the impacts of the use of shadowing technique on students oral production of english past tense morpheme
Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (5.99 MB, 138 trang )
<span class="text_page_counter">Trang 1</span><div class="page_container" data-page="1">
<b>MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY </b>
<b>PAST TENSE MORPHEME </b>
<b>MASTER OF ARTS IN TESOL </b>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 2</span><div class="page_container" data-page="2"><b>MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY </b>
<b>PAST TENSE MORPHEME </b>
<b>Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES </b>
Major code: 8 140 111
<b>MASTER OF ARTS IN TESOL </b>
<b>Supervisor: PHAN THỊ NGỌC THANH, Ph.D. </b>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 3</span><div class="page_container" data-page="3"><b> TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM </b>
<b>THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự do – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC </b>
<b>GIẤY XÁC NHẬN </b>
Tôi tên là: ĐÀO THỊ NGỌC LÝ
Ngày sinh: 27 / 04 / 1993 Nơi sinh: Tây Ninh Chuyên ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh Mã học viên: 1781401110017
Tơi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ về bản quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh. Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối tồn văn thông tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Cơng nghệ Thành phố Hồ Chí Minh.
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 4</span><div class="page_container" data-page="4">139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 5</span><div class="page_container" data-page="5">Ho Chi Minh City, 2021
Dao Thi Ngoc Ly
123docz.net - File bi loi xin lienhe: <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 6</span><div class="page_container" data-page="6"><b>ACKNOWLEDGEMENTS </b>
My thesis paper would not have been completed without the great support that I received from many people. First and foremost, I would like to express my deepest gratitude to my supervisor, Dr. Phan Thi Ngoc Thanh for her invaluable feedback on my research.
Without her guidance, my thesis paper would not have been completed.
I gratefully recognize the help of all the lecturers and friends on the MA course at Ho Chi Minh City Open University for their thoughtful advice and support. In addition, I wish to show my gratitude to all my colleagues and students for their cooperation and
encouragement.
Last but not least, I would like to acknowledge the great support and love of my beloved mother and best friends. This paper would not have been possible without their warm encouragement.
123docz.net - File bi loi xin lienhe: <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 7</span><div class="page_container" data-page="7"><b>ABSTRACT </b>
The pronunciation of the English past tense morpheme has remained a major challenge to Vietnamese learners. Consequently, researchers have conducted a number of studies on effective techniques that can help learners pronounce the –ed morpheme better. This study aimed to investigate how the use of shadowing technique impacted the seventh graders’ oral production of the past tense morpheme at Thuc Hanh Sai Gon School in Ho Chi Minh City. In order to achieve the aim of the study, the researcher employed a
quantitative approach with a one-group quasi-experimental pretest-posttest design. The sample of the study included 35 seventh-grade students at Thuc Hanh Sai Gon School. After having received detailed instructions on shadowing technique, the participants attended 6 shadowing practice sessions, which took place once a week. The instruments consisted of a questionnaire, a pretest and a posttest. The questionnaire was used to record the participants’ exposure to English and their previous experience with the shadowing technique in order to control extraneous variables that could influence the research outcomes. The pretest and posttest were employed to figure out the impact of the use of shadowing technique on students’ oral production of the past tense morpheme. The results revealed that the implementation of the shadowing technique produced a
statistically significant effect on the participants’ performance. In addition, with regard to the developmental phases in expressing temporality, the results showed that the use of the shadowing technique facilitated students to some extent. Based on the findings, some recommendations were suggested to teachers of English, students studying English and researchers with interest in the shadowing technique.
<i>Keywords: shadowing technique, past tense morpheme, pronunciation, developmental phases, second language learning </i>
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 8</span><div class="page_container" data-page="8"><b>TABLE OF CONTENTS </b>
<b>STATEMENT OF AUTHORSHIP ... I ACKNOWLEDGEMENTS ... II ABSTRACT ... III LIST OF TABLES ... VI </b>
<b>CHAPTER 1: INTRODUCTION ... 1 </b>
1.1B<small>ACKGROUND TO THE STUDY</small> ... 1
1.2R<small>ATIONALE FOR THE STUDY</small> ... 2
1.8O<small>RGANIZATION OF THE STUDY</small> ... 7
<b>CHAPTER 2: LITERATURE REVIEW ... 9 </b>
2.1T<small>HE REGULAR SIMPLE PAST TENSE MORPHEME</small> ... 9
<i>2.1.1 Developmental phases in the expression of the past ... 9 </i>
<i>2.1.2 The problematic oral production of the past morpheme –ed ... 11 </i>
<i>2.1.3 The reasons for difficulties in producing the morpheme –ed encountered by Vietnamese learners of English ... 15 </i>
2.2<i>S<small>HADOWING TECHNIQUE</small></i> ... 16
<i>2.2.1 The definition and history of shadowing technique ... 16 </i>
<i>2.2.2 The differences between shadowing and repetition ... 20 </i>
<i>2.2.3 The challenging features of shadowing technique ... 20 </i>
<i>2.2.4 The benefits of shadowing ... 23 </i>
<i>2.2.5 The applicability of shadowing ... 24 </i>
2.3P<small>REVIOUS STUDIES ON THE SHADOWING TECHNIQUE</small> ... 25
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 9</span><div class="page_container" data-page="9"><i>4.1.1 Descriptive statistics of the questionnaire ... 43 </i>
<i>4.1.2 Descriptive statistics of pre-test and post-test ... 45 </i>
4.1.2.1 Descriptive statistics of pre-test ... 45
4.1.2.2 Descriptive statistics of post-test ... 46
<i>4.1.3 Normality test ... 48 </i>
<i>4.1.4 Paired t-test ... 48 </i>
4.2D<small>ISCUSSION</small> ... 49
<i>4.2.1 Students’ oral production of the past tense morpheme ... 50 </i>
<i>4.2.2 Students’ developmental phases in the expression of temporality ... 52 </i>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 10</span><div class="page_container" data-page="10"><b>LIST OF TABLES </b>
<i>Table 2.1 Three Broad Developmental Phases in Terms of Temporality Expression by </i>
<i>Table 2.2 Three Allomorphs of the Regular Past Morpheme </i> 10
<i>Table 2.3 The Order of English Morpheme Acquisition of L1 Learners by Brown </i>
<i>Table 4.2 Descriptive Statistics of the Pre-test Scores </i> 43
<i>Table 4.3 Numbers and Percentages of Participants Classified into Developmental Phases in Expressing Temporality According to Their Pre-test Results </i> 44
<i>Table 4.4 Descriptive Statistics of the Post-test Scores </i> 45
<i>Table 4.5 Numbers and Percentages of Participants Classified into Developmental Phases in Expressing Temporality According to Their Post-test Results </i> 46
<i>Table 4.6 Normality Test of the Scores of Pre-test and Post-test </i> 46
<i>Table 4.7 Paired Samples T-test on Pre-test and Post-test Scores </i> 47
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 11</span><div class="page_container" data-page="11"><b>Chapter 1: INTRODUCTION 1.1 Background to the study </b>
Due to globalization, there has been a strong demand for global languages that can enhance international communication. According to the United Nations, there are six official international languages, which are Arabic, Chinese, English, French, Russian and Spanish. With approximately 1.35 billion speakers (Statista, 2021), English has been regarded as one of the most common lingua francas in the world. As a result, English is taught as a compulsory subject in school curriculums of many countries around the world, including Vietnam. Considering the importance of English, great effort has been put into improving the quality of English teaching and learning, especially speaking skills in general and pronunciation in particular. Along with the introduction of a
communicative approach, Vietnam has experienced several modifications in English teaching practices since the second half of the 1980s (Ha, 2005). However, owing to numerous reasons, including the significant differences between the target language and mother tongue, pronunciation has been a challenging aspect for Vietnamese learners of English. In particular, Vietnamese learners encounter special difficulties in pronouncing inflectional morphemes, especially the past tense morpheme.
