Shadowing-Übung: How I Study SMARTER, Not HARDER (10 Science-Based Tips) - Englisch Sprechen Lernen mit Video
Übungsmodus wählen
Jeder Modus öffnet einen Übungsraum im Vollbild.
144 Sätze
Wenn Sätze zu kurz oder zu lang sind, klicke auf Edit, um sie anzupassen.
1
Today we are discussing how to study and learn. That is,
2
what the scientific data say is the best way to study in order to remember information
3
and to be able to use that information effectively in different areas of your life.
4
Most of what we believe about the best ways to study are absolutely false.
5
Fortunately, today you will learn the best ways to study.
6
Now let's talk about how the best students structure their days.
7
There's a really nice paper, in fact, that surveyed close to 700 students.
8
These were medical students, approximately equal number of male and female students, and analyzed the most useful learning habits.
9
There are at least 10 study habits that the highly effective students use.
10
I'm going to focus on the top five or six
11
because it turns out
12
that most of the effect it appears of being a better student can be attributed to these top five or six habits.
13
First of all, they set aside time to study.
14
They literally schedule time to study.
15
Now this probably serves several roles.
16
The first one is that they are able to clear out other distractions.
17
And in fact, that's the second thing that they do.
18
They are very effective where they make it a point of putting their phone away and off of isolating themselves.
19
That's right.
20
They're not studying with other people.
21
They study alone.
22
They put their phone away.
23
They tell their friends and families that they are not going to be able to be reached during that time.
24
Yes, they study for three or four hours per day, but they break that up into a couple of different sessions, typically two or three sessions.
25
So they're not doing a three or four hour studying about all in one shot.
26
So they're managing their time.
27
They're eliminating distractions that is sure to help them anchor their focus and attention.
28
They know that they're going to need to use their focus and attention during that time.
29
Scheduling time where you know you're going to need to be focused
30
and attending is perhaps one of the most important things toward being able to focus and attend to the material.
31
To the extent that you have any control over the time in which you're going to study, keeping that at a regular time or times,
32
perhaps one block early in the day, one block later in the day, perhaps two blocks early in the day,
33
and so on, is going to be beneficial.
34
It turns out that's also supported by the research literature.
35
If you regularly, meaning for the course of about three days, make it a point to focus and study at particular times,
36
again, pulling your attention back, it's not an automatic process, but pulling your attention back to a specific location,
37
perhaps on a page or that you're listening to in a lecture, your body and brain will start to entrain to that rhythm such
38
that you will be able to focus
39
and attend better simply by virtue of the regularity of the timing of the exposure to the material.
40
Okay, so you probably need about two
41
or three days to break into a regular schedule of focusing and attending and studying at a given time.
42
Allow yourself that transition period, but then make it a point to schedule those times to study, set aside your phone, tell people you're going offline,
43
turn off the wifi if you need to or have to.
44
You may need it for your studying.
45
I don't know.
46
It depends on what you're studying, but limit distractions at all costs and learn to just focus on the material.
47
And this is a skill.
48
This is the most important thing to understand.
49
It's a skill to be able to focus and study.
50
And it's a skill that you can learn very quickly, especially if you schedule it for regular times and you give yourself two
51
or three days in which to adapt to those schedules and times, and then try and stick to them as regularly as possible.
52
Perhaps even on the weekends, if you're approaching the end of the quarter or semester,
53
keeping those regular times will entrain your nervous system to study and learn at its best at those particular times.
54
If ever there was a strongly research -supported tool in the literature, in the peer -reviewed literature about how students can learn information better, it's testing.
55
I know, I know, I know we think of tests as a way to evaluate our knowledge,
56
but it turns out that testing is one of the best ways to build our knowledge, to retain our knowledge, and again, to offset forgetting.
57
The study of testing as a learning tool, not just as a way to evaluate how much information we've learned, goes back over a hundred years.
58
There's a classic study that was done in 1917 where grade school aged children read biographies.
59
So they read biographies and then the kids were divided into different groups.
60
One group read and reread and reread those biographies over and over.
61
Another group read the biographies once and then were tested on those biographies.
62
But get this, they tested themselves on those biographies simply by having to think about the information
63
that they had read and trying to remember the information.
64
Like what was the biography?
65
Who was the person?
66
Who are they married to?
67
What did they do?
68
When did they go to school?
69
What did they do in school?
70
What did they do in the world?
71
What role did they play in life?
72
So they essentially tested their own knowledge simply by going into their own head
73
and asking themselves what they could remember about those biographies.
74
Now keep in mind here that even though it's.. fairly apparent that reading a biography two,
75
three, four times might seem more passive than testing oneself on a biography that they had read just once, right?
76
You could imagine that thinking about the biography involves more effort, and indeed it does.
77
But keep in mind also that kids in the second group were only exposed to the biography once.
78
And yet, when you look at the percent of accurate recall of information from those biographies, the children that read the biography once
79
and then made a deliberate point to think about
80
that biography in their own mind to effectively test themselves on
81
that material just within their heads over and over vastly outperformed the kids that read the biographies over and over.
