تدريب Shadowing: What reading ACTUALLY does to your brain - تعلم التحدث بالإنجليزية عبر الفيديو
جارٍ إنشاء الدرس...
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We've all heard that reading is good for you and have probably done a fair bit of it.
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Well, most of us.
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But did you know that reading can actually change your brain?
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Today we're going to take a look at some science and talk about five ways that reading rewires your brain.
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Let's get into it.
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The internet is where most of us get our news, connect with our friends and family, and stay on top of the latest trends and memes.
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And while it's improved our short-term memory and our ability to multitask, it's also unfortunately split our attention.
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And it's not just the internet, the pace of movies is faster than it used to be, and even the music industry has seen a change with songs decreasing about 30 seconds in length over the past two decades.
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It's no wonder there's a public perception that our ability to concentrate has worsened.
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Books have a sequential narrative style with a beginning, middle, and end.
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This gives us the ability to improve our attention span by encouraging our brains to also think in a sequence.
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As a result, we spend more time processing the narrative
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and thinking about the complex layers of stories and how they all fit together.
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The act of reading increases the capacity for longer attention spans, especially in children.
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Reading has the ability to put you into a character's shoes both literally and figuratively.
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Reading fiction, specifically literary fiction, which is a bit more active than genre fiction, presses us to search for meaning
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and to produce our own perspectives on both the story itself and the complex characters they tend to feature.
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Literary fiction tends to paint a more complex picture of social interactions, and since those stories have a bigger focus on the characters over the plot,
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reading those works helps us develop complexity to the degree that we analyze the thoughts and feelings of other people, their behaviors, and our society in general.
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Literary fiction in particular pushes us to assess others as unique individuals, to withhold some of our judgment, and to think more deeply about the world and the people around us.
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Looking at the literal side of reading putting us into a character's shoes, it's been shown that reading increases activity in the brain's left temporal cortex.
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This area of the brain is associated with receptivity for language and primary sensory motor activity.
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Neurons in this region have been associated with tricking the brain into thinking that it's doing something that it's not, which is something known as grounded or embodied cognition.
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So if you're reading about a main character running away from something or someone, neurons associated with the physical act of running are actually activated.
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And this isn't a short term thing either.
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Gregory S.
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Burns was a lead researcher on a study all about this, and they found that reading stories, especially those with strong narrative arcs,
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reconfigures brain networks for at least a few days, maybe up to five.
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Speaking of networks, I had heard of the terms gray matter and white matter as it relates to the brain, spinal cord, and central nervous system,
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but I never really knew exactly what it meant or why it was important before now.
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Gray matter is the areas where the actual processing is done, and the white matter provides the communication between different gray matter areas
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and between the gray matter and the rest of the body.
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White matter-rich areas of the brain mainly consists of structures that allow the signals to be transmitted at high speeds, and it allows our gray matter to work faster.
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Researchers at Carnegie Mellon University found that reading exercises, at least in children, actually cause the brain to physically rewire itself and create more white matter,
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which in turn improves communication.
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Showing that it's possible to rewire a brain's white matter has important implications for treating reading disabilities, as well as other developmental disorders including autism,
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so this is a pretty exciting discovery.
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This creation of additional white matter is necessary because that gray matter and the brain is processing a lot as we're reading.
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It's a neurobiologically challenging activity and it's like a workout for our brains.
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It's been found that all this work has the ability to improve our working memory.
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Reading involves several brain functions like visual processing, phonemic awareness, fluency, comprehension, and more.
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And research shows that reading, unlike watching or listening to media, gives the brain more time to stop, think, process, and imagine the narrative in front of us.
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All these parts of the brain have evolved for other functions like vision, language, and associative learning, and they all connect in a very specific neural circuit for reading,
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which is very challenging.
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This increased mental activity helps keep your memory sharp, very much like how lifting weights keeps your muscles toned.
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Reading and processing what's written from the letters to the words to the sentences to the stories themselves boosts overall brain activity.
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That memory boost is important to note too, because studies have found that daily reading may reduce dementia risk.
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Dementia is an umbrella term used to describe a number of neurological conditions affecting the brain.
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It's the loss of memory, language, problem solving, and other thinking abilities that are severe enough to interfere with someone's daily life.
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Researchers at Hong Kong's elderly health centers tracked more than 15,000 people over the age of 65 for five years,
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and all of them were dementia-free at the start of the study.
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What they found was dementia risk was significantly lower among those who reported daily participation intellectual activities like reading books,
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magazines, and newspapers, and even playing board games.
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The study proves that it's never too late to start.
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For people who initiated a reading regimen later in life, the impact was still significant enough to delay or prevent dementia.
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All of this seems to back up a long-term study from the University of Michigan, which found that people who read books — any kind of books, fiction, non-fiction, poetry,
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prose — for as little as 30 minutes daily over long
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periods of time lived on average about two years longer than people who didn't read.