The –ed morpheme has remained a major challenge to Vietnamese learners due to several reasons. The past tense morpheme occurs relatively late according to the order of grammatical morpheme acquisition (Brown, 1973; Krashen, 1977). In addition, the low frequency of regular verbs compared to irregular verbs, as well as the negative and interrogative forms of the simple past lower the salience of the regular past form. In regard to its variant pronunciation, the –ed morpheme has three allomorphs /ɪd/, /t/ and /d/, which means it can be pronounced differently depending on the final sounds of regular verbs, and therefore causes considerable confusion for learners. Among the three allomorphs, /t/ and /d/ are the most challenging ones because they often create consonant clusters in several phonetic environments, which do not exist in Vietnamese and therefore <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme</small>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 12</span><div class="page_container" data-page="12">tend to result in discomfort associated with their pronunciation. The difficulty in pronouncing complex codas has also led to the fact that the –ed morpheme is often deleted in some phonetic environments by both L1 and L2 speakers. This reduces its salience, and therefore negatively affects learners’ acquisition of the past tense morpheme.
In an attempt to deal with this challenge, many studies have been conducted in order to develop effective techniques that can help students improve their pronunciation of inflectional morphemes. One technique that has recently gained great attention is shadowing. According to Hamada (2018c), shadowing is a technique that requires learners to repeat what they have heard without delay. Although this technique was first introduced in cognitive studies on selective attention, and later was implemented in teaching interpretation, shadowing has been recognized as an effective technique in language teaching. Empirical research conducted on shadowing has proved that the use of this technique not only develops learners’ working memory and produces positive effects on their psychology, but also noticeably contributes to learners’ development of both listening comprehension and speaking skills. In particular, the practice of shadowing technique allows learners to improve their perceptions and production of unfamiliar sounds that do not exist in their mother tongues. In the case of Vietnamese learners, this technique can help them improve their oral production of the past tense morpheme.
Although the results of several studies have shown the positive effects of shadowing technique on learners’ speaking and listening skills, this technique has not been widely researched in the educational settings of Vietnam. For this reason,
considering Vietnamese learners’ difficulties in the pronunciation of –ed, this study aimed to investigate the impacts of the use of shadowing technique on students’ oral production of the past tense morpheme.
<b>1.2 Rationale for the study </b>
Despite the fact that shadowing technique has been increasingly recognized as a useful technique to teach listening and speaking skills (Fatimah, 2017; Hamada, 2016; <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme</small>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 13</span><div class="page_container" data-page="13">Sumarsih, 2017), there is little empirical research on this technique in various educational contexts and with students at low level of proficiency. In fact, most studies on shadowing were conducted in Asian countries such as Japan and Indonesia with the participation of tertiary or high school students. In Vietnam, there is a scant investigation into the effects of shadowing on students’ achievements. In addition, the use of shadowing with
Vietnamese students at different levels of education is not fully studied. To be specific, despite the fact that shadowing has been proven to be more beneficial to lower
proficiency learners (Hamada, 2016), most studies are carried out on university students. The lack of empirical research on the effects of shadowing on students at low level of proficiency has made it unsafe to draw general conclusions about the effectiveness of this technique. Furthermore, since shadowing has been known as a useful technique to
improve students’ fluency and intonation, there is a question whether this technique works on other components of speaking skills, namely the pronunciation of the regular past morpheme. Additionally, unlike other techniques such as repetition, shadowing not only helps students improve their pronunciation, but also brings great benefits to them in numerous aspects. When practicing shadowing, students can develop their listening and speaking skills, enhance their working memory, take part in the learning process more actively, and become less anxious when using the target language outside the class room (Arthurson, 2019b; Hamada, 2018c; Sumiyoshi & Seventant, 2017). Consequently, the application of shadowing to teaching practices can facilitate students’ learning progress in various aspects.
Moreover, due to the fact that the accurate production of –ed remains a major challenge to Vietnamese learners of English, and that the use of morphological means is considered a sign of language competence, further research is needed to help students acquire the regular past morpheme. Considering the benefits of the shadowing technique and Vietnamese learners’ difficulty in the pronunciation of –ed, this study was conducted with the participation of seventh-graders at Thuc Hanh Sai Gon School. The students have already learnt the past simple, but they still found it difficult to produce the past tense morpheme orally. To be specific, the students were confused by the variant ways of <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme</small>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 14</span><div class="page_container" data-page="14">pronouncing the morpheme –ed. The late occurrence of the past tense morpheme in the acquisition order, together with its low salience and the deletion of its pronunciation in some phonetic environments, also made it a major challenge to students. In addition, the students’ difficulties in pronouncing the morpheme –ed resulted from the linguistic
differences between Vietnamese and English, as well astheir limited exposure to English, which lowered the salience of all three allomorphs to them. As a result, the students encountered great difficulties in producing the past tense morpheme –ed orally. This led to the fact that they mostly relied on pragmatic means and lexical means when expressing the temporality in the past, which might adversely affect their speaking performance and general communication.
This study could help gain more insights into the impacts of the shadowing technique on students’ oral production of the past tense morpheme. Considering the benefits of the shadowing technique and Vietnamese learners’ difficulty in the
pronunciation of –ed, this study was conducted with the participation of seventh graders at Thuc Hanh Sai Gon School in order to gain more insights into the impacts of the shadowing technique on students’ oral production of the past tense morpheme.
<b>1.3 Research questions </b>
The study aimed to investigate the impacts of shadowing technique on oral production of the past tense morpheme with the participation of Vietnamese seventh-grade students at Thuc Hanh Sai Gon School. The research questions that guided the study were:
1. Does the use of shadowing technique have an effect on the oral production of the past tense allomorphs /t/, /d/, and /ɪd/?
2. Does the use of shadowing technique facilitate the participants’ developmental phases in the expression of temporality?
In line with the aforementioned research questions, the following hypotheses were formulated:
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 15</span><div class="page_container" data-page="15">1. H<small>o</small>: The use of shadowing technique has no effect on the oral production of the past tense allomorphs /t/, /d/, and /ɪd/.
H<small>a</small>: The use of shadowing technique has an effect on the oral production of the past tense allomorphs /t/, /d/, and /ɪd/.
