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A Case Study of Shadowing as a Means...

Haufe, Heidi.

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A Case Study of Shadowing as a Means of Helping EAP Students to Prepare for Oral Presentations: Effects on Pronunciation and Anxiety.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Case Study of Shadowing as a Means of Helping EAP Students to Prepare for Oral Presentations: Effects on Pronunciation and Anxiety./
Author:	Haufe, Heidi.
Description:	155 p.
Notes:	Source: Masters Abstracts International, Volume: 52-01.
Contained By:	Masters Abstracts International52-01(E).
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR94323
ISBN:	9780494943236

A Case Study of Shadowing as a Means of Helping EAP Students to Prepare for Oral Presentations: Effects on Pronunciation and Anxiety.
Haufe, Heidi.

A Case Study of Shadowing as a Means of Helping EAP Students to Prepare for Oral Presentations: Effects on Pronunciation and Anxiety. - 155 p.

Source: Masters Abstracts International, Volume: 52-01.

Thesis (M.A.)--Carleton University (Canada), 2013.

Oral presentations are a standard requirement of students in English for Academic Purposes (EAP) courses; however, they are a major source of anxiety, since students often fear that their English pronunciation will cause them to be misunderstood. This mixed methods case study investigated the use of a technique called shadowing, in which a student simultaneously reads aloud with a model recording, as a means of helping improve pronunciation in preparation for oral presentations, and it measured the effectiveness of shadowing as a means of helping to overcome presentation anxiety. The study focused on the participant's pronunciation of voiceless /th/ and word-final /s/ - segmental aspects of pronunciation that she consistently pronounced inaccurately during an initial diagnostic test and pre-interview. The student worked with the researcher as she prepared for an in-class oral presentation. In preparation for the oral presentation, she was asked to submit a written summary of the presentation topic and then shadow the researcher's audio-recorded version of the summary 20 times in the two weeks prior to the presentation date. The participant rehearsed the presentation in front of the researcher the day before the in-class presentation. Pronunciation during the presentation rehearsal was then compared to her pronunciation during the diagnostic and pre-interview in order to identify pronunciation improvements. Later, pronunciation during the in-class presentation was compared to the presentation rehearsal in order to determine the effect of shadowing on presentation anxiety. The findings suggest that shadowing is an effective activity for pronunciation improvement, but it is not an especially effective way to help students overcome presentation anxiety.

ISBN: 9780494943236Subjects--Topical Terms:

1018079
Language, Linguistics.

A Case Study of Shadowing as a Means of Helping EAP Students to Prepare for Oral Presentations: Effects on Pronunciation and Anxiety.
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100 1 $a Haufe, Heidi. $3 2103088
245 1 2 $a A Case Study of Shadowing as a Means of Helping EAP Students to Prepare for Oral Presentations: Effects on Pronunciation and Anxiety.
300 $a 155 p.
500 $a Source: Masters Abstracts International, Volume: 52-01.
502 $a Thesis (M.A.)--Carleton University (Canada), 2013.
520 $a Oral presentations are a standard requirement of students in English for Academic Purposes (EAP) courses; however, they are a major source of anxiety, since students often fear that their English pronunciation will cause them to be misunderstood. This mixed methods case study investigated the use of a technique called shadowing, in which a student simultaneously reads aloud with a model recording, as a means of helping improve pronunciation in preparation for oral presentations, and it measured the effectiveness of shadowing as a means of helping to overcome presentation anxiety. The study focused on the participant's pronunciation of voiceless /th/ and word-final /s/ - segmental aspects of pronunciation that she consistently pronounced inaccurately during an initial diagnostic test and pre-interview. The student worked with the researcher as she prepared for an in-class oral presentation. In preparation for the oral presentation, she was asked to submit a written summary of the presentation topic and then shadow the researcher's audio-recorded version of the summary 20 times in the two weeks prior to the presentation date. The participant rehearsed the presentation in front of the researcher the day before the in-class presentation. Pronunciation during the presentation rehearsal was then compared to her pronunciation during the diagnostic and pre-interview in order to identify pronunciation improvements. Later, pronunciation during the in-class presentation was compared to the presentation rehearsal in order to determine the effect of shadowing on presentation anxiety. The findings suggest that shadowing is an effective activity for pronunciation improvement, but it is not an especially effective way to help students overcome presentation anxiety.
590 $a School code: 0040.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, English as a Second Language. $3 1030294
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710 2 $a Carleton University (Canada). $3 1018407
773 0 $t Masters Abstracts International $g 52-01(E).
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792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR94323