Shadowing-Übung: The Moth StorySLAM Winner: Matthew Dicks “MIT Restroom” - Englisch Sprechen Lernen mit Video
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Matthew Dix.
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You're next.
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Thank you.
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Thank you.
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I'm walking down a hallway yesterday in the mathematics building at MIT.
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It's a long hallway.
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They call it the infinite hallway because it's a building full of mathematical nerds.
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And they really are nerds.
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It's a building full of geniuses.
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And it's really odd to be in a building where objectively
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you know you are the stupidest person in the building right now.
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But I was, I'm not an MIT student or a faculty member.
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I was just there that day to teach people storytelling, people who put rockets in space and move atoms at a subatomic level.
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I was talking to geniuses and I felt like an idiot.
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I was in classrooms where the chalkboards were covered with these equations, but none of the equations had numbers in them.
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Like there's a point in math, I guess, where numbers just fall away.
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And there's just squiggles that I don't understand.
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It's incredible.
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I was walking down this hallway, and I walked past these two guys, 20-somethings, students, and I hear them talking.
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And one of them is saying, well, if you take 4 and 1 half, and you divide it by the differential, then you're going to take the variable.
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And that's what they're talking about.
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I thought, like in a movie at MIT, that's what they would be talking about, but it's in real life.
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And it was yesterday.
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It was opening day at Fenway and the last day of the NCAA tournament.
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And they were talking about math.
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And I just knew I didn't belong.
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And it was just like when I went to college.
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I got to college late in life.
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I started when I was 24.
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And I was with a bunch of really smart people, like 18 and 19 and 20 year olds, who had done high school right and gotten into college the real way.
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And when I went to college, at the same time I was managing a McDonald's restaurant full time.
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And I had just been homeless for a period of time, and I had been in jail.
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and I arrived on this beautiful pristine campus with these geniuses and I just felt like I never belonged.
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I would see signs on the walls for frat parties
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that I knew I would not be invited to
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and I would hear them talk about places to go on campus
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that I couldn't get to
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because I had to go worry about whether the fryer later was working properly
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and I never told anyone who I went to college with this truth about me.
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I just thought they would never want to know.
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It was an imposter situation there as well.
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And so I'm walking down this hallway of geniuses, and I'm going to the bathroom.
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I just finished my workshop.
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I gave everybody a break.
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I open the door to the bathroom.
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I walk in.
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I'm six steps in when I look up, and I see there's three women at the sink.
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And there's another one in the stall.
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I can hear her peeing.
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And the looks on their faces tell me this is not a gender-neutral restroom.
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And so I've walked into the women's room in the mathematical building at MIT.
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And so I apologize and slink out.
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I close the door, I see the men's room.
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It's clearly marked, it's right there.
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I look to see if the sign on the women's room door was marked, it was.
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Like I can't even read at this place.
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So I go into the men's room.
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It's eight urinals, nobody else is in the room.
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So I choose urinal number two.
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I step up to it, I start doing my business.
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I hear a guy walk in behind me a second later, and then he sidles up to the urinal right next to me.
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Which is weird.
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If you don't use urinals, it's weird.
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If there's eight guys, sure, we'll all get close and we'll pee.
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But if there's only one of us and there's eight, you just shouldn't bring exposed penises that close if it's not necessary.
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We don't need to cuddle while we pee.
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And I'm thinking, is this like a power move?
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Is he trying to like dominate me?
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Or is he just weird?
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Like, is he socially awkward and he doesn't understand how restrooms work?
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And then I wondered, is this my hang up?
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Like, do I have a problem?
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Do I have insecurity that I don't know about and I need to deal with?
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All of that goes through my head while I'm peeing.
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And I wash my hands and I leave without even seeing the guy.
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And I go back to my workshop.
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And as I walk in, it occurs to me, I was just teaching the geniuses before I left
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that we should find small moments in our lives to tell stories about.
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Those are the best ones to tell.
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And it occurs to me, I just had two small moments.
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They're not really worth the stage, but I'll share them.
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It's a good example.
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And so I do.
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When all the geniuses sit down, I tell them about how I plowed into the women's restroom and I'm an idiot.
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and then I tell them about how this crazy person stood next to me in the men's room, like a socially awkward, overly aggressive fool,
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and how it got in my head while I was trying to do something else.
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And then one of the geniuses raises his hand and he says, that was me in the restroom.
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And I go, oh God.
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And he's been in front of me the whole time.
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For an hour I've been talking to this guy, and he was the guy next to me.
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He's a faculty member.
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He's a genius.
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And so I start to apologize, and he says, no, no, no, hold on.
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He says, I had a moment too.
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He said, I walked into that restroom in a fog.
