Pratique du Shadowing: Adverb and Adjective Choices in Conversation - Apprendre l'anglais à l'oral avec la vidéo
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From VOA Learning English, this is Everyday Grammar.
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Imagine two American students are talking outside of their school.
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Let's listen to the imaginary conversation.
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Today is going slow.
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Yeah, I guess we should study for our grammar test.
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That sounds like a terrible idea.
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Yeah, but if we don't study, we won't do good on the test.
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Fine.
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Let's go study our notes quick.
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Then we can play video games.
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These bad students may hate grammar,
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but they just taught you some common grammatical structures in conversational American English.
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In today's report, we will study how conversational grammar differs from written and formal grammatical structures.
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We will show you how some Americans use adjectives and adverbs in casual conversation.
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Adjectives are words that give information about nouns.
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They generally appear before nouns, although they also appear after linking verbs.
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Here are two examples.
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You are a good student.
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Learning English is fun.
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In the two example sentences, the words good and fun are adjectives.
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They are telling you something about a noun.
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Adverbs are often used to modify adjectives or verbs.
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They give information about reason, manner, time, and so on.
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For example, the adverb loudly appears in this sentence.
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We sang loudly.
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The adverb loudly modifies the past tense verb sang.
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It tells about the way in which the subject, we, sang.
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Adverbs often have an ly ending, but there are many that do not.
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You can read more about adverbs in past everyday grammar stories.
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Let's think back to the conversation we heard at the beginning of the story.
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Today is going slow.
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Yeah, I guess we should study for our grammar test.
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That sounds like a terrible idea.
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Yeah, but if we don't study, we won't do good on the test.
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Fine.
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Let's go study our notes quick.
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Then we can play video games.
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Notice that the words are used differently from what might be taught in an English class.
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In casual conversation, Americans often use adjective forms in place of adverbs.
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They may use adjective forms to modify verbs.
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For example, the students use good,
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a word that is normally an adjective, as an adverb.
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One student says, we won't do good on the test.
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In writing and in formal conversation, Americans generally do not use the word good this way.
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Instead, they use the word well.
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In formal writing or speaking, you would be more likely to see or hear the sentence,
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we won't do well on the test.
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Americans also may use an adverb but choose not to say an ly ending.
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For example, the student says, today is going slow, instead of today is going slowly.
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You would be more likely to read slowly in academic writing,
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write Susan Conrad and Douglas Biber, two English grammar experts.
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These grammatical structures are not necessarily slang.
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They are not necessarily impolite, either.
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You might hear some of these structures in a restaurant, at a job fair, or even at work.
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For example, a boss might tell an employee, we need to do this quick,
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about a project that must be completed quickly.
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This is the same pattern that the students used in their conversation.
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Conrad and Beiber say that in formal speech and writing, adjective forms are almost never used to modify verbs.
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In addition, adverbs with ly endings are more common in writing,
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particularly in academic and news writing.
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The good news is this.
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We are not asking you to memorize any of the patterns we have talked about today.
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What we hope to do is show you that the grammatical patterns in conversation
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do not always match the patterns used in formal writing or speech.
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There is more flexibility in casual speech.
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Understanding this idea will help you understand Americans when they speak,
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and it will help you sound more natural when you speak to Americans.
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You might also be pleased to know that Americans will not judge you severely
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if you use an adjective in place of an adverb.
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In fact, they probably would do the same.
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I'm Jill Robbins. And I'm John Russell.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B1 s’appuie sur la vidéo « Adverb and Adjective Choices in Conversation ». Les mots qui reviennent le plus souvent : adverb, adjective, grammar, conversation, student. Cette vidéo contient 71 phrases et 682 mots à répéter en shadowing. La partie parlée dure 6:28. Le locuteur parle lentement, environ 105 mots par minute, ce qui laisse le temps d’imiter chaque son. 84 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| adjective nom | /ˈæd͡ʒ.ɪk.tɪv/ | nom adjectif, adjectif |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
| verb nom | /vɝb/ | verbe |
| grammatical adjectif | /ɡɹəˈmæt.ɪ.kəl/ | grammatical |
| modify verbe | /ˈmɑ.dɪˌfaɪ/ | modifier |
| noun nom | /naʊn/ | nom, nom substantif |
| loudly adverbe | /ˈlaʊdli/ | fort, à voix haute |
| casual adjectif | /ˈkæʒ(u)əl/ | fortuit, accidentel |
| conversational adjectif | /ˌkɒnvə(ɹ)ˈseɪʃənəl/ | conversationnel |
| impolite adjectif | /ɪmpəˈlaɪt/ | impoli, malpoli |
| memorize verbe | /ˈmɛm.əˌɹaɪ̯z/ | mémoriser, apprendre par cœur |
| imaginary adjectif | /ɪˈmæd͡ʒɪˌn(ɛ)ɹi/ | imaginaire |
| tense nom | /tɛns/ | temps, temps verbal |
| flexibility nom | /ˌflɛksɪˈbɪlɪti/ | souplesse, flexibilité |
| differ verbe | /ˈdɪfɚ/ | différer |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Phrases conditionnelles if + proposition, will/would + verbe — une condition et son résultat | if we don't study, we won't do |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | might be taught · must be completed |
| Possibilité avec « might / may » might/may + verbe — quelque chose de possible mais pas certain | may hate · might be · may use |
| Conseil avec « should » should + verbe — dire ce qu’il vaut mieux faire | should study |
Prononciation à surveiller
Le locuteur utilise 8 contractions et formes réduites, comme won't, don't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: casual /ˈkæʒ(u)əl/, conversational /ˌkɒnvə(ɹ)ˈseɪʃənəl/
- Mots longs — placez bien l’accent: grammatical /ɡɹəˈmæt.ɪ.kəl/, conversational /ˌkɒnvə(ɹ)ˈseɪʃənəl/, imaginary /ɪˈmæd͡ʒɪˌn(ɛ)ɹi/, flexibility /ˌflɛksɪˈbɪlɪti/, differently /ˈdɪf.ə.ɹənt.li/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme adjective, grammar, verb.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.