2. H<small>o</small>: The use of shadowing technique does not facilitate the participants’ developmental phases in the expression of temporality.
H<small>a</small>: The use of shadowing technique facilitates the participants’ developmental phases in the expression of temporality.
<b>1.4 Significance of the study </b>
This study on the impacts of shadowing technique on oral production of the past tense morpheme offered several useful insights into the use and the benefits of this technique. First, although the accurate pronunciation of inflectional morphemes has been considered as a part of high level of language proficiency, many teachers still find it challenging to teach pronunciation in general and the simple past morpheme –ed in particular. In an attempt to deal with this challenge, this study aimed to investigate the effect of shadowing on learners’ oral production of the simple past morpheme. Second, despite its numerous beneficial effects on improving listening and speaking skills,
shadowing has not been fully studied in the context of Vietnam, and therefore may cause confusion or misunderstanding for teachers when applying this technique in their
teaching practices. For this reason, this study was conducted to provide more useful insights into the application of shadowing technique to English teaching and learning practices. Last but not least, most studies on shadowing were conducted on high school and tertiary students, leaving a scant investigation into the effects of this technique on students at other levels of education. Thus, the participation of seven graders in this study could contribute to how the use of shadowing technique can affect students of different proficiency levels.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 16</span><div class="page_container" data-page="16"><b>1.5 Definitions of terms </b>
<i>Morpheme </i>
According to Richards and Schmidt (2010), a morpheme is “the smallest
meaningful unit in a language” (p.375), which means that the division of a morpheme can destroy its actual meaning. English morphemes are categorized into two types: free
morphemes and bound morphemes. While the former has individual meaning and therefore can be formed independently, the latter cannot stand alone but must be
<i>accompanied by other morphemes. For example, play is a free morpheme, while the prefix re– and the suffix –ed in the word replayed are bound morphemes. </i>
<i><b>The simple past tense </b></i>
The simple past tense is used to describe complete actions, states, or events that happened and ended in the past. The past regular and irregular verb forms are employed to denote the simple past, regardless of persons and numbers (Larsen-Freeman et al., 2016). In this study, the focus is on the use of regular verbs in simple past form.
<i>The past tense morpheme </i>
In English, in addition to time expressions, the inflectional morpheme –ed is added to regular verbs in order to indicate a complete action, state or event happening in the past. The morpheme –ed has three variant phonemic forms, known as allomorphs, including /ɪd/, /t/, and /d/. The pronunciation of the past tense morpheme depends on the final phoneme of the regular verb.
<i>The shadowing technique </i>
According to Lambert (1992), shadowing is “a paced, auditory tracking task which involves the immediate vocalization of auditorily presented stimuli” (p. 266). In other words, learners repeat what they hear in a clear and accurate way without delay. Shadowing was first introduced in cognitive psychology and later was used as a
technique in teaching interpretation. In recent years, shadowing has been considered to be effective in improving learners’ speaking and listening skills. During its development, there have been several varieties of shadowing, each of which is relatively different from each other in terms of procedures and benefits. In this study, the treatment involved the <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme</small>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 17</span><div class="page_container" data-page="17">use of three shadowing varieties, namely mumbling, parallel reading and complete shadowing.
<b>1.6 Scope of the study </b>
The focus of this study was on the impacts of the use of shadowing technique on the oral production of the past tense morpheme, not on other components of
pronunciation or speaking skills. The study was conducted on seventh graders at Thuc Hanh Sai Gon School because of the availability of the sample as well as the limitedresearch on the effects of shadowing technique on learners of low proficiency in Vietnam.
<b>1.7 Chapter summary </b>
In this chapter, the background to this study was presented. First of all, the
researcher discussed the current status of English as a lingua franca and English teaching in the context of Vietnam. The researcher continued to mention the difficulties that Vietnamese learners of English faced when practicing speaking skills in general and pronunciation in particular. The oral production of inflectional morpheme was mentioned as a major challenge to Vietnamese learners, especially the past tense morpheme due to several reasons. After that, the shadowing technique was introduced as an effective technique in developing learners’ speaking and listening skills, and the pronunciation of the past tense morpheme. The researcher then presented the rationale for the study, the research questions and the significance of the study. The definitions of terms, including the simple past tense, the past tense morpheme and the shadowing technique, were also presented.
<b>1.8 Organization of the study </b>
This study consisted of five chapters. In the first chapter, the researcher made an introduction to the study, including the background, the rationale, the research questions and hypotheses, definitions of terms, the scope of the study, the summary of the chapter, and the organization of the study.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 18</span><div class="page_container" data-page="18">In the second chapter, the literature on the past tense morpheme and the shadowing technique was reviewed. In particular, the researcher discussed the role of the past tense morpheme in English proficiency, and explained the reasons why its pronunciation remains one of the major challenges to learners, especially Vietnamese students. The researcher then introduced the shadowing technique, including its definitions and varieties, the differences between shadowing and repetition, as well as its challenging features and benefits. Previous studies on the effects of shadowing on L2 pronunciation were also reviewed, followed by the summary of the chapter.
In the third chapter, the researcher presented the methodology of the study. To be specific, the descriptions of the study design, the research setting, the population and sample, the instruments, the procedures of the study as well as the data analysis were described in this chapter.
In the fourth chapter, the researcher presented the findings of the study. A detailed discussion based on the findings was also included.
In the fifth chapter, the whole study was summarized. Conclusions of the study were also drawn, followed by the limitations of the study. Finally, the researcher made
<b>some recommendations for further research. </b>
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 19</span><div class="page_container" data-page="19"><b>Chapter 2: LITERATURE REVIEW 2.1 The regular simple past tense morpheme </b>
<b>2.1.1 Developmental phases in the expression of the past </b>
Temporality is of great importance in every human language and expressed through a variety of devices. To be specific, speakers of a language can express the temporal location of an event or situation with the use of lexical, pragmatic, syntactic or morphological means, or a combination of several means at a time (Klein et al., 1993). While some languages do not have grammatical devices to denote tense and aspect, there are clear rules for the use of morphological means in English (Klein et al., 1993). For example, in the expression of the past, the regular and irregular past tense inflections are consistently employed in addition to connectives as well as temporal and locative
adverbials.
The use of different means to express the past does not occur at the same time, but tends to follow developmental stages. In his study on learners’ acquisition of temporality, Meisel (1987, as cited in Bardovi-Harlig, 1992) established a developmental order of expressing reference to the past with four stages. In particular, after the first stage in which no reference is used explicitly, learners move on to express the past time with the exclusive use of adverbials. They then enter the third stage in which verbal morphemes are employed, although unsystematically. Finally, using these morphemes systematically indicates that learners are in the fourth stage of the development. Schumann (1987) agreed with the developmental order established by Meisel (1987), although he merged the first two stages into one, resulting in a three-stage order. Following Meisel (1987) and Schumann (1987), Bardovi-Harlig (2000) and Ortega (2009) also divided the ability to express temporality of the past into 3 phases, as presented in Table 2.1 below.