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I was thinking about what you had just talked about, and I just went up to a urinal, and I started using it, and then I thought, oh my God, why did I choose this one?
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And then he looked, and he said, I looked, I looked and I saw it was you.
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He said, oh my god, it's Matt the Storyteller.
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What do I do?
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What do you do when you're standing next to a storyteller who's peeing next to you?
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He said, I had that moment too.
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And I think, oh my god.
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He's a genius, but he's just a guy who has weird urinal moments like I do.
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And his name is Tom.
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Later on, he gives me a tour of the nanotech facility.
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He gives me nanotech swag and a bag to bring home to my kids.
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He offers me to tour MIT the next time with my family when we come back.
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And I start to think, maybe I did have a hang-up, but it was back in college when I didn't want to tell anyone that I was different than them.
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Like, maybe if I had told them I'm a manager at McDonald's, they wouldn't have thought anything of it.
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Maybe they would have thought well of it.
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And maybe if I had told them I was homeless before I showed up to college, they wouldn't have judged me.
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Like maybe I have been thinking that these people are more than people.
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Like they're geniuses.
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I am not smarter than anyone at MIT.
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But maybe they're not better than me too.
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Maybe people are just people.
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And maybe I have a lot to learn.
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Thank you.
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Matthew Dicks.
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Kontext & Hintergrund
Die Geschichte von Matthew Dicks spielt an einem der renommiertesten Institute der Welt, MIT, einem Ort voller mathematischer Genies und herausragender Talente. Der Erzähler beschreibt, wie er sich unter diesen brillanten Köpfen fehl am Platz fühlte, während er gleichzeitig sein Wissen über das Geschichtenerzählen weitergab. Die Anekdote vermittelt ein Gefühl der Unsicherheit, das viele Lernende in neuen Umgebungen empfinden, speziell wenn sie sich in akademischen Kreisen oder unter talentierten Individuen bewegen. Diese Situation bietet eine hervorragende Möglichkeit, das Englisch sprechen zu üben, besonders durch das "shadowing" von Dialogen, um die Sprachfähigkeit zu verbessern.
Top 5 Phrasen für die tägliche Kommunikation
- "Ich fühlte mich fehl am Platz." - Diese Phrase ist nützlich, um Gefühle der Unsicherheit auszudrücken.
- "Das ist eine beeindruckende Gleichung." - Eine gute Möglichkeit, Interesse oder Respekt für akademische Leistungen zu zeigen.
- "Ich konnte ihnen nicht alles erzählen." - Nützlich, um die Schwierigkeit zu beschreiben, persönliche Erfahrungen zu teilen.
- "Ich wusste, dass ich nicht dazugehöre." - Eine ausdrucksstarke Möglichkeit, sich ausgeschlossen zu fühlen.
- "Die Mathematik war überwältigend." - Hilfreich, um Herausforderungen in einem Fach auszudrücken.
Schritt-für-Schritt Shadowing-Anleitung
Um effektiv Englisch zu sprechen und Ihre Fähigkeiten im "shadowspeak" zu verbessern, können Sie folgendes Schritt-für-Schritt-Verfahren anwenden:
- Hören Sie das Video mehrmals. - Achten Sie auf den Rhythmus und die Intonation des Sprechers. Dies ist entscheidend für das Schatten-Sprechen.
- Wählen Sie kurze Abschnitte aus. - Fokussieren Sie sich auf 1-2 Sätze, um nicht überfordert zu werden.
- Wiederholen Sie im Schatten. - Sprechen Sie gleichzeitig mit dem Sprecher, um den Klang und die Betonung zu imitieren. Dies hilft, das Englisch sprechen zu üben.
- Aufzeichnen und Überprüfen. - Nehmen Sie Ihre Stimme auf, während Sie "shadowspeaks". Vergleichen Sie sich mit dem Original, um Bereiche zur Verbesserung zu identifizieren.
- Üben Sie regelmäßig. - Je öfter Sie diese Technik anwenden, desto fließender werden Sie Englisch sprechen.
Durch die Anwendung dieser Shadowing-Techniken auf die Anekdoten von Matthew Dicks können Lernende nicht nur ihre Aussprache und Intonation verbessern, sondern auch ein tieferes Verständnis für alltägliche Kommunikationsmuster entwickeln. Besondere Aufmerksamkeit auf Körpersprache und Emotionen ermöglicht ein ganzheitliches Lernen, das über das bloße Studium der Sprache hinausgeht.
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Present Perfect Continuous have/has been + -ing – eine Handlung, die früher begann und noch andauert | I've been talking · have been thinking |
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | were covered · would not be invited · was marked |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | people who put · anyone who I · guy who has |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | I've walked · he's been |
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.