Shadowing-Übung: TOEFL Listening Practice | Lecture | Learning a Foreign Language - Englisch Sprechen Lernen mit Video
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Learning a foreign language is no easy task.
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Researchers into the field of language acquisition have been trying to establish the most efficient ways in
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which learners can retain new words.
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Kathy Wright reports.
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Language learning is all about exposure.
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For example, the more you see, hear, and use a word, the easier it will be to remember it.
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A certain amount of vocabulary acquisition occurs through what is known as incidental learning.
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whereby you pick up words without paying any special attention to them.
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But in order to achieve native speaker fluency, learners must adopt a variety of techniques.
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Professor Chris Johnson has been investigating what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
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We tend to classify such acquisition strategies on a scale ranging from shallow to deep.
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Shallow strategies, such as repetition of a word or memorizing a list of words, activate short -term memory.
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Though these methods are quick and easy, the words are forgotten again within a matter of days or weeks.
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Fixing a word or expression in long -term memory requires deeper strategies.
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As you pointed out, Kathy, repetitive exposure is essential, so a number of different strategies should be employed.
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These include reading a variety of articles on the same topic, where key vocabulary appears frequently.
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In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
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leads to long -term retention.
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Also, familiarizing yourself with word families or other words that combine with the one you're learning helps.
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Some students keep notebooks to help them organize this kind of information.
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More importantly, recent research indicates that fluent speakers have a large amount of prefabricated language at their disposal.
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In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
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These language chunks include a wide variety of phrases and expressions, such as, As far as I know,
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my point is that, Have a nice day!
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This challenges the traditional view of learning discrete words so students should develop deep strategies particularly for learning language chunks.
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But how can learners be sure they are activating long -term memory?
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Well there is a theory called decay theory which contends
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that unless we retrieve and utilize information stored in our memories on a fairly regular basis it will be forgotten.
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New words or phrases need to be encountered in a variety of forms.
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If you read a phrase, try and use it when speaking or in writing and review it at regular spaced intervals.
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After a few hours, the following day, a few days later, and so on.
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Long -term memory has a much greater capacity for storing information, including language items, than short -term memory.
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Furthermore, research has shown that
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But to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Strategies like these demand effort on the part of the learner, but according to the language experts,
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they do pay off and are crucial for anyone wishing to become truly fluent in a foreign language.
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Number 1.
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What are vocabulary acquisition strategies?
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Number 2.
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What is an example of a deep learning strategy?
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Number 3.
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What is a key finding of recent research?
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Number four.
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What does decay theory suggest?
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Number five.
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What does research into long -term memory indicate?
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Professor Chris Johnson has been investigating in what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
51
Fixing a word or expression in long -term memory requires deeper strategies.
52
In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
53
leads to long -term retention.
54
In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
55
These language chunks include a wide variety of phrases and expressions, such as, as far as I know,
56
my point is that, have a nice day.
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This challenges the traditional view of learning discrete words, so students should develop deep strategies,
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particularly for learning language chunks.
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Well, there is a theory called decay theory,
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which contends that unless we retrieve and utilize information stored in our memories on a fairly regular basis, it will be forgotten.
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Furthermore, research has shown that to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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I love you.
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We'll be right back.
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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung basiert auf dem Video „TOEFL Listening Practice“. Diese Wörter kommen am häufigsten vor: word, language, strategies, learning, chunk. Dieses Video enthält 69 Sätze und 843 Wörter zum Nachsprechen. Der gesprochene Teil dauert 11:13. Der Sprecher spricht langsam, etwa 75 Wörter pro Minute, sodass genug Zeit bleibt, jeden Laut nachzuahmen. Nur 79 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also anspruchsvoll.
Wichtiger Wortschatz in diesem Video
15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| chunk Substantiv | /t͡ʃʌŋk/ | Stück, Einzelteil |
| acquisition Substantiv | /ˌæk.wɪˈzɪʃ.ən/ | Erwerb, Aneignung |
| vocabulary Substantiv | /vəˈkæb.jə.lə.ɹi/ | Wortschatz, Vokabular |
| phrase Substantiv | /ˈfɹeɪ̯z/ | Redewendung, Phrase |
| efficient Adjektiv | /ɪˈfɪʃənt/ | effizient |
| decay Substantiv | /diˈkeɪ/ | Verfall, Verwesung |
| exposure Substantiv | /ɪkˈspəʊ.ʒə(ɹ)/ | Kontakt, Einwirkung |
| indicate Verb | /ˈɪndɪˌkeɪt/ | anzeigen, anweisen |
| investigate Verb | /ɪnˈvɛs.tə.ɡeɪt/ | untersuchen, erforschen |
| furthermore Adverb | /ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/ | weiterhin, darüber hinaus |
| conscious Adjektiv | /ˈkɑn.ʃəs/ | bei Bewusstsein, wach |
| acquire Verb | /əˈkwaɪɚ/ | erwerben |
| shallow Adjektiv | /ˈʃæloʊ/ | flach, seicht |
| dictionary Substantiv | /ˈdɪk.ʃəˌnɛ.ɹi/ | Wörterbuch, Wärterbüach |
| retention Substantiv | /ɹɪˈtɛnʃən/ | Zurückhaltung |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| pay off Verb | bestechen, kaufen |
| pick up Verb | aufheben, aufnehmen |
| point out Verb | hinweisen |
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 | have been trying · has been investigating |
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | is known · are forgotten · should be employed |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | has shown |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 4 Kurzformen und abgeschwächte Formen, zum Beispiel don't, we'll, you're. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die Laute „sh“ und „zh“: acquisition /ˌæk.wɪˈzɪʃ.ən/, efficient /ɪˈfɪʃənt/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, conscious /ˈkɑn.ʃəs/, shallow /ˈʃæloʊ/
- Lange Wörter – auf die Betonung achten: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, dictionary /ˈdɪk.ʃəˌnɛ.ɹi/, importantly /ɪmˈpɔɹ.tənt.li/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): acquisition /ˌæk.wɪˈzɪʃ.ən/, acquire /əˈkwaɪɚ/, whereby /wɛə(ɹ)ˈbaɪ/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: phrase /ˈfɹeɪ̯z/, utilize /ˈjuː.tɪ.laɪz/, retrieve /ɹɪˈtɹiːv/, contend /kənˈtɛnd/, organize /ˈɔɹɡənaɪz/
- /æ/ — offener als „ä“: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, shallow /ˈʃæloʊ/, activate /ˈæktɪˌveɪt/, establish /ɪˈstæb.lɪʃ/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie chunk, acquisition, vocabulary.
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.