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 20</span><div class="page_container" data-page="20">Phase 1: Pragmatic means he go to the bus stop / and wait for the bus Phase 2: Lexical means then his friend go past / so she give him a
lift / next they go to the airport Phase 3: Morphological
means
and suddenly the car broke down / and later he took a taxi to the airport At the earliest developmental phase, learners do not utilize tense-aspect
morphology to express the temporality. Instead of that, they completely rely on pragmatic means to denote temporality, such as using scaffolding provided by interlocutors and/or describing the situation in chronological order (Ortega, 2009). In phase 2, temporality is expressed with lexical means including “temporal and locative adverbials (e.g. in the evening; now; then; here; there, etc.); connectives (e.g. and; and then; while; whereas, etc.); calendaric references (e.g. January, 15), nouns (e.g. Monday) and verbs (e.g. start; finish) (Gotseva, 2017, p.180). It should be noted that the verbs employed in this phase still remain in base form, or a product of learners’ interlanguage that cannot be found in either their mother tongue or the target language. In the third phase, in addition to lexical means, morphological means are systematically employed to mark the tense and aspect of the verbs and indicate temporality. In other words, to determine which of the three
developmental phases learners belong to depends on the types of means that they employ to express temporality. However, the three phases in the development of expressing temporality are broad and therefore allow little detailed analysis of learning progress. In an attempt to closely investigate the students’ development, this study divided the third phase into two sub stages, namely the early stage of phase 3 and phase 3. To be more specific, students who were classified as the early stage of phase 3 were partially
successful in using the morpheme –ed, reaching at least 30% of the obligatory contexts, but they were not able to meet the criterion for acquiring the past tense morpheme
established by Lahey et al. (1992), which was set at 80% of the obligatory contexts in this study. Meanwhile, students who fulfilled the criterion for morpheme acquisition were grouped as phase 3.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 21</span><div class="page_container" data-page="21">The expression of tense and aspect with the use of morphological markers is considered evidence of learners’ syntactic and semantic competence, and therefore plays an important role in developing their L2 proficiency (Gotseva, 2017). However, learners are likely to encounter great difficulty in employing tense marking to express
temporality. In particular, the use of the past morpheme remains a major challenge to learners, especially those whose mother tongue does not employ morphological means to denote tense and aspect. In the next part, the reasons for the challenging features of the past tense morpheme are discussed in more detail.
<b>2.1.2 The problematic oral production of the past morpheme –ed </b>
In addition to lexical means, grammatical morphemes are employed to express tense and aspect in English. For example, in order to denote actions that happened in the past, the morpheme –ed is added to the base form of regular verbs without changing the stem (Lotfie et al., 2017). Although the formation of regular past form is not complex, the pronunciation of the past tense morpheme is regarded as a major challenge to learners of English, especially those whose mother tongue is not an inflected language and does not contain consonant clusters. To be specific, the past tense morpheme has three allomorphs, which are defined as variant ways of pronouncing a morpheme (Richards & Schmidt, 2010). The phonological form of the past tense morpheme is determined depending on the final sound of the verb, as presented in table 2.2 below.
Table 2.2
<i>Three Allomorphs of the Regular Past Morpheme </i>
Allomorphs Final sounds of the base verbs Examples
/d/ voiced sounds, except for /d/ played, changed, allowed
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 22</span><div class="page_container" data-page="22">The use of the inflectional morphemes has been a challenge to English learners, and consequently these inflections are often left out. The inflectional morpheme of simple past tense is a prime example in this case. There are various reasons for the omission of the past morpheme –ed.
First, empirical studies that were conducted on both L1 and L2 learners of English have revealed that the past tense morpheme is acquired relatively late in comparison with other grammatical morphemes. In terms of morpheme acquisition of L1 learners, Brown (1973) carried out a longitudinal study on three children, and established the acquisition order of 14 morphemes, as presented in table 2.3 below.
Table 2.3
<i>The Order of English Morpheme Acquisition of L1 Learners by Brown (1973) </i>
1. Present Progressive She is cooking.
5. irregular past tense see – saw
<i>6. possessive ’s </i> The woman’s cat 7. uncontractible copula Here you are.
9. regular past tense I walked to school yesterday. 10. 3<sup>rd</sup> person regular present He likes reading books. 11. 3<sup>rd</sup> person irregular have – has
12. uncontractible auxiliary He was singing. 13. contractible copula She’s smart. 14. contractible auxiliary They’re dancing.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 23</span><div class="page_container" data-page="23">Based on the study conducted by Brown (1973), a number of studies on the order of morpheme acquisition have been conducted to examine the order of English
morpheme acquisition by learners from various L1 backgrounds. The results of some studies are summarized in table 2.4 below.
Shirahata (1988)
Spanish <sup>Korean </sup>(adults)
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 24</span><div class="page_container" data-page="24">Collins, 2015). Consequently, learners have difficulty with the consistent production of this morpheme both in written form and oral communication.
Second, the low frequency of regular verbs compared to irregular verbs may reduce learners’ likelihood of experience with their past form. To be specific, among the total of 100 most common verbs compiled by Rundell and Fox (2002), only 44 verbs are regular. In addition, the interrogative and negative forms of past simple employ the
<i>auxiliary verb didn’t, leaving the main verb in base form. This, again, lowers the salience </i>
of regular past morpheme, and consequently causes adverse effects on learners’ acquisition.
Third, the pronunciation of the past morpheme –ed is not always the same in different phonological environments, but depends on the final sound of the base verb. The variant pronunciation of the past tense morpheme includes three allomorphs, which
<i>can be divided into two types: the syllabic /ɪd/, as in wanted, and the non-syllabic /t / and /d/, as in hoped and played respectively. According to Perceptual Salience Hypothesis, </i>
the syllabic suffix is lower in terms of difficulty level compared to the non-syllabic one, as “a syllable is more perceptually salient than a consonant” (Klein et al., 2003, p.3). Solt et al. (2004) also agree that the non-syllabic allomorphs are less sonorous and therefore less salient than the syllabic ones. Empirical research that investigated the Perceptual Salience Hypothesis on the allomorphic variants of the past tense morpheme suggested that learners from various L1 backgrounds are likely to perceive and pronounce the allomorph /ɪd/ better than its counterparts /t/ and /d/ (Wolfram, 1989; Wolfram &
Hatfield, 1986; Davila, 2018; Dwight, 2012; Lotfie et al., 2017). In other words, the syllabic allomorphs /t/ and /d/ are more problematic for learners of English in comparison with the syllabic /ɪd/. It can be seen that despite the transparent rules for formation of the regular past form, the phonological complexity of the past tense morpheme makes it remain a major challenge in English mastery, and the three allomorphs of –ed have variant levels of difficulty to learners of English.
non-The fourth reason for learners’ difficulty in producing the morpheme –ed is the deletion of its pronunciation in some phonetic environments for the sake of articulation <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme</small>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 25</span><div class="page_container" data-page="25">with ease (Bell, Trofimovich, & Collins, 2015). In fact, the addition of –ed to regular
<i>verbs often creates consonant clusters, such as jumped / dʒʌmpt/ and changed /tʃeɪndʒd/. </i>
The discomfort associated with pronouncing these clusters, especially when they are
<i>followed by another consonant (for example, jumped down / dʒʌmpt daʊn/ and changed back /tʃeɪndʒd bæk/, increases the likelihood of speakers’ reduction of the –ed allomorph. </i>
The deletion of –ed pronunciation in complex codas has made this morpheme less salient to English learners, resulting in the fact that they “simply do not consistently produce what they do not consistently perceive” (Solt et al., 2004, p. 10).
