THE EFFECT OF CONVERSATIONAL SHADOWING ON TEACHING AND LEARNING CONDITIONAL SENTENCES

As a matter of fact, conditional constructions easily replicate the human intelligent to anticipate various circumstances and to suppose consequences on the basis of known or imaginary conditions. The main purpose of the current study is to consider whether or not conversational shadowing has any impact on the acquisition of English conditional sentences. This study has pedagogical implications for English instructors aiming at educating learners. To fulfill the purpose of this study, 60 English learners at intermediate level from five intact classes in one language institute were chosen. The participants were homogenized in terms of their language proficiency by a standardized proficiency Nelson English test. The standardized proficiency pretest signified that the selected groups were unfamiliar with the target structures prior to the posttest. During the study, the experimental group metacognitively centralizing their attention to language form and meaning of conditional sentences by shadowing everything that their instructor says during interaction and communication. The paired sample t-test computed between the means of the pre-test and post-test showed that there was a statistically significant difference between the performances of the selected group on the post-test. Thus, the analysis of the studentsʹ answers in the post-test showed that conversational shadowing had positive impact on teaching and learning the conditional sentences.