Shadowing Practice: Participants in the learner Persistence study were all drawn from the same - Learn English Speaking with Video
Elige un modo de práctica
Cada modo abre una sala de práctica a pantalla completa.
71 oraciones
Si las oraciones son demasiado cortas o largas, haz clic en Editar para ajustarlas.
1
Now turn to Section 4 on page 7.
2
Section 4.
3
You will hear part of a talk about research into learner persistence given by a university lecturer to her colleagues.
4
First, you have some time to look at questions 31 to 40 on pages 7 and 8.
5
Now listen carefully and answer questions 31 to 40.
6
My talk is about a research study I did over a period of five years on learner persistence,
7
why some people stick at academic study better than others.
8
As teachers, you will know that there is a tremendous variation in the learner's response to certain things.
9
For example, a short period of illness might completely destabilize some students and cause them to give up their degree studies.
10
Other learners might overcome tremendous difficulties to stay the course.
11
I am particularly interested in this second group,
12
who are the ones with learner persistence.
13
What I decided to do was design a research study using a sample of my university's
14
third-year undergraduate students 295 in all who obviously had already stayed
15
the course pretty well the sample was drawn from a range of ages
16
but there was deliberately a significant number of mature students and all respondents were living at home in the local region
17
i wanted to have this element of consistency not having some coming from outside the area and living in university accommodation.
18
It should be noted, though,
19
that there was significant variation in home background to reflect the variation in our student population.
20
I designed questionnaires which were devised to elicit what their concerns had been as they started the course
21
and what had sustained them throughout the three years.
22
Findings from the first section indicated that their worries when they started It varied from financial concerns,
23
though this had not been as strong as I expected, to career prospects.
24
But mature students with children tended to emphasize uncertainties about their relationship with them.
25
The second section of my questionnaire looked at learner persistence under three main headings,
26
social and environmental factors, other factors,
27
and intrinsic or personal characteristics.
28
I identified three levels of importance for each of these.
29
At the first level, those points identified by participants as most important in learner persistence.
30
For social factors, many respondents said how crucial it had been to have good support,
31
though there was no one specific source.
32
It could be family or friends.
33
As regards other factors, students are heartened not so much by high grades,
34
but by what they regard as success in study.
35
And for personal characteristics, many respondents reported that they took pleasure in challenge and that this was regarded as very significant.
36
At the second level of importance,
37
in the first category, a sizable percentage talked about the fact
38
that they had enjoyed themselves in school as an important social factor.
39
In the second column, Other Factors,
40
a number of people said that what was of most importance was decent health.
41
This had a fairly strong influence on their persistence in their studies.
42
And then, under the heading of Personal Characteristics,
43
there were quite a large percentage of respondents
44
who mentioned they felt it was important to have lots of interests in their everyday lives.
45
This gave them a depth and sense of perspective,
46
which less persistent learners might lack.
47
And then, on to the third level.
48
Under social factors, several respondents talked about good relationships with their tutors.
49
For other factors, they mentioned lack or absence of any problems in their families.
50
and finally, under column 3,
51
they identified an ability to juggle several roles,
52
what we might call their capacity for multitasking.
53
Now, these findings obviously helped inform the design of activities, as I mentioned.
54
But in addition, a number of further recommendations emerged.
55
Firstly, I propose
56
that the department distributes questionnaires to first-year students to help get an idea of their maturity when starting the course.
57
This is really our overriding concern.
58
secondly I recommend we look into ways of offering induction courses
59
for some selected students to allow them to take on the
60
role of advisors we think they are the best people to act in
61
that role this policy will make support much more accessible to
62
our students thirdly this help is often most needed in the evening
63
and night when offices are closed and
64
so we should set up online services instead of the more traditional telephone services research has shown
65
that these services are actually more accessible to the majority of students
66
and finally it is often important to be proactive
67
if students are not meeting deadlines then someone should contact them
68
rather than wait for them to come to us now are there any questions about the point
69
That is the end of Section 4.
70
You now have half a minute to check your answers.
71
Thank you.
Descargar app
Todo lo que necesitas para hablar con fluidez
Pronunciación con IAEvalúa cada oración
Práctica de IPADomina cada sonido
VocabularioConstruye tu banco de palabras
Juego de vocabularioAprende mientras juegas
Mismo canal
C11
Gastropods (snails and slugs): IELTS LISTENING Vol 4 Test 5 Section 4
Daily ConversationUniversity Students
B21
Lifeguard Application: IELTS LISTENING Vol 7 Test 1 Section 1 (IELTS Listening Recent Actual Test)
IELTS PrepUniversity Students
B21
🔥Royal nature park - Đề thi IELTS LISTENING (actual test) kèm đáp án
IELTS PrepUniversity Students
B2Aboriginal Textile Design: IELTS LISTENING Vol 4 Test 7 Section 4
IELTS PrepUniversity Students
B23
Invasive Species: IELTS LISTENING (Dictation)
IELTS PrepUniversity Students
B21
Museum tour: Đề thi thật IELTS LISTENING Vol 4 Test 3 Section 2 (IELTS Listening Recent Actual Test)
IELTS PrepUniversity Students
B21
Changes in Barford over the last 50 years: Đề thi IELTS LISTENING (actual test)
IELTS PrepUniversity Students
C12
Earth-sheltered Housing: IELTS LISTENING Vol 4 Test 6 Section 4 (IELTS Listening Recent Actual Test)
IELTS PrepUniversity Students
B23
Regional Park: IELTS LISTENING Vol 4 Test 5 Section 2 (IELTS Listening Recent Actual Test)
IELTS PrepUniversity Students
B22
Holiday on Jackson Island: IELTS LISTENING Vol 4 Test 2 Section 1
IELTS PrepUniversity Students
C11
Peer Assessment: Đề thi thật IELTS LISTENING
IELTS PrepUniversity Students
B25
Volunteer work application form: Grace Brown: IELTS LISTENING Vol 5 Test 6 Section 1
IELTS PrepUniversity Students
B14
Australian Overseas Relocation Agency Đề thi IELTS LISTENING (actual test) kèm đáp án - transcript
IELTS PrepUniversity Students
B23
Buildings made of plastic: Đề thi IELTS LISTENING (actual test) kèm đáp án transcript with location
IELTS PrepUniversity Students
B23
The announcer says that the main topic of today's talk will be Gisborne's
IELTS PrepUniversity Students
B16
Asia-Pacific Tours Activity Holidays: Đề thi IELTS LISTENING (actual test)
IELTS PrepUniversity Students
B21
Battery-powered motorbikes: IELTS LISTENING Vol 3 Test 7 Section 3
IELTS PrepUniversity Students
B24
The game of curling: IELTS LISTENING Vol 4 Test 1 Section 2 (IELTS Listening Recent Actual Test)
IELTS PrepUniversity StudentsWorking Adults
C11
HISTORY AND DEVELOPMENT OF RAILWAYS : Đề thi IELTS LISTENING (actual test)
IELTS PrepUniversity Students
B22
Pacific tapa cloth: IELTS LISTENING Vol 3 Test 4 Section 3(IELTS Listening Recent Actual Test)
IELTS PrepUniversity Students
FOR YOU
Recomendar Video
C12
65 oraciones
Vol 3 - test 4 - section 4
IELTS PrepTOEFL PrepUniversity Students
C193
40 oraciones
IELTS Speaking Part 3: Competition in Schools, Sport and Work (Band 8.0)
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
C123
60 oraciones
Part 4 A study on learning persistence
IELTS PrepTOEFL PrepUniversity Students
C14
119 oraciones
IELTS Listening Practice B2–C1 | The Importance of Lifelong Learning in Modern Society
IELTS PrepBusiness EnglishUniversity Students
C11
75 oraciones
(Level- Medium) IELTS Actual listening Economics and Trust
IELTS PrepUniversity Students
B21
66 oraciones
IELTS Actual listening Professor Smith's article part 3(14.06.2025)
IELTS PrepUniversity Students
B26
8 oraciones
IELTS SPEAKING PART 3: Why are some people better at learning languages than others?
IELTS PrepUniversity StudentsWorking Adults
C11
27 oraciones
Vocabulary for IELTS - 5b
IELTS PrepUniversity Students
C12
74 oraciones
(D68new) IELTS Listening Cambridge 10 Test 2 Section 3: Which TWO hobbies was Thor Heyerdahl very
IELTS PrepUniversity Students
B21
77 oraciones
CAM 18 | IELTS LISTENING TEST | TEST 4 - SECTION 3 #english #listening #ielts #education #iseeielts
IELTS PrepUniversity Students
C11
253 oraciones
IELTS for Beginners | Lesson 2 | Your Family
IELTS PrepUniversity Students
Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel C2 se basa en el vídeo “Participants in the learner Persistence study were all drawn from the same”. Las palabras que más se repiten: student, factor, learner, persistence, respondents. Este vídeo tiene 71 frases y 796 palabras para practicar shadowing. La parte hablada dura 7:05. El hablante mantiene un ritmo constante de unas 112 palabras por minuto, cómodo para el shadowing. El 84 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| learner sustantivo | /ˈlɜɹnəɹ/ | aprendiz, aprendedor |
| persistence sustantivo | /pəˈsɪst(ə)ns/ | persistencia, perseverancia |
| questionnaire sustantivo | /ˌk(w)ɛstʃəˈnɛə/ | cuestionario, encuesta |
| characteristic sustantivo | /ˌkæɹ(ə)ktəˈɹɪstɪk/ | característica |
| variation sustantivo | /ˌvɛəɹiˈeɪʃn̩/ | variación |
| tremendous adjetivo | /tɹɪˈmɛndəs/ | tremendo, apoteósico |
| destabilize verbo | /diːˈsteɪbɪlaɪz/ | desestabilizar |
| devise verbo | /dɪˈvaɪz/ | concebir, inventar |
| elicit verbo | /ɪˈlɪsɪt/ | suscitar, elicitar |
| hearten verbo | /ˈhɑɹtn̩/ | alentar, animar |
| intrinsic adjetivo | /ɪnˈtɹɪn.zɪk/ | intrínseco |
| juggle verbo | /ˈd͡ʒʌɡəl/ | hacer malabarismos, malabarear |
| multitasking sustantivo | multitarea | |
| proactive adjetivo | /pɹoʊˈæk.tɪv/ | proactivo, precavida |
| tutor sustantivo | /ˈtjuːtəː/ | tutor, protutor |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| give up verbo | rendirse, entregar |
Pronunciación a tener en cuenta
- Los sonidos de “sh” y “zh”: variation /ˌvɛəɹiˈeɪʃn̩/, induction /ɪnˈdʌkʃən/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/
- Palabras largas — cuida el acento: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, destabilize /diːˈsteɪbɪlaɪz/, participant /pɑːɹˈtɪsəpənt/, maturity /məˈtjʊəɹɪti/, consistency /kənˈsɪs.tən.si/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como learner, persistence, questionnaire.
¿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.