2021 Volume 31 Pages 39-52
According to Miyake (2009), phrase shadowing helps learners to memorize English chunks. It is not yet known, however, whether this method can be used on paragraphs or what factors affect its effectiveness. Furthermore, improvement of repetition speed, its theoretical basis, has not yet been tested using paragraphs. The current study investigates the extent to which shadowing is an effective method of memorizing English chunks and how the number of repetitions and the difficulty of the material to be memorized influence the scores on cued recall tests. In addition, the current study investigated whether participants’ shadowing speed improved when shadowing paragraphs. In this study, participants shadowed two texts of different difficulty levels 30 times. After every 10 repetitions, they took cued recall tests, followed by a delayed post-test after one week. In addition, participants’ shadowing speed was measured before and after the training session. The results showed that the participants recalled more English chunks as the number of repetitions increased. However, the difficult material required fewer repetitions than the easy material. Finally, an improvement of shadowing speed was observed after the training session; however, it was not a prerequisite for the memorization of the chunks.