在口譯學校的入門考試及口譯課程裡同步翻譯入門訓練項目中，跟述(Shadowing)一直是廣為運用的方式。許多在大學的研究已經證明跟述助於學生聽力和口說能力的進步及幫助學生在公開場合更有自信地開口說英語。然而，少有實證研究指出跟述被應用於初學者的語言教學。故本研究主要探討跟述應用於國中生英語教學課程的成效及學生對此教學方式的反應。
在為期五週15小時的研究中，25位台灣北部一所國中八年級的學生接受跟述的教學並在課堂上練習跟述。質性及量化研究方法皆使用於本研究以驗證跟述是否能應用於國中英語教學的方法。研究者本身即為設計及教授跟述課程的教師。實驗的前後各有一次的測驗及問卷以比較學生英語聽力和口說能力的進步情況。學生的回饋、訪談及教師課堂觀察也同為資料收集的方法以了解學生對於跟述教學之態度及想法。
研究成果顯示大多數的研究參與者對跟述持正向反應。跟述尤其有助於學生的聽說能力。此外，跟述不但提升學生的學習興趣及自信，同時也使學生有大量的聽說練習。雖然在跟述的過程中重複練習稍嫌煩躁及感受需要錄音的壓力，參與者仍能感受在學習方面的進步並增加了自己的學習動機。最後，根據參與者的學習反應及建議，提供此學習方式的優缺點，對跟述教學法做修正改進，以期此教學方法能有更好的學習成效。

Shadowing has been widely used as a component of entrance examinations in interpretation schools, and it has also been used as a pre-simultaneous training technique in interpreting courses. Many researches at the undergraduate level have proven that Shadowing assists students to enhance listening skills and to become more confident and proficient in public speaking. However, few empirical researches showed its application for beginners in EFL classroom. This study intends to explore the effectiveness of Shadowing in EFL program in Junior High School in Taiwan and to investigate the students’ reactions to the learning of this teaching method.
During the five-week, fifteen hours’ experimental study, twenty-five eighth graders in a junior high school in northern Taiwan received Shadowing instruction and then performed Shadowing task in class. Both qualitative and quantitative methods were conducted in this study to verify whether Shadowing can be applied as an alternative teaching task in an EFL classroom in the junior high school. The researcher served as a teacher researcher to design the course, to teach the course, and to collect data in order to complete the study. A pre-test and a post-test as well as a pre-questionnaire and a post-questionnaire were given to the participants to compare their English listening and speaking proficiency improvement prior to and following the experiment. Feedbacks, field notes, and interviews were also collected by the researcher for the purpose of assessing participants’ perceptions of Shadowing.
The results of this study showed that most participants reacted favorably to Shadowing. In particular, Shadowing was shown to help the participants with their listening and speaking. Besides, Shadowing not only increased the students’ interests and self-confidence in English listening and speaking but also exposed them to more opportunities to speak. Although the process of Shadowing was a bit boring and repetitive and the participants felt some pressure from the recording, however, the participants were still aware of their improvement in listening and speaking and learning motivation after Shadowing. By maintaining the advantages and improving the disadvantages revealed in the participants’ responses and suggestions, Shadowing promises to be an effective learning approach.

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