<b>2.1.3 The reasons for difficulties in producing the morpheme –ed encountered by Vietnamese learners of English </b>
The difficulties in producing the morpheme –ed encountered by English learners are also prevalent among Vietnamese students. In addition to the reasons mentioned above, there are several specific causes of the past tense morpheme being an acute problem for Vietnamese learners. To begin with, the fact that Vietnam is not an English-speaking country has reduced Vietnamese learners’ exposure to the target language in general and the regular past morpheme in particular. As a consequence, the limited exposure to English lowers the salience of all three allomorphs to Vietnamese learners, and therefore causes adverse effects on their perception and production of the English past tense morpheme.
Furthermore, the fundamental linguistic differences between Vietnamese and English have caused Vietnamese learners’ difficulties in producing the past tense morpheme. First, in terms of expressing temporality, verbal affixes are used to denote tense in English, while Vietnamese speakers mostly depend on temporal adverbials, or
<i>employs particles such as đã, đang and sẽ in front of the main verbs (Ngo, 2015). As a </i>
consequence, Vietnamese learners are likely to make mistakes in using appropriate verb forms due to the influence of their L1 knowledge. Second, the disparity in sound systems of the two languages also causes great difficulty in pronunciation for Vietnamese
learners. To be specific, because there is a limited number of final consonants and no consonant clusters in their mother tongue, Vietnamese learners are foreign to the
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 26</span><div class="page_container" data-page="26">pronunciation of the English past tense morpheme, especially its allomorphs /t/ and /d/, which often form complex codas in several phonetic environments. As a result, learners tend to leave out these two allomorphs, especially when they appear in complex codas (Wolfram, 1985). For these reasons, Vietnamese students often face significant
challenges in pronouncing the regular past form in English.
The low salience of the past tense morpheme owing to the status of English as a foreign language in Vietnam, as well as the differences in sound systems and expressing temporality between the two languages have significantly contributed to Vietnamese learners’ inconsistent use of the morpheme –ed. In order to deal with this problem, researchers and educators have investigated various approaches and techniques that can help Vietnamese students produce the morpheme –ed more effectively. Some useful techniques, such as drilling and color-coding, have been proved to help learners improve their pronunciation of the past tense morpheme (Marchena et al., 2020). However, there is still a great demand for further research on effective techniques to develop learners’ perception and production of –ed.
<i><b>2.2 Shadowing technique </b></i>
<b>2.2.1 The definition and history of shadowing technique </b>
Since the introduction of shadowing, researchers have defined this technique in several ways. Lambert (1989) defined shadowing as “a paced, auditory tracking task which involves the immediate vocalization of auditorily presented stimuli, that is, word-for-word repetition, in the same language” (p. 154). In other words, shadowers try to reproduce what they hear immediately and as accurately as possible. Later, Zakeri (2014) emphasized the cognitive aspect of the definition of shadowing, considering it as “an active and highly cognitive activity in which learners track the heard speech and vocalize it as clearly as possible at the same time that they hear it” (p.21). In this regard,
shadowing practice involves the use of working memory, as learners have to memorize the incoming sounds in order to reproduce them. Based on the definitions of shadowing by Lambert (1989) and Zakeri (2014), shadowing can be defined as a technique that
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 27</span><div class="page_container" data-page="27">involves students in a cognitive activity in which they are required to repeat the speech input with little delay and reproduce it as accurately as possible.
Although shadowing now is well-known as a teaching technique that mainly helps learners improve their speaking and listening skills, it did not have its origin in language education. In fact, shadowing was first introduced in the 1950s in the field of cognitive psychology to study selective attention (Lambert, 1989). Later, shadowing was
commonly applied to interpretation teaching practices as well. The reason for the use of shadowing in interpretation institutes lies in the fact that beginner interpreters should learn how to listen and speak concurrently in either their mother tongue or the target language before they move on to translating. Besides that, shadowing is also used in treatment of stuttering (Li- Chi, 2009, as cited in Foote & McDonough, 2017). It was not until the 1990s that shadowing was developed into a teaching technique in EFL contexts (Tamai, 1992). Gradually, this technique has been widely used in Asian countries, especially Japan, Malaysia and Indonesia.
Over the time, shadowing has developed into several varieties, depending on how or when it is practiced by learners during their learning process. Many researchers have defined numerous variant forms of shadowing, some of which overlap in their
procedures. For example, full shadowing (Kurata, 2007), phonemic shadowing (Norman, 1976) and complete shadowing (Murphey, 2001) actually share the same procedure in which learners have to repeat all the words that they hear. In table 2.5 below, some popular varieties of shadowing and their procedures are summarized by Hamada (2016).
Table 2.5
<i>Varieties of Shadowing by Hamada (2016) </i>
Complete shadowing Learners shadow everything speakers say.
Selective shadowing Learners select only certain words and phrases to shadow.
Parallel reading Learners shadow while reading the text.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 28</span><div class="page_container" data-page="28">Content shadowing Learners concentrate on both shadowing and the meaning.
Mumbling Learners silently shadow the incoming sounds without text.
Interactive shadowing Selective shadowing, and adds questions and comments to make it more natural and show more involvement on the part of the learners.
Conversational shadowing
Learners repeat conversation partner’s words.
Phrase shadowing Learners shadow phrase by phrase with a slight delay. Phonemic shadowing Learners shadow each sound as soon as they hear.
