Abstract
The aims of this study were to explore what kinds of repetition strategies learners tended to use during English shadowing and to find out whether shadowing would raise learners' attention of phonological input. Two hundred and two Japanese learners of English who had just begun shadowing were asked to answer a 39-item questionnaire while reflecting on their cognitive processes during shadowing. As a result of an exploratory factor analysis, four factors were extracted including (1) meaning-centered, (2) sound-centered, (3) phonological perception and production difficulties and (4) obstacles by high-affective filter. Participants' responses to the questionnaire also showed that shadowing helped them attend to the phonological (especially prosodic) aspect rather than to the semantic aspect of the input. Moreover, overall results indicated that shadowing would improve the function of learners' phonological loop, so that their acquisition of new linguistic items would be accelerated.