82
Put differently, reading and rereading material and rereading material is far less effective than reading material and then thinking about that material,
83
testing yourself on that material, forcing yourself to bring that material to mind in your own mind.
84
And this is not just for sake of remembering more volume of material, but also accuracy of recall of that material.
85
The more times you test yourself or that you are tested on material, the better your retention of that material.
86
Now, some people will immediately say, well, goodness, what if I learned it and then I'm tested and I'm somehow consolidating the wrong or inaccurate material,
87
but it doesn't appear to be the case.
88
As long as you learn what the correct answers to the tests are, even if you're getting, you know,
89
40 or 50 % or less accurate on those tests that you take immediately after the studying period,
90
that's still going to be a better strategy than rereading the material, which ought to be somewhat surprising.
91
It certainly was surprising to me, but you know, what's even more surprising and a little scary and that we all should know.
92
And I wish I had learned when I was like in the second grade is that if you ask students,
93
how confident are you in the material that you just learned?
94
The students who studied the material, that is who are exposed to the material four times,
95
think that they are going to perform best on the ultimate exam.
96
However, the students that study the material once and then are tested three times on that material,
97
they think that ultimately they're going to perform least well.
98
And guess what?
99
The exact opposite is true.
100
Put differently, when you're exposed to material over and over and over again, you think you've learned the material.
101
In fact, your confidence that you've learned the material increases with each subsequent exposure to the material.
102
But actually, you haven't learned it at all compared to the people
103
that are exposed to the material and then take tests on the material, oftentimes straining to get the answers right on those tests.
104
In fact, sometimes getting those answers dead wrong
105
and then realizing they get those answers dead wrong or sometimes they just sense it.
106
But guess what?
107
Testing yourself once, twice, maybe three times prior to the ultimate test of your knowledge of that material.
108
is far and away the best way to lock that material into those neural circuits.
109
The other thing that they do and this is very important is
110
that they make an effort to then teach their peers to teach other students in the class.
111
Now some of you may be thinking that
112
if you spend all this time learning the information
113
and you are in a competitive scenario with the other students
114
that teaching them the information is kind of a freebie for them
115
and it's harder for you meaning you're putting yourself at a competitive disadvantage
116
or you're giving them an unfair advantage for not having done the work.
117
It's very clear that students who make it a point to learn material in isolation then bring
118
that material to other students in the same course and teach them perform exceedingly well in comparison to the other students.
119
So don't be afraid to be a teacher of your peers in order to test, this is key, to test and develop mastery of the material.
120
now there are other components to learning and neuroplasticity
121
that i've talked about on previous podcasts
122
that are just too interesting not to mention
123
but i'm just going to mention them in brief things like gap effects gap effects are oh so cool
124
and they've been demonstrated for lots of different forms of learning gap effects are what i just did
125
which is to take periodic pauses in the learning of material as short as five to ten seconds
126
but even as long as 30 seconds, during which, guess what?
127
Your hippocampus, the neurons in your hippocampus, repeat information that you've been exposed to for the first time at a rate 20 to 30 times faster,
128
just as it does during rapid eye movement sleep.
129
So if you are a teacher and or if you are a learner periodically throughout an episode,
130
a class or whatever of trying to learn new motor skills or music skills or whatever kind of learning,
131
pause and let your hippocampus generate more repetitions of that material than it would otherwise if you just tried to barrel through.
132
There's one other point
133
that I wanted to pass along from this really nice study on the study habits of highly effective medical students,
134
and that is when one examined or these people were asked about their motivation for studying, the best performing students had an interesting answer.
135
They had a very long -term understanding.
136
of how, or belief rather, about how their success in medical school would impact their family, how it would impact their life arc,
137
how it would change them.
138
And they weren't particular about the ways in which it would change them or their family.
139
In fact, it was a rather broad, abstract, aspirational way of thinking about their study efforts.
140
So the high -level aspirational stuff within you, whatever that is for you, it's going to be highly individual,
141
is certainly important and it offers a bookend to the nuts and boltsy kind of stuff that you're going to do,
142
I would hope, in order to best study and learn the specific material.
143
So the specific actions that you're going to take each day to learn specific bits of information
144
that will pull you toward those important aspirations.
