A Study On The Effects Of Applying Shadowing In English Listening Of Junior High School Students ——A Case Study Of No.41 Middle School In Urumqi

The improvement of listening is the cornerstone of developing and improving students’ language skills.Junior high school students are language learners with a certain foundation in English,correct and standard language input plays a very important role in English learning.Most English teaching currently use the traditional listening teaching model to stop,which is not conducive to the development of pedagogy and students’ listening skills.Shadowing means following what you hear almost simultaneously and precisely,which trains attention distribution,increases interest in learning,improves short-term memory,corrects phonetic intonation,etc.Shadowing is widely used in interpretation training at universities,however,there are few relevant empirical studies that apply it to listening instruction in primary and secondary schools in a specific model.Therefore,this study aims to explore the effects of Shadowing on the current situation and proficiency of English listening of junior high school students.Both qualitative and quantitative methods were used to explore the following three research questions: What’s the current situation of junior high school students’ listening learning in No.41 Middle School in Urumqi? Does Shadowing have any effect on the current situation above? If so,what are those effects? Can Shadowing help improve students’ listening proficiency?This study lasted for 12 weeks,100 students were chosen by the researcher from two parallel classes of junior two from No.41 Middle School in Urumqi as subjects.Before the experiment,the two classes were given a pre-test to check whether the listening levels of students in the two classes were similar,and a questionnaire was administered to find out the current status of students’ listening learning.During the experiment,Shadowing was applied to the experimental class,and traditional listening instruction was applied to the control class.After the experiment,the researcher carried out three main tasks.The first task was to conduct a post-test in both classes and to see the effect of Shadowing on students’ listening levels by comparing the pre-test and post-test listening scores in the experimental class and the post-test scores in the experimental and control classes.The second task was to conduct the questionnaires in both classes,using the same questionnaires to examine whether Shadowing had an impact on the students’ current listening status and the aspects that were reflected.The third task was to interview a sample of students from the experimental class to supplement the questionnaire information.The researcher used SPSS to process the data and combined with the analysis of the results of the questionnaires and interviews to summarize the following conclusions.1.The current listening situation of junior high school students from No.41 Middle School in Urumqi is that students are not very interested in English listening and are dissatisfied with the current listening learning methods,and they lack of listening strategies and good listening habits.Most students do not think that their pronunciation affects listening and think that look at the text to practice is good for listening comprehension.Few students can understand complex sentences and pay attention to the sentence structure.2.Shadowing has an impact on students’ current listening status,it enhances students’ interest in learning to listen and most of them are satisfied with the current listening method,and it encourages students to develop good listening habits and focus on listening strategies.Students now believe that their pronunciation affects their listening and they also think that practicing without reading the text would help their listening comprehension and it also allows students to focus on sentence structure to better understand complex sentences.3.Shadowing can improve students’ listening proficiency.