Parisa Rostami - English language Department, ,Islamic Azad University, Kermanshah Branch, ,Iran
Hamid Gholami - Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

The most important part of learning and teaching a foreign language is its grammar. It is regarded that grammar is the most significant feature of language for not only learning but also teaching. The present study investigated the effects of shadowing on grammar achievement of Iranian elementary learners. To attain the purpose of the study, 40 Iranian elementary female learners of English as a Foreign Language (EFL) students were selected. They were 12 to 16 years old. The participants were assigned to two experimental groups: listening-based shadowing group and a control group. During the treatment period, the control group underwent traditional instruction. However, the experimental groups were instructed using shadowing. The results revealed that listening based shadowing had a significant effect on learners' grammar achievement. The results indicated that there was a significant difference between listening-based group and the control group in the grammar achievement. The findings are applicable in pedagogy context as well as for further research.

Listening, Shadowing, Iranian, Grammar Achievement