Shadowing Practice: bassham ch3pt1 - Learn English Speaking with Video
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Hi everybody, this is part one of the lecture to accompany chapter three in your textbook.
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Please carefully read chapter three as there are a lot of great examples
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and illustrations that will help you understand the material and I simply don't have time to address them in this lecture.
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Okay, let's learn how to distinguish between deductive and inductive reasoning.
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In the last chapter, you learned what arguments are and how to distinguish them from non -arguments.
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You know that an argument contains at least two statements, and that one of the statements, the conclusion, is intended to be supported or proven by the other statements.
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Now, we're going to focus solely on how to tell a good argument from a bad one.
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In order to evaluate any argument, you should always ask yourself two key questions about that argument.
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The first question is: Do the premises provide good reasons to accept the conclusion?
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And the second question is, are the premises true?
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Now, as strange as this may seem to you, the answer to the last question has absolutely nothing to do with the answer to the first question.
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That's right.
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Logic and truth are two entirely different things.
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Just because something is logical, that doesn't make it true.
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For right now, I want you to put your ideas about what is true aside
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and simply focus on logic and the structure of arguments.
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We will be discussing truth.
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We're not going to ignore it entirely, but you need to understand the concept of good reasons in order to determine
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if an argument follows the correct logical structure or not.
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Let me see if I can make this concept a little clearer for you.
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Here's an argument.
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If the moon is made of green cheese, then you will score perfectly on the next exam.
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The moon is made of green cheese.
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Therefore, you will score perfectly on the next exam.
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Okay, let's look closely at this argument.
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It's made up of two premises and a conclusion.
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The first premise is a conditional statement.
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Remember that you can use those in arguments.
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The second premise is saying that the antecedent of the first statement is true.
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So, since in a conditional statement, if one thing is the case, then the second thing is also the case, the conclusion makes sense.
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Obviously, neither of these premises are true.
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Nevertheless, they provide what are called good reasons to accept the conclusion, because if they were true,
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then the conclusion would also be true.
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Good reasons aren't necessarily true reasons.
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This is something you need to wrap your mind around when looking at arguments.
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The premises don't need to be true for the argument to be structured correctly.
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So hopefully for the moment, at least, you've gotten the idea that truth and logic are not the same thing.
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And right now, we're mostly concerned with logic.
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Again, we're going to add truth back into the discussion later, so don't freak out.
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It's all going to be fine.
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The next thing you need to understand is that there are two basic types of argument: deductive argument and inductive argument.
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In order to really evaluate an argument, you need to know what kind of argument you're looking at.
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They are very different, and you would use different standards to evaluate them.
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Deductive arguments are tempting to prove that their conclusions are correct by using rigorous logic.
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They are leading you to one and only one conclusion.
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In this example, if the President lives in the White House, then the President lives in Washington, D .C.
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The President lives in the White House, therefore the President lives in Washington, D .C.
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The only conclusion that you can draw is that indeed the President lives in Washington, D .C.
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follows necessarily from the premises.
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Based on them, that's the only conclusion that you can come to.
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Inductive arguments, on the other hand, are not quite so precise.
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Inductive reasoning comes to a potentially likely, probable, or possible conclusion based on their premises.
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In this example, "So far, every class our professor has worn jeans.
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Therefore, next class our professor will probably wear jeans."
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The person is arguing that because the professor has worn jeans to every class so far, it's very likely the professor will do it the next class.
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Is the arguer absolutely sure that the professor will wear jeans?
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No, but they've covered their bases by saying probably.
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Even if they didn't say probably, they still know that something else might happen.
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But they're coming to their conclusion based on pretty good evidence.
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It's happened every time so far.
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nice as deductive reasoning.
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So how can you tell whether you're looking at a deductive argument or an inductive one?
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Well, there are several ways.
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First, just like there are certain indicator words that can help you distinguish between the premises and conclusion of an argument,
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there are also indicator words that can help you determine whether the argument is deductive or inductive.
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Because deductive reasoning is more precise, here are some indicator words that point to a deductive argument.
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Certainly, definitely, this entails that, or conclusively, There are other ones, of course, but these are some of the most common.
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Because inductive reasoning is more general and not as precise, words like probably, likely, one would expect,
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the odds are, and reasonable to assume are more likely to be found in them.
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However, as I've said before about indicator words, they are not perfect.
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They may not be present or they might be used incorrectly, as in a speaker saying "it is certain that"
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when really it's not certain and he should have used something like "it's probably true that" or something like that.
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Another way to determine whether it's deductive or inductive is through the strict necessity test.
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An argument's conclusion either follows with strict logical necessity from its premises or it does not.
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If it does, it should be treated as a deductive argument.
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If it doesn't, then it's most likely inductive.
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Here's an example.
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Alan is a father, therefore Alan is a male.
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This is deductive.
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It's actually an argument by definition, which is a form of deductive argument.
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The conclusion that Alan is a male follows necessarily from the premise that Alan is a father, because fathers are by definition male.
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Here's an inductive example.
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Jill is a six -year -old girl.
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Therefore, Jill cannot run a mile in one minute flat.
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Now, why is this inductive?
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Well, it's pretty much impossible for Jill or anyone else for that matter to run a mile in one minute flat.
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But it still doesn't follow necessarily from the premise.
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You know, being six years old really has no connection to running a mile and one minute flat or not.
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And because it doesn't follow from the premise, this is an inductive argument.
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Um, A third way to tell deductive from inductive arguments is to look to see if the argument follows a common pattern.
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Arguments tend to follow characteristic telltale patterns of reasoning, which are different in deductive and inductive arguments.
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Here's an example of a pattern of reasoning that is used in deductive arguments: if P, then Q.
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P, therefore Q.
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This is called the modus ponens pattern.
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Here's an example: if George is from Norway, then George is Scandinavian.
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George is from Norway.
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Therefore, George is Scandinavian.
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There are lots of different patterns for both inductive and deductive arguments, and we're going to look at them shortly.
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And finally, the principle of charity test.
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Now, just like in chapter two, when I said that if you're not sure whether someone is putting forth an argument or not, but if they are, it's a bad argument,
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assume that they are just putting forth an explanation.
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In this case, if you just can't tell what kind of argument it is, but if it's a deductive argument, then it's a bad one,
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you might want to assume that it's an inductive argument that does not need to be as precise as a deductive one.
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In this example, Andy told me that he ate a at Maxine's yesterday, but it burned down a month ago.
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It is certain that he was either lying or mistaken.
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Now the arguer uses the indicator word certain, but does not make this a deductive argument.
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No. Plus, the conclusion doesn't necessarily follow from the premise.
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Could there be other reasons why Andy said he ate vaccines?
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Sure, it could have been rebuilt or reopened somewhere else, so you should assume that this is an inductive argument.
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Let's sum up how to distinguish deductive arguments from inductive ones.
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First, if a conclusion follows necessarily from the premises, then the argument is deductive.
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If the conclusion does not follow necessarily from the premises, it should be treated as inductive unless the language
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or context makes it clear that the arguer intended for it to be deductive
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or it has a typically deductive pattern of reasoning.
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And as I said, we're going to talk about those patterns in part two.
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If it has a typically deductive pattern of reasoning, it should be treated as deductive,
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unless there's clear evidence that the arguer intended for it to be inductive.
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Now, if it has a typically inductive pattern of reasoning, it should be treated as inductive,
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unless there's clear evidence that the arguer intended for it to be deductive.
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And of course we have indicator words that might help,
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but they are often used loosely or improperly or maybe not even there at all and,
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when in doubt, use the principle of charity to interpret the argument in the way most favorable to the arguer.
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This is the end of Part 1 of the lecture on Chapter 3.
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Please move on to Part 2.
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Vocabulario y notas de pronunciación para esta lección
Este vídeo tiene 124 frases y 1638 palabras para practicar shadowing. La parte hablada dura 10:14. El hablante habla a un ritmo natural de unas 160 palabras por minuto, cercano a una conversación cotidiana. El 82 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
15 palabras menos comunes del vídeo, con su pronunciación y significado:
- conclusion /kənˈkluːʒən/ (sustantivo) — conclusión, neta. The end, finish, close or last part of something.
- premise /ˈpɹɛm.ɪs/ (sustantivo) — premisa. A proposition antecedently supposed or proved; something previously stated or assumed as the basis of further argument; a condition; a supposition.
- necessarily /ˌnɛs.əˈsɛɹ.ə.li/ (adverbio) — necesariamente. Inevitably; of necessity.
- indicator /ˈɪn.dɪˌkeɪ.tə(ɹ)/ (sustantivo) — señalizador. A pointer or index that indicates something.
- precise /pɹɪˈsaɪs/ (adjetivo) — preciso. Both exact and accurate.
- intend /ɪnˈtɛnd/ (verbo) — pretender, intencionar. To fix the mind upon (something, or something to be accomplished); be intent upon
- distinguish /dɪˈstɪŋ.ɡwɪʃ/ (verbo) — distinguir. To recognize someone or something as different from others based on its characteristics.
- lecture /ˈlɛk.t͡ʃə/ (sustantivo) — aleccionamiento, lectivo. A spoken lesson or exposition, usually delivered to a group.
- logical /ˈlɑd͡ʒɪkəl/ (adjetivo) — lógico. In agreement with the principles of logic.
- evaluate /ɪˈvaljʊeɪt/ (verbo) — evaluar. To draw conclusions from examining; to assess; to appraise.
- charity /ˈtʃæɹɪti/ (sustantivo) — entidad benéfica, organización caritativa. An organization, the objective of which is to carry out a charitable purpose.
- principle /ˈpɹɪn.sɪ.pəl/ (sustantivo) — principio. A fundamental assumption, fundamental law or guiding belief.
- examination /ɪɡˌzæm.ɪˈneɪ.ʃən/ (sustantivo) — examen, examinación. The act of examining.
- necessity /nɪˈsɛsəti/ (sustantivo) — necesidad, menester. The quality or state of being necessary, unavoidable, or absolutely requisite.
- conditional /kənˈdɪʃ.ə.nəl/ (sustantivo) — condicional. A conditional sentence; a statement that depends on a condition being true or false.
Phrasal verbs que vas a escuchar
- look at (verbo) — mirar, funar. To observe or watch.
- burn down (verbo) — incendiar, arrasar. To cause (a structure) to burn to nothing.
- sum up (verbo) — sumar. To produce a total by adding.
- talk about (verbo) — hablar de, hablar sobre. Used to draw attention to the speaker's characterization of someone or something.
Pronunciación a tener en cuenta
El hablante usa 24 contracciones y formas reducidas, como we're, doesn't, don't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: conclusion /kənˈkluːʒən/, distinguish /dɪˈstɪŋ.ɡwɪʃ/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, conditional /kənˈdɪʃ.ə.nəl/, shortly /ˈʃɔɹtli/
- Palabras largas — cuida el acento: necessarily /ˌnɛs.əˈsɛɹ.ə.li/, indicator /ˈɪn.dɪˌkeɪ.tə(ɹ)/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, necessity /nɪˈsɛsəti/, conditional /kənˈdɪʃ.ə.nəl/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Empieza a velocidad 0,75×, haz shadowing frase por frase y vuelve a la velocidad normal cuando te resulte fácil.
- Grábate y compara con el original, prestando atención a palabras como conclusion, premise, necessarily.
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | is intended · is made · are called |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | you've gotten · has worn · they've covered |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | definition, which is · reasoning, which are |
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.