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As always, I'll drop links down in the description box to all the sources cited in this video, and there was a ton of researching and reading of white papers
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that I did in preparation for this so I'm looking forward to my brain's additional white matter.
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المفردات وملاحظات التحدث لهذا الدرس
هذا الدرس في المحادثة بمستوى B2 مبني على الفيديو “What reading ACTUALLY does to your brain”. أكثر الكلمات تكرارًا في الفيديو: reading, brain, fiction, gray, dementia. يحتوي هذا الفيديو على 60 جملة و1088 كلمة للتدرب على الترديد. مدة الكلام 5:23. يتكلم المتحدث بسرعة، نحو 202 كلمة في الدقيقة، لذا ستسمع كثيرًا من وصل الكلمات واختزال الأصوات. 83% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، ويُستحسن مراجعة الباقي قبل البدء.
أهم المفردات في هذا الفيديو
أصعب 15 كلمة في الفيديو، مع النطق والمعنى:
| الكلمة | النطق | المعنى |
|---|---|---|
| dementia اسم | /dɪˈmɛnʃə/ | خَرَف |
| researcher اسم | /ˈɹiˌsɝ.t͡ʃɚ/ | بَاحِث, بَاحِثَة |
| neuron اسم | /ˈn(j)ʊɹɑn/ | عَصْبُون, خَلِيَّة عَصَبِيَّة |
| figuratively ظرف | مَجَازًا, مَجَازِيًّا | |
| withhold فعل | /wɪθˈhoʊld/ | إحتفاظ للنفس |
| comprehension اسم | /ˌkɑmpɹɪˈhɛnʃn̩/ | فَهْم |
| sensory صفة | /ˈsɛn.sə.ɹi/ | حِسِّيّ, حِسِّيَّة |
| prose اسم | /ˈpɹoʊz/ | نَثْر |
| activate فعل | /ˈæktɪˌveɪt/ | فَعَّلَ |
| literal صفة | /ˈlɪt(ə)ɹəl/ | لَفْظِيّ, حَرْفِيّ |
| analyze فعل | /ˈæn.əˌlaɪz/ | حَلَّلَ |
| spinal صفة | /spaɪ.nəl/ | فِقْرِيّ, فِقَرِيّ |
| umbrella اسم | /ʌmˈbɹɛl.ə/ | مِظَلَّة, شَمْسِيَّة |
| meme اسم | /miːm/ | مِيم |
| autism اسم | /ˈɔːtɪzəm/ | تَوَحُّد, مَرَض التَّوَحُّد |
القواعد في هذا الفيديو
أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:
| التركيب | في الفيديو |
|---|---|
| “used to” used to + فعل — عادة أو حالة في الماضي لم تعد قائمة | used to be · used to describe |
| المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله | been shown · is associated · have been associated |
| المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن | have probably done · has seen · has worsened |
| جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء | fiction, which is · not, which is · those who reported |
نطق يحتاج إلى انتباه
يستخدم المتحدث 8 من الصيغ المختصرة، مثل we're, didn't, I'll. انطقها بصيغتها القصيرة كما تسمعها.
- أصوات “sh” و“zh”: dementia /dɪˈmɛnʃə/, associative /əˈsoʊ.ʃi.ə.tɪv/, cognition /kɑɡˈnɪʃ.ən/, implication /ˌɪmpləˈkeɪʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/
- الكلمات الطويلة — انتبه لموضع النبر: associative /əˈsoʊ.ʃi.ə.tɪv/, neurological /nɝəˈlɑd͡ʒɪkəl/, implication /ˌɪmpləˈkeɪʃən/, initiate /ɪˈnɪʃ.i.eɪt/, developmental /dɪˌvɛləpˈmɛntəl/
أصوات يجدها متحدثو العربية صعبة:
- /p/ — ليس /b/: انطقه مع نفخة هواء: implication /ˌɪmpləˈkeɪʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, temporal /ˈtɛm.pə.ɹəl/, prose /ˈpɹoʊz/, developmental /dɪˌvɛləpˈmɛntəl/
- /v/ — ليس /f/: مع اهتزاز الأوتار الصوتية: associative /əˈsoʊ.ʃi.ə.tɪv/, activate /ˈæktɪˌveɪt/, developmental /dɪˌvɛləpˈmɛntəl/, evolve /ɪˈvɑlv/
- تتابع الصوامت — لا تضف حركة بينها: neuron /ˈn(j)ʊɹɑn/, fluency /ˈfluːənsi/, withhold /wɪθˈhoʊld/, implication /ˌɪmpləˈkeɪʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/
كيف تتدرب بهذا الفيديو
- استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
- ابدأ بسرعة 0.75×، وردّد جملة جملة، ثم عُد إلى السرعة العادية عندما يصبح الأمر سهلًا.
- سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل dementia, researcher, neuron.
ما هي تقنية التظليل الصوتي؟
التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.