Listening Repeating