Shadowing is a technique for enhancing L2 acquisition, in which learners repeat speech aloud as they hear it, as precisely as possible, while continuing to listen attentively to the incoming speech, though so far the task has usually been considered to be effective only in improving L2 listening comprehension through immediate "online" repetition of input speech. However, Kadota (2019) suggests, based on theoretical and empirical research, that shadowing enhances L2 learning in four different ways: 1) Shadowing facilitates automatic perception of input speech, which leads to improvement of L2 listening skill (input effect). 2) Shadowing enhances L2 learners' subvocal rehearsal rates in a phonological working memory and accelerates intake or internalization of words, formulas, constructions, etc. (practice effect). 3) Shadowing promotes speaking at L2 by simulating parts of the cognitive process involved in speech production (output effect). 4) Shadowing develops L2 metacognitive monitoring and control, that is, the executive functions, by the executive working memory (metacognitive monitoring effect). The present symposium is intended to examine the empirical data on the effectiveness of shadowing practice, and to provide a forum for discussion for researchers and educators engaged in learning and teaching various languages as L2.
Shadowing is a technique for enhancing L2 acquisition, in which learners repeat speech aloud as they hear it, as precisely as possible, while continuing to listen attentively to the incoming speech, though so far the task has usually been considered to be effective only in improving L2 listening comprehension through immediate "online" repetition of input speech. However, Kadota (2019) suggests, based on theoretical and empirical research, that shadowing enhances L2 learning in four different ways: 1) Shadowing facilitates automatic perception of input speech, which leads to improvement of L2 listening skill (input effect). 2) Shadowing enhances L2 learners' subvocal rehearsal rates in a phonological working memory and accelerates intake or internalization of words, formulas, constructions, etc. (practice effect). 3) Shadowing promotes speaking at L2 by simulating parts of the cognitive process involved in speech production (output effect). 4) Shadowing develops L2 metacognitive monitoring and control, that is, the executive functions, by the executive working memory (metacognitive monitoring effect). The present symposium is intended to examine the empirical data on the effectiveness of shadowing practice, and to provide a forum for discussion for researchers and educators engaged in learning and teaching various languages as L2.
Room 1 AILA 2021 aila2021@gcb.nl
Shuhei Kadota
Shuhei Kadota
Emiko Kaneko
Yuka Muraoka
Naoya Hase
Yutaka YamauchiTechnical Issues?
If you're experiencing playback problems, try adjusting the quality or refreshing the page.
Questions for Speakers?
Use the Q&A tab to submit questions that may be addressed in follow-up sessions.
