Pratique du Shadowing: Communication Has An INVISIBLE Layer And It Is Hiding In Plain Sight! - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
320 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
I'm old enough to remember watching television in black and white.
2
And the day we got our first color TV, my mind was blown.
3
The same thing is true when you go from just focusing on verbal messages to thinking about nonverbal communication.
4
My name is Matt Abrahams and I teach strategic communication at Stanford Graduate School of Business.
5
Welcome to Think Fast, Talk Smart, the podcast.
6
Today I am really excited to talk with Dana Carney.
7
Dana is the George Quist Chair in Business Ethics at Berkeley's Haas School of Business.
8
This year she's on sabbatical from Berkeley and is spending time with us here in the management group at the GSB.
9
Her research focuses on the nonverbal ways in which we communicate our biases, our preferences, our power, and our status.
10
Her forthcoming book on nonverbal behavior is expected at the end of the year.
11
Welcome, Dana.
12
I am really looking forward to our conversation.
13
Thanks for being here.
14
Matt, thank you so much for having me.
15
I was so excited when you reached out.
16
Should we get started?
17
Absolutely.
18
Dana, I'm so excited for this conversation because I have long been fascinated by your research and nonverbal communication.
19
When I teach nonverbal communication, I reference the three V's: visual, verbal, and vocal.
20
Visual is what we see verbal, is the words and fillers and spaces that we have.
21
And then vocal is how we say those words.
22
I'm curious.
23
Do you see nonverbal communication the same way?
24
And how do you explain it when you talk about it?
25
Almost the same way.
26
First, there's two big circles, like a Venn diagram, overlapping circles.
27
One is the perception side.
28
What are the nonverbal behaviors that we need to pay attention to
29
when we're trying to make sense of or understand other people or situations?
30
Then there's the expression side, which is what are the behaviors that we can use as tools to to express or land a particular attribute.
31
So I would layer those on top of your three Vs. And then I would add, when you said visual, I would split that into face and body as separate channels.
32
So nonverbals gives us a whole set of tools through which we can communicate information.
33
And some of it are things we can control, as you mentioned, and other things are things that perhaps are a lesson our control.
34
We convey information through the words we say, but also how we say it, and the demeanor with which we say it.
35
I find this fascinating because there's this whole other channel that we often don't think about.
36
Can you discuss how our perceptions of power and status are influenced by nonverbal communication?
37
So it's an entire chapter in my book.
38
In the chapter, it's called The Five Nonverbal Rules of Power.
39
And what it is is a Venn diagram where the perception nonverbals, the ones we need to know to read power accurately,
40
and the ones that people think are associated with power they intersect and there's five areas of non -verbal behavior that
41
If we remember those, we can really tap into power.
42
I'll give you two that I think are particularly useful because people have a lot of control over them.
43
One of them is eye contact.
44
When you look at someone when you're speaking, and when they're speaking.
45
you're really taking up space with your eyes.
46
You're not only saying, I see you, I hear you, but also I'm speaking to you and distributing that around the room.
47