The Empirical Study Of Shadowing Exercise On Improving Listening Strategy For EFL Learners Of Non-English Majors

This attemptive study, which is an empirical one, focuses on the effect of shadowing exercise on improving listening strategy for EFL learners of non-English majors.Supported by theories from cognitive psychology, interpretation research as well as the experiment result, the author endeavors to find out: (i) whether there's some connection between shadowing exercise and listening strategy for EFL learners of non-English majors, and (ii) if there's any, whether it is positive or negative. The roles of shadowing exercise are identified in the rehearsal of Gile's Effort Model as well as the automation of learned strategies.This experiment involves one hundred and forty-four participants, who are divided into control and experimental groups. For the convenience of operation, random sampling is not conducted, namely the participants are not assigned randomly to the experimental or the control group, but in accordance of the different periods of study. Two tests, a pretest and a posttest, are conducted on the two groups before and after the experiment. The two tests mean to score the participants of their pretest and posttest ability of listening comprehension. And according to the result of the pretest, each group is then divided into two, which are the low levels and the high levels, in accordance with the scores. The results reveal significance of the statistics in both the experimental and the control participants.The major findings are as follows: (i) Shadowing exercise seems to have a much obvious facilitation to the low level EFL learners of non-English major. (ii) Shadowing exercise's facilitation to the high lever EFL learners of non-English majors seems not as distinct as that to low level EFL learners of non-English majors.