App herunterladen
Alles, was du zum fließenden Sprechen brauchst
KI-AussprachebewertungJeder Satz bewertet
IPA-TrainingJeden Laut meistern
WortschatzBaue deinen Wortschatz auf
VokabelspielSpielend lernen
Gleicher Kanal
C11
Top 5 Diet Tips for Flawless, Youthful Skin
Daily ConversationWorking Adults
B22
Functional Strength: The Only 5 Exercises You Really Need
Business EnglishWorking Adults
C16
Why Studying LESS Makes You Learn Faster (Science-Based)
Business EnglishUniversity StudentsWorking Adults
C14
Neuroscientist: How To Boost Your Focus PERMANENTLY in Minutes
Business EnglishDaily ConversationUniversity Students
C15 Tips to Learn Anything FAST
Daily ConversationUniversity StudentsWorking Adults
FOR YOU
Empfohlenes Video
B263
34 Sätze
How to Work SMARTER Not HARDER in 2 Minutes
Daily ConversationUniversity Students
C11
42 Sätze
Jordan Peterson - How To Read And Study More Effectively
Daily ConversationUniversity Students
C11
206 Sätze
Anxiety, Stress, Loneliness & Depression Cured In 9 Weeks? | Dr. Sahar Yousef | Raj Shamani Clips
Daily ConversationUniversity Students
C12
295 Sätze
How to memorise (almost) anything you read in 20 minutes
Daily ConversationUniversity Students
B22
69 Sätze
Scientifically Proven Best Ways to Study
Daily ConversationUniversity Students
C112
79 Sätze
The 15% Rule: How to Learn Faster | Andrew Huberman
Daily ConversationUniversity StudentsWorking Adults
B27
243 Sätze
BEST Ways to Study Effectively | Scientifically Proven Study Techniques
Daily ConversationUniversity StudentsWorking Adults
B2544
18 Sätze
The 7 Habits of Highly Successful Students (Part 5) 🌟
American AccentDaily ConversationUniversity Students
B21
93 Sätze
how to manage time so well people think you have 30 hours a day
Daily ConversationUniversity Students
C191 Sätze
How to Absorb Books 3x Faster in 7 Days (from a Med Student)
Daily ConversationUniversity Students
C13
439 Sätze
How Doctors Think (And Students Don't)
Daily ConversationUniversity Students
B26
189 Sätze
Why I'm able to study 70+ hours a week and not burn out (how to stay efficient)
Daily ConversationUniversity Students
Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung basiert auf dem Video „How I Study SMARTER, Not HARDER“. Diese Wörter kommen am häufigsten vor: material, study, student, learn, test. Dieses Video enthält 144 Sätze und 2033 Wörter zum Nachsprechen. Der gesprochene Teil dauert 10:36. Der Sprecher spricht schnell, etwa 192 Wörter pro Minute – rechne mit verbundenen und verkürzten Lauten. 89 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also leicht zu verfolgen.
Wichtiger Wortschatz in diesem Video
15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| biography Substantiv | /baɪˈɑɡɹəfi/ | Biografie, Biographie |
| skill Substantiv | /skɪl/ | Fähigkeit, Fertigkeit |
| expose Verb | /ɪkˈspoʊz/ | aufdecken, offenbaren |
| habit Substantiv | /ˈhæb.ɪt/ | Gewohnheit, Gepflogenheit |
| peer Substantiv | /pɪɹ/ | Ebenbürtiger, Ebenbürtige |
| distraction Substantiv | /dɪsˈtɹæk.ʃən/ | Ablenkung, Ablenkungsmanöver |
| exposure Substantiv | /ɪkˈspəʊ.ʒə(ɹ)/ | Kontakt, Einwirkung |
| recall Verb | /ɹɪˈkɔl/ | zurückrufen |
| differently Adverb | /ˈdɪf.ə.ɹənt.li/ | anders |
| evaluate Verb | /ɪˈvaljʊeɪt/ | evaluieren, auswerten |
| pause Substantiv | /pɔːz/ | Pause |
| circuit Substantiv | /ˈsɝ.kɪt/ | Umlauf |
| extent Substantiv | /ɪkˈstɛnt/ | Umfang, Ausdehnung |
| strongly Adverb | /ˈstɹɔŋli/ | stark |
| belief Substantiv | /bɪˈliːf/ | Glauben |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| turn out Verb | sich herausstellen als/dass, sich erweisen als |
| turn off Verb | ausschalten, abschalten |
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | can be attributed · be reached · were divided |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | we've learned · you've learned · haven't learned |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | students who studied · students who make |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 33 Kurzformen und abgeschwächte Formen, zum Beispiel you're, they're, I'm. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die Laute „sh“ und „zh“: distraction /dɪsˈtɹæk.ʃən/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, transition /tɹænˈzɪʃ.ən/, essentially /ɪˈsɛnʃəli/, motivation /ˈmoʊ.tə.veɪ.ʃən/
- Lange Wörter – auf die Betonung achten: biography /baɪˈɑɡɹəfi/, differently /ˈdɪf.ə.ɹənt.li/, essentially /ɪˈsɛnʃəli/, automatic /ˌɔː.təˈmæt.ɪk/, accuracy /ˈæk.jɚ.ə.si/
Laute, die Deutschsprachigen schwerfallen:
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: expose /ɪkˈspoʊz/, pause /pɔːz/, rapid /ˈɹæp.ɪd/, involve /ɪnˈvɑlv/, depend /dɪˈpɛnd/
- /æ/ — offener als „ä“: habit /ˈhæb.ɪt/, distraction /dɪsˈtɹæk.ʃən/, transition /tɹænˈzɪʃ.ən/, rapid /ˈɹæp.ɪd/, automatic /ˌɔː.təˈmæt.ɪk/
- /dʒ/ — stimmhaft, nicht „tsch“: generate /ˈd͡ʒɛn.ə.ɹeɪt/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Beginne mit 0,75-facher Geschwindigkeit, sprich Satz für Satz nach und wechsle zur normalen Geschwindigkeit, sobald es leichtfällt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie biography, skill, expose.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.