The varieties of shadowing technique are different in their ways of practice and serve variant purposes. For example, in complete shadowing or phonemic shadowing, learners have to reproduce all the words they hear, which means they have to focus their attention on the phonological feature of the aural stimuli, and therefore are unlikely to have enough cognitive resources to process the content. On the other hand, when practicing selective shadowing, learners need to analyze the speech semantically and syntactically in order to select what to reproduce from the speech input (Hamada, 2018b). As a result, it is important that learners reach a certain level of proficiency in order to practice selective shadowing, and this variety of shadowing helps them improve their ability to perceive phonemes and recognize words as well. Mumbling is similar to complete shadowing, although students who practice the former tend to shadow more quietly. Thus, mumbling is recommended to use when learners are foreign to shadowing in order to increase their confidence in practicing this technique, or when they do not want to disturb other students, especially in a large-sized class (Hamada, 2016). Due to the variety of shadowing variations as well as their variant benefits, there is no fixed practice of shadowing (Hamada, 2012). Teachers may use one variety solely or a
combination of varieties depending on the focus of their lessons and their students’ level of proficiency.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 29</span><div class="page_container" data-page="29">Depending on when shadowing is implemented in teaching procedures, this
technique can be divided into two types: pre-shadowing and post-shadowing. The former is also known as bottom-up shadowing, while the latter can refer to top-down shadowing (Kadota, 2012, as cited in Hamada, 2014). To be specific, pre-shadowing is practiced before students learn the content of the lesson. This type of shadowing is beneficial for students in terms of speech perception, because they attentively repeat what they hear instead of concentrating on other aspects of the speech (Hamada, 2014). Nevertheless, pre-shadowing can be challenging and may cause cognitive overload to students,
especially those at low proficiency level or when the lesson content is quite unfamiliar to them. On the other hand, post-shadowing takes place after students have learned all the vocabulary items and grammatical structures included in the speech input. Although this means students have to share their attention between the phonological aspect and the content of the input, post-shadowing is likely to help students become less anxious when practicing this technique, and to reinforce their lexical and grammatical knowledge (Hamada, 2011b). Considering the beneficial effects of the two types of shadowing, Hamada (2014) suggested that teachers should include both pre-shadowing and post-shadowing in their teaching practices by allowing students to use scripts during some steps of shadowing procedure. In other words, pre-shadowing and post-shadowing can overlap each other at certain point in the teaching procedure so that students can take full advantage of both types.
Another type of shadowing that was recently developed by Hamada (2018a) is International Phonetic Alphabet Shadowing (IPA shadowing). Learners who practice this variation of shadowing are provided with transcripts that was written in IPA. In this way, they can shadow with the assistance of IPA scripts, which can help them practice
shadowing in a less challenging way as well as reduce the likelihood of splitting their attention between phonemic, semantic and syntactic features of the aural stimuli. IPA shadowing, therefore, can address the shortcomings of complete shadowing and parallel reading. However, it is important that students should be able to recognize and pronounce every IPA before practicing IPA shadowing.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 30</span><div class="page_container" data-page="30"><b>2.2.2 The differences between shadowing and repetition </b>
One of the most common reasons for which many educators object to shadowing lies in its similarity to repetition to some extent. At first glance, both techniques require learners to repeat the speech input as exactly as possible. However, psycholinguistics states that there is a cognitive distinction between shadowing and repetition. To be specific, shadowing is considered as an “online immediate process of repeating speech” (Shiki et al., 2010, p.82). It means that learners have to shadow the incoming sounds with no or little delay. On the other hand, in repetition activities, the speech input is
temporarily stopped so that students can repeat the phrases or sentences off-line (Shiki et al., 2010). Due to these pauses, learners can have enough time to attend to the grammar or content of the speech (Hamada, 2016, p.6). In other words, when learners practice repetition, their process of the speech input takes place in both semantic and syntactic way (Shiki et al., 2010). As a result, repetition can be used as a reinforcement activity that helps learners to internalize what they have learned to their long-term memory. However, learners practicing repetition tend to distribute their attention to semantic and syntactic aspects of the speech instead of fully focusing on recognizing and repeating the incoming sounds, and they have to exploit their short-term memory to memorize each chunk as well as its pronunciation (Hsieh et al., 2013). Consequently, they are less phonologically sensitive compared to those who practice shadowing (Shiki et al., 2010). For this reason, practicing repetition is less likely to help learners develop their bottom-up skills and phoneme perception process in comparison with shadowing technique.
<b>2.2.3 The challenging features of shadowing technique </b>
The fact that shadowing makes cognitive demands on learners makes it a relatively challenging technique to practice. Learners who are not familiar with shadowing may encounter great difficulties in practicing this technique, especially those who are not used to performing multi tasks (Hsieh et al., 2013). As shadowing requires learners to listen to the speech input and repeat it at the same time, they have to employ their working
memory to memorize the incoming sounds and reproduce them simultaneously. At the <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme</small>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 31</span><div class="page_container" data-page="31">same time, shadowers also need to listen to their own output to make sure that they reproduce the input accurately, especially when shadowing is used for improving speaking skills. In this regard, shadowing requires more cognitive load than a listening activity does, and therefore may cause overload to learners, especially those at beginning level (Chung, 2010).
In addition, the similar features of shadowing to other techniques, namely chorus reading, as well as its numerous varieties, may result in misconception and confusion for both teachers and learners (Arthurson, 2019b). This can lead to improper application of the technique, and therefore causes unexpected results as well as demotivation for
learners. Moreover, the repetitive feature of shadowing makes it sound less interesting to learners in comparison with other learning techniques (Li-Chi, 2009, as cited in Foote & McDonough, 2017), and consequently requires a lot of effort and learner autonomy.
In order to overcome these challenges, teachers are advised to follow the suggestions below when applying shadowing to their teaching practice.
The first and foremost requirement of shadowing is that teachers are fully aware of what they use shadowing for. When shadowing is implemented to sharpen listening skills, learners concentrate on the sounds they hear. On the other hand, when they shadow with the purpose of improving their speaking skills, they have to pay attention not only to the incoming sounds but also to their pronunciation of the words. In other words, they are required to identify the sounds, repeat them and then check whether they pronounce the word similarly. In order to accomplish these requirements at the same time, learners should reach a sufficient level of phoneme perception (Hamada, 2018c). If learners are still slow at recognizing the incoming sounds, shadowing may not produce much effect and can even lead to demotivation since learners find the technique too challenging and impossible to accomplish. For this reason, teachers should be acutely aware of students’ level of proficiency before making a decision on applying shadowing. In addition, it is strongly advised that students be well informed about the nature and benefits of
shadowing so that they can remain motivated when practicing this technique.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 32</span><div class="page_container" data-page="32">Secondly, the use of scripts in shadowing practices should be considered carefully. In general, learners are not likely to be allowed to use scripts when shadowing in order to prevent them from paying attention to the meaning of the words rather than its
phonological features (Hamada, 2018c). However, shadowing without any aid may increase the level of anxiety of low proficiency learners or those who are not familiar with this technique. For this reason, it is advisable that students grasp the meaning of the text before they shadow it (Hamada, 2018c). It is also suggested that teachers should let learners shadow the scripts after following the listening teaching procedure instead of reading them in silence (Kuramoto & Matsumura, 2001, as cited in Hamada, 2014). This allows them to concentrate on repeating the incoming sounds rather than being distracted by analyzing the content. Otherwise, it may overburden students’ cognition and therefore make shadowing become too challenging for them.
Thirdly, it is advisable that the implementation of shadowing take place in an intensive way, but should not last for a long time. Although shadowing has a number of beneficial effects, its challenging feature can gradually demotivate students, and therefore makes it hard for them to keep practicing this technique properly. In fact, a one-month application of shadowing with approximately 30 minutes of practice per week is enough for students to reap significant benefits of shadowing (Hamada, 2016).
Last but not least, Shiki, Mori, Kadota and Yoshida (2010) point out that repeating each text five or six times is enough and after that students should move on with a new one. To be specific, shadowing a speech input for more than six times is unnecessary because the performances of students have reached the ceiling point (Hamada, 2018c). In addition, shadowing the same material excessively can result in boredom and
demotivation, which may lead to improper practice of the technique as well as adversely affect students’ attitudes towards learning.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 33</span><div class="page_container" data-page="33"><b>2.2.4 The benefits of shadowing </b>
Despite the demanding features of shadowing, the implementation of this
technique can benefit students in numerous aspects, including not only their listening and speaking skills, but also their psychology and working memory.
First of all, shadowing can greatly contribute to improving learners’ listening skills. As shadowers are required to listen to the heard speech and repeat it at the same time, their attention mainly focuses on the incoming sounds rather than the meaning (Hamada, 2018c). They have to listen attentively to the sounds and try to reproduce them as accurately as possible. As a result, learners can become better at recognizing the sounds, and therefore enhance their perception of phonemes and their bottom-up skills (Hamada, 2016, 2018c). In this regard, shadowing is especially beneficial to students who are not familiar with the target language’s sound system (Hamada, 2015a). Furthermore, because learners have to track the speech input closely when practicing shadowing, they can become more familiar with listening at natural speaking speed, and consequently improve their listening ability (Hamada, 2016). In addition, as shadowers not only imitate the sounds themselves, but also follow the suprasegmental features of the speech, they gradually get used to English speakers’ intonation and stress, which greatly contributes to their listening comprehension (Chung, 2010).
Second, shadowing also helps learners with their speaking skills by improving their pronunciation, fluency and intonation (Hsieh et al., 2013; Foote & McDonough, 2017; Hamada, 2018c). To be specific, as learners need to repeat what they hear simultaneously and as accurately as possible, their mouth muscles are trained in an unconscious manner. As a result, they become better at producing the sounds, especially those which do not exist in their native language. In other words, the practice of
shadowing helps learners improve their pronunciation, which greatly contributes to their speaking performance. Additionally, as learners are required to reproduce the speech input simultaneously and accurately when shadowing, the practice of this technique can help them develop native-like intonation and increase their articulation rate as well as fluency (Hsieh et al., 2013; Zakeri, 2014; Kadota, 2019).
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 34</span><div class="page_container" data-page="34">Third, shadowing has been proven to produce beneficial effects on learners’ psychology. When shadowing is conducted as a learning activity in the classroom, learners have to repeat the texts aloud in front of their teachers and fellow students. This helps learners become less anxious as they use the target language outside the classroom (Sumiyoshi & Seventant, 2017). In addition, instead of passively receiving the text aurally, learners take more control of the text when shadowing, which gives them an opportunity to join in the learning process more actively (Arthurson, 2019b). As a result, they become more motivated and are more likely to make progress in their learning.
Last but not least, empirical research has showed that learners can improve their working memory through the practice of shadowing (Takeuchi et al. 2021). When learners shadow, what they hear is first attended to and then stored in the phonological loop, a component of working memory (Baddley, 2018), before being articulated. As shadowing requires learners to reproduce the speech input simultaneously, practicing this technique can help increase their articulation rate, which is a decisive factor in short-term memory (Miyake, 2009). In other words, with the practice of shadowing, learners can gradually retain more information in their phonological loop at a time, increase their articulation rate and consequently improve their working memory.
<b>2.2.5 The applicability of shadowing </b>
Thanks to significant developments in the technological field, shadowing can be performed not only in class but also outside the classroom. Authentic learning materials of different levels are abundantly available on the Internet, and mobile recording
applications which can be used to record students’ shadowing practice are provided for free or at a reasonable price. The accessibility of materials and useful tools for shadowing allows learners to easily practice the technique themselves. This offers learners,
especially those who have difficulty in accessing formal education, more chances to practice their speaking and listening skills at an affordable expense (Foote &
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 35</span><div class="page_container" data-page="35">One of the most considerable contributions of shadowing to learners’ language achievement is that it is adaptable to various learning contexts and suitable for learners of different levels of proficiency (Arthurson, 2019b). In addition to textbooks and reference books, the abundant resources on the Internet allows teachers to choose appropriate materials for their learners, or adapt them depending on learners’ interests, needs and levels. Moreover, shadowing can be integrated into classroom activities, or conveniently conducted at home thanks to technological advances. To be specific, after receiving detailed instructions on how to shadow properly, learners are able to practice shadowing at their own pace everywhere and at any time, which increases their autonomy and helps them make better progress in their learning. It is also advisable for learners to record what they shadow and send the recordings to their teachers in order to receive feedback on further improvements.
<b>2.3 Previous studies on the shadowing technique </b>
The shadowing technique has been widely researched in Asian countries such as Japan and Indonesia. A number of empirical studies have been carried out and proven the effectiveness of shadowing in improving students’ listening skills (Hamada, 2009, 2014; Masumoto, 2014; Sumarsih, 2017; Fatimah, 2017; Jingga, 2019; Ekayati, 2020) and working memory (Takeuchi et al., 2021). Although the effectiveness of shadowing in improving listening skills has been fully investigated by a number of studies, its impacts on L2 learners’ pronunciation still require more empirical research (Hamada, 2018a).
Pronunciation is an important component that greatly contributes to learners’ speaking performance. In order to improve their pronunciation, learners first acquire the differences between the sounds of the target language, especially those which their mother tongue does not have, and then try to produce them orally. Thus, teaching L2 pronunciation involves teaching not only receptive skills but also productive skills (Jarosz, 2019). According to Kelly (2000), the use of drills, such as choral drilling, individual repetition and chaining, can help learners develop both receptive and
productive skills. Another study carried out by Trofimovich and Gatbonton (2006) also <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme</small>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 36</span><div class="page_container" data-page="36">proved that L2 pronunciation can measurably improve through repetition and the on-form. Additionally, Marchena, Vargas and Sánchez (2020) stated that learners made improvement in their verbal production of the past tense morpheme after practicing drilling and color coding.
focus-Due to its similar features to repetition, shadowing technique is expected to be potentially effective in improving learners’ pronunciation. One study that focused on the effects of shadowing on pronunciation was conducted by Foote & McDonough (2017). The study involved 22 English adult learners from 5 L1 backgrounds. The treatment lasted for 8 weeks, with the participants spending at least 40 minutes per week on shadowing short conversations. The results from pre-test, mid-test and post-test showed that the participants made significant improvement in terms of imitation of the speech, comprehensibility and fluency. Although this study has greatly contributed to insights into the effects of shadowing on pronunciation, the fact that the participants were university students in Canada, an English-speaking country, and that the sample was small limit the generalizability of the results to learners of different levels and learning environments.
In line with the result of the study by Foote and McDonough, Zakeri (2014) also researched the impacts of shadowing on learners’ fluency. His study included 40 adult learners of English who were randomly divided into a control group and an experimental group. The participants in the experimental group shadowed their listening and reading materials, and also practiced shadowing at home, while those in the control group followed normal learning procedures. After one month, all participants took a speaking test in which they had to discuss a question. The results showed that the experimental group outperformed the control group in terms of fluency. This study has proved the beneficial effects of shadowing on the components of speaking skills. However, the procedure of shadowing, the materials as well as the grading process were not mentioned in detail, which made the results less convincing.
With regard to other features of pronunciation, the study conducted by Hsieh et al. (2013) showed that shadowing could help improve learners’ intonation, fluency, and
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 37</span><div class="page_container" data-page="37">word pronunciation. The study adopted pre-test post-test design with the participation of 14 Taiwanese tertiary students who did not major in English. Half of the students formed an experimental group and practiced shadowing, while a repetition technique was used in the control group. The results from pre-test and post-test were analyzed with independent sample t-test, which revealed that the experimental group significantly outperformed the control group both at segmental and suprasegmental levels. However, the sample of this study was relatively small, and the fact that participants were asked to read the texts during the two tests rather than producing their own speech also raised the question about the results.
Within the context of Vietnam, there are only a few studies that investigated the use of the shadowing technique on Vietnamese learners. The first one is the study
conducted by Arthurson (2019b), who carried out a survey on 59 language instructors at different universities and schools as well as tertiary students who majored in English teaching in order to find out about their opinions toward the use of shadowing technique. The participants received instructions on the use of shadowing technique, and then had a chance to experience the shadowing procedure themselves in order to grasp the principles of this technique. After that, they gave feedback on the application of shadowing to English teaching. The results showed that all participants agreed on the beneficial effects of shadowing technique on students’ language skills, except for writing. About 60% of the participants also claimed that they would apply the shadowing technique to their own study. Despite the small sample, this survey has confirmed the positive opinions of Vietnamese language instructors and English-major students on shadowing technique, and paved the way for using this technique in English teaching practices in Vietnam.
Pham and Nguyen (2017) carried out a study on how shadowing helped students improve their oral production of the past morpheme. 17 tertiary non-English major
students were divided into two groups. While group 1 practiced shadowing for the period of 5 weeks, participants in group 2 only watched videos. The results of the pre-test and post-test, which involved students reading the same passage, revealed that students in group 1 outperformed those in group 2 in terms of the accuracy of –ed pronunciation.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 38</span><div class="page_container" data-page="38">However, the fact that students were evaluated with the same material might influence the results, as they were possibly able to memorize the correct pronunciation and then recall it in the post-test. Although this study has contributed to insights into the effects of shadowing on pronunciation, further improvements can be made with more research including a bigger sample and learners of different proficiency levels.
Another study conducted by Nguyen et al. (2020) focuses on the effect of shadowing practices on students’ interpreting performances. The study consisted of 54 third-year English-major students who were randomly divided into a control group and an experimental group. The results showed a minimal influence of the shadowing technique on fluency improvement of the experimental group, and their positive attitudes towards the use of shadowing. This study has shed light on the application of shadowing to Vietnamese students. However, more empirical research on this technique is needed to investigate its potential effects on other components of speaking skills.
<b>2.4 Research gap </b>
As can be seen from previous research, the number of studies investigating the effects of shadowing on learners’ speaking performance is relatively small in comparison with those conducted on listening skills. In addition, the sample of these studies were relatively small, and the shadowing procedure that was adopted in each study was not mentioned in detail. As a consequence, more empirical research is needed in order to offer more insights into the use of shadowing to improve speaking performance and generalize the impacts of this technique on components of speaking skills. Moreover, most researchers have applied shadowing to L2 learners in English-speaking countries (Foote & McDonough, 2017), in Malaysia where English has been accorded as an official second language (Omar & Umehara, 2010) and other Asian countries such as Japan (Hamada, 2011a, 2012, 2014, 2015b, 2016; Shiki et al., 2010; Matsumoto, 2014; Arthurson, 2019a; Kadota, 2019), Indonesia (Fatimah, 2017; Sumarih, 2017; Jingga, 2019) and Taiwan (Hsieh et al., 2013). In the educational settings of Vietnam, there is still a scant investigation into the effects of shadowing technique on Vietnamese learners’ <small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme</small>
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 39</span><div class="page_container" data-page="39">listening and speaking skills. Additionally, the studies on the shadowing technique were mostly carried out with the participation of tertiary students and high school students. In particular, the two studies conducted in Vietnam contexts only tested the effectiveness of the shadowing technique on university students. Due to the differences in language teaching contexts and learner characteristics, it is inadvisable to generalize the beneficial effects of the shadowing technique on all students of different levels and educational contexts. There should be more empirical research on how the use of the shadowing technique can affect the learning outcomes of students at various proficiency levels and in different educational settings. Furthermore, despite the fact that secondary students have learnt how to use the past simple, they are likely to encounter great difficulty when producing the past tense morpheme orally. Since the shadowing technique has been proved to improve learners’ speaking skills in previous research, it is a potential
technique that can help improve secondary students’ pronunciation of –ed. Thus, in order to contribute to the generalization of the beneficial effects of shadowing in general and on pronunciation in particular, as well as considering the difficulties in producing verbal morphology encountered by secondary students, this study investigated the impacts of shadowing technique on the pronunciation of the past tense morpheme in the context of Vietnam. In order to help students reap the benefits of shadowing, several varieties of this technique were applied, namely mumbling, parallel reading, complete shadowing. As the study was conducted on a large-sized class with low-level students who had no previous experience in shadowing, mumbling and parallel reading were suitable to help increase students’ self-assurance, while complete shadowing offers them an opportunity to
improve their pronunciation of the past tense morpheme as well as their ability to express temporality. In other words, the combination of different types of shadowing can help students get familiar with practicing this technique, lessen their anxiety and allow them to reap the benefits of shadowing at the same time.
In order to investigate the impacts of shadowing on low-level students’ pronunciation of the morpheme –ed, the study was conducted on seven graders at a secondary school in an attempt to answer the first research question “Does the use of
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
139The impacts of the use of shadowing technique on students oral production of english past tense morphemeWednesday, June 12, 2024
</div><span class="text_page_counter">Trang 40</span><div class="page_container" data-page="40">shadowing technique have an effect on the oral production of the past tense allomorphs /t/, /d/, and /ɪd/?” In addition, as the accurate use of morphological means is a criterion for determining the developmental phases in expressing temporality, this study also sought to answer the second question “Does the use of shadowing technique facilitate the participants’ developmental phases in the expression of temporality?”
<b>2.5 Chapter summary </b>
In this chapter, the review of background information related to the research topic was presented for deeper comprehension of the study. The chapter reviewed the literature on developmental phases in expressing temporality, the past tense morpheme and its challenging features to L2 learners. The definition and benefits of the shadowing technique was also thoroughly reviewed. Finally, the chapter presented a number of previous studies on the shadowing technique, and then pointed out the research gap.
<small>The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM1392412067:37:46 PM7:37:46 PM</small>
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM139Wednesday, June 12, 20247:37:46 PM7:37:46 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM139Wednesday, June 12, 20247:37:47 PM7:37:47 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM139Wednesday, June 12, 20247:37:48 PM7:37:48 PM
The impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morphemeThe impacts of the use of shadowing technique on students oral production of english past tense morpheme
139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM139Wednesday, June 12, 20247:37:50 PM7:37:50 PM
