Shadowing has been effective in developing listening comprehension skills because it promotes bottom-up processes. Also, the reproduction rate of shadowing (the number of correctly shadowed words) measures a part of success in bottom-up processing in listening. However, what affects the reproduction rate of shadowing was poorly understood. The present study aims to explore the impact of repetitions, material difficulty, and word types on the reproduction rate of words during shadowing. Twenty-five Chinese English learners participated in the study. Two kinds of materials for shadowing were adopted from VOA (Voice of America) to analyze the impact of material difficulty on the reproduction rate of words. The participants shadowed both materials 6 times, and the reproduction rates were evaluated. The results of Generalized Linear Mixed Model (GLMM) showed that the participants could reproduce more words with the 6 times of repeated shadowing, irrespective of word types or material difficulty. Also, the reproduction rate of content words in the difficult material was lower than that of content words in the easy material and function words in both materials.

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The Courses of Studies in Japan assume that the cooperation between Japanese classes and foreign language (English) classes is effective because L1 (first language) learning and L2 (second language) learning can have positive effects on each other. However, evidence that supports this argument seems insufficient because while L1 influence on learners’ L2 has been examined by many studies, the number of existing studies on L2 influence on learners’ L1 is still limited. Thus, the present study examined whether L2 instructions about writing strategies would affect learners’ L1 writing. The participants were 214 junior high school students including first, second, and third year students in Japan. Their Japanese and English essays as well as their answers for a survey were analyzed. Consequently, it was indicated that the English writing instructions did not affect participants’ Japanese writing considerably. In addition, most of them did not remember what they had learned in the English writing classes when they were writing a Japanese essay. These results imply that learning about L2 may not automatically affect learners’ L1 use.

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