Effects of reading alound and shadowing on speaking performance

本研究探讨了阅读、阴影和口语之间的关系。本研究还探讨了阅读和影子教学对口语能力发展的影响。在第一项研究中，研究人员发现，阴影和说话有一个中等强度的相关正相关。另一方面，阅读与口语表现没有显著关系。研究结果表明，阅读并不能直接提高学生的口语水平，而是帮助学生吸收所学的语言知识。在课堂研究中，研究发现，无论是影子教学组还是听力教学组，学生的口语水平都有所提高。但是，特别是在语法准确性和词汇复杂性方面，跟踪组的效果量高于听力组。

This study examined the relationships among performances of reading aloud, shadowing, and speaking. It also studied the effects of reading aloud and shadowing instruction on speaking ability development. In the first study, it was found that shadowing and speaking had a positive relationship with a medium strength of correlation. On the other hand, reading aloud showed no significant relationship with speaking performance. It was concluded that reading aloud helped the learners take in learned linguistic knowledge rather than enhance their speaking performance directly.In the classroom research, it was found that in both the shadowing instruction group and the listening instruction group the participants improved their speaking performance. However, especially in the aspect of grammatical accuracy and vocabulary complexity, the shadowing group had a higher effect size than listening group.