Pratique du Shadowing: Cambridge 16 IELTS Reading Test 4 Passage 2 - Apprendre l'anglais à l'oral avec la vidéo

Création de la leçon...
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Changes in reading habits What are the implications of the way we read today?
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Look around on your next plane trip.
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The iPad is the new pacifier for babies and toddlers.
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Younger school-aged children read stories on smartphones, older kids don't read at all, but hunch over video games.
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Parents and other passengers read on tablets or skim a flotilla of email and news feeds.
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Unbeknown to most of us, an invisible, game-changing transformation links everyone in this picture.
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The neuronal circuit that underlies the brain's ability to read is subtly,
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rapidly changing and this has implications for everyone from the pre-reading toddler to the expert adult.
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As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species brain more than 6,000 years ago.
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That circuit evolved from a very simple mechanism for decoding basic information, like the number of goats in one's herd,
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to the present, highly elaborated reading brain.
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My research depicts how the present reading brain enables the development of some of our most important intellectual and effective processes,
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internalized knowledge, analogical reasoning and inference, perspective taking and empathy, critical analysis and the generation of insight.
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Research surfacing in many parts of the world now cautions
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that each of these essential deep reading processes may be under threat as we move into digital-based modes of reading.
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This is not a simple, binary issue of print versus digital reading and technological innovation.
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As MIT scholar Sherry Turkle has written, we do not err as a society when we innovate but when we ignore what we disrupt or diminish while innovating.
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In this hinge moment between print and digital cultures, society needs to confront what is diminishing in the expert reading circuit,
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what our children and older students are not developing, and what we can do about it.
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We know from research that the reading circuit is not given to human beings through a genetic blueprint like vision or language, it needs an environment to develop.
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Further, it will adapt to that environment's requirements, from different writing systems to the characteristics of whatever medium is used.
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If the dominant medium advantages processes that are fast, multitask-oriented and well-suited for large volumes of information, like the current digital medium,
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so will the reading circuit.
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As UCLA psychologist Patricia Greenfield writes, the result is that less attention and time will be allocated to slower, time-demanding deep reading processes.
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Increasing reports from educators and from researchers in psychology and the humanities bear this out.
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English literature scholar
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and teacher Mark Edmondson describes how many college students actively avoid the classic literature of the 19th
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and 20th centuries in favor of something simpler, as they no longer have the patience to read longer, denser, more difficult texts.
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We should be less concerned with students' cognitive impatience, however, than by what may underlie it,
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the potential inability of large numbers of students to read with
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a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts.
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Multiple studies show
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that digital screen use may be causing a variety of troubling downstream effects on reading comprehension in older high school
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and college students in stavannah norway psychologist and mong
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and her colleagues studied how high school students comprehend the same material in different mediums
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mullins group asked subjects questions about a short story whose plot
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had universal student appear half of the students read the story on a tablet the other half in paperback
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Results indicated that students who read on print were superior in their comprehension to screen reading peers,
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particularly in their ability to sequence detail and reconstruct the plot in chronological order.
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Ximing Liu from San Jose State University has conducted a series of studies
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which indicate that the new norm in reading is skimming, involving word spotting and browsing through the text.
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Many readers now use a pattern when reading in
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which they sample the first line and then word spot through the rest of the text.
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When the reading brain skims like this, it reduces time allocated to deep reading processes.
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In other words, we don't have time to grasp complexity, to understand another's feelings, to perceive beauty, and to create thoughts of the readers on.
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The possibility that critical analysis, empathy, and other deep reading processes could become the unintended collateral damage
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of our digital culture is not a straightforward binary issue about print versus digital reading.
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It is about how we all have begun to read on various mediums how
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that changes not only what we read but also the purposes for
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which we read nor is it only about the young the subtle atrophy of critical analysis
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and empathy affects us all equally it affects our ability to navigate a constant bombardment of information
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it incentivizes a retreat to the most familiar stores of unchecked information
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which require and receive no analysis leaving us susceptible to false information and irrational ideas
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There's an old rule in neuroscience that does not alter with age, use it or lose it.
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It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.
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The story of the changing reading brain is hardly finished.
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We possess both the science and the technology to identify and redress the changes in how we read before they become entrenched.
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If we work to understand exactly what we will lose, alongside the extraordinary new capacities that the digital world has brought us,
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there is as much reason for excitement as caution.
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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « Cambridge 16 IELTS Reading Test 4 Passage 2 ». Les mots qui reviennent le plus souvent : reading, student, digital, processes, circuit. Cette vidéo contient 59 phrases et 932 mots à répéter en shadowing. La partie parlée dure 6:00. Le locuteur parle à un rythme naturel d’environ 155 mots par minute, proche d’une conversation courante. Seuls 78 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc exigeant.

Vocabulaire clé de cette vidéo

Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :

MotPrononciationSens
skim verbe/skɪm/dépasser doucement, effleurer
empathy nom/ˈɛmpəθi/empathie
allocate verbe/ˈæl.ə.keɪt/allouer
diminish verbe/dɪˈmɪnɪʃ/réduire
innovate verbe/ˈɪn.ə.veɪt/innover
neuroscience nomneuroscience
underlie verbe/ˌʌn.dɚˈlaɪ/sous-tendre
comprehension nom/ˌkɑmpɹɪˈhɛnʃn̩/compréhension, entendement
comprehend verbe/ˌkɑmpɹɪˈhɛnd/comprendre
psychologist nom/ˌsaɪˈkɑl.ə.d͡ʒɪst/psychologue
toddler nom/ˈtɑdlɚ/bambin, bambine
binary adjectif/ˈbaɪ.nə.ɹi/binaire
scholar nom/ˈskɑlɚ/étudiant
caution nom/ˈkɔːʃ(ə)n/caution
complexity nom/kəmˈplɛk.sɪ.ti/complexité

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

StructureDans la vidéo
Present perfect have/has + participe passé — une action passée qui compte encore maintenanthas written · has conducted · have begun
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le faitis not given · will be allocated

Prononciation à surveiller

  • Les sons « sh » et « zh »: diminish /dɪˈmɪnɪʃ/, implication /ˌɪmpləˈkeɪʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, caution /ˈkɔːʃ(ə)n/, impatience /ɪmˈpeɪʃəns/
  • Mots longs — placez bien l’accent: implication /ˌɪmpləˈkeɪʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, complexity /kəmˈplɛk.sɪ.ti/, chronological /ˌkɹɑnəˈlɑd͡ʒɪkəl/, incentivize /ɪnˈsɛntɪvaɪz/

Comment s’entraîner avec cette vidéo

  1. Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
  2. Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
  3. Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme skim, empathy, allocate.

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.

Technique du shadowing : lire le guide complet étape par étape →