Shadowing Practice: IP3T1S3 Research project on attitudes towards study - Learn English Speaking with Video
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1
So how did you get on with your school-based research, Phoebe?
2
Well, it was exhausting but really valuable.
3
Good. What was the specific focus you chose?
4
My title is ‘Attitudes towards study among eleven-twelve year-old pupils’.
5
Right. And what made you choose that focus?
6
Well, that’s a bit difficult ... lots of my classmates decided on their focus really early on.. .mainly on the basis of what they thought would help in their future career, you know, in their first year’s teaching.
7
So that’s what helped you decide?
8
Actually, it was that I came across a book written by experienced teachers on student attitudes and that motivated me to go for the topic.
9
So what were your research questions or issues?
10
Well I wanted to look at the ways students responded to different teachers particularly focusing on whether very strict teachers made teenagers less motivated.
11
And, from your research, did you find that was true?
12
No, not from what I saw you know, from my five days’ observation, talking to people and so forth.
13
OK ... We’ll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are.
14
Well, what really amazed me was the significant gender differences, I didn’t set out to focus on that but I found that boys were much more positive about being at school ... girls were more impatient, they talked a lot about wanting to grow up and leave school.
15
Very interesting.
16
Yeah ... it is.
17
From doing the research it was clear to me that you might start out to focus on one thing but you pick up lots of unexpected insights.
18
Right. Did you get any insights into teaching?
19
Yes, certainly.
20
I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other and I began to realise that the lessons were developing in really unexpected ways.
21
So what conclusion do you draw from that?
22
Well, I know it’s necessary for teachers to prepare lessons carefully but it’s great if they also allow lessons to go their own ways.
23
Good point.
24
Now, I’m really pleased to see you doing this - analysing and drawing conclusions based on data.
25
But surely this isn’t proper data ...
26
Because it’s derived from such small-scale research?
27
Well, as long as you don’t make grand claims for your findings, this data is entirely valid.
28
Hmm . I like the way you’re already stepping back from the experience and thinking about what you’ve learned about research ... well done.
29
But I know I could have done it better.
30
As you become more experienced you’ll find ways to reduce the risk of difficulties.
31
OK. Tony: So, let’s look in more detail at how you gathered your data.
32
Let’s start with lesson observation.
33
Phoebe: Well, it generally went quite smoothly.
34
I chose my focus and designed my checklist.
35
Then teachers allowed me into their classes without any problems, which surprised me.
36
It was afterwards that the gruelling work started!
37
Tony: Yeah, it’s very time consuming, isn’t it?
38
Making sense of...analysing ... your observation notes.
39
Phoebe: Absolutely.
40
Much more so than interview data, for example ... that was relatively easy to process, though I wanted to make sure I used a high-quality recorder ... to make transcription easier and I had to wait until one became available.
41
Tony: Right.
42
And did you interview some kids as well?
43
Phoebe: In the end, yes, I talked to ten, and they were great.
44
I’d imagined I’d be bored listening to them, but..
45
. Tony: So it was easy to concentrate?
46
Phoebe: Sure.
47
One of the teachers was a bit worried about the ethics, you know, whether it was right to interview young pupils, and it took a while for him to agree to let me talk to three of the kids in his class but he relented in the end.
48
Tony: Good.
49
What other methods did you use?
50
Phoebe: I experimented with questionnaires, but I really regret that now.
51
I decided to share the work with another student but we had such different agendas it ended up taking twice as long.
52
Tony: That’s a shame ... it might be worth you reflecting on ways you might improve on that for future projects .
53
Phoebe: You’re right, yeah.
54
Tony: OK. Phoebe: And the other thing I did was stills photography.
55
I didn’t take as many pictures as I’d hoped to .
56
Tony: Lack of time?
57
Phoebe: It’s pretty easy just snapping away ... but I wanted each snap to have a purpose, you know, that would contribute to my research aims and I found that difficult.
58
Tony: Well, that’s understandable, but remember...
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “IP3T1S3 Research project on attitudes towards study”. Las palabras que más se repiten: Phoebe, Tony, teachers, focus, observation. Este vídeo tiene 58 frases y 790 palabras para practicar shadowing. La parte hablada dura 4:53. El hablante habla a un ritmo natural de unas 162 palabras por minuto, cercano a una conversación cotidiana. El 84 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar. 14 de sus 58 frases son preguntas, así que sirve para practicar la entonación de las preguntas y las respuestas cortas.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| observation sustantivo | /ˌɑbzɚˈveɪʃn̩/ | observación, vigilancia |
| motivate verbo | /ˈmoʊ.tɪ.veɪt/ | motivar |
| pupil sustantivo | /ˈpjuːpəl/ | alumno, alumna |
| classmate sustantivo | /ˈklæs.meɪt/ | compañero de clase, compañera de clase |
| questionnaire sustantivo | /ˌk(w)ɛstʃəˈnɛə/ | cuestionario, encuesta |
| relent verbo | /ɹɪˈlɛnt/ | ceder, relentecer |
| summarize verbo | /ˈsʌməˌɹaɪz/ | resumir |
| derive verbo | /dɪˈɹaɪv/ | derivar |
| collaborate verbo | /kəˈlæb.ə.ɹeɪt/ | colaborar, coadyuvar |
| impatient adjetivo | /ɪmˈpeɪʃənt/ | impaciente |
| smoothly adverbio | /ˈsmuːðli/ | suavemente, lisamente |
| recorder sustantivo | /ɹiˈkɔɹ.dəɹ/ | grabadora |
| understandable adjetivo | entendible | |
| exhaust verbo | /ɪɡˈzɔst/ | agotar |
| consume verbo | /kənˈsum/ | consumir |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| come across verbo | pasarse a |
| end up verbo | terminar, ir a parar |
| get on with verbo | hacer, realizar |
| grow up verbo | crecer |
| pick up verbo | coger, asir |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- What was the specific focus you chose?
- So that’s what helped you decide?
- Did you get any insights into teaching?
- Because it’s derived from such small-scale research?
- What other methods did you use?
Pronunciación a tener en cuenta
El hablante usa 14 contracciones y formas reducidas, como I'd, didn't, isn't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: smoothly /ˈsmuːðli/, ethics /ˈɛθ.ɪks/
- Los sonidos de “sh” y “zh”: observation /ˌɑbzɚˈveɪʃn̩/, transcription /tɹænˈskɹɪpʃən/, impatient /ɪmˈpeɪʃənt/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: observation /ˌɑbzɚˈveɪʃn̩/, motivate /ˈmoʊ.tɪ.veɪt/, derive /dɪˈɹaɪv/, eleven /əˈlɛv.ən/
- /z/ — sonora, no /s/: observation /ˌɑbzɚˈveɪʃn̩/, summarize /ˈsʌməˌɹaɪz/, exhaust /ɪɡˈzɔst/
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 observation, motivate, pupil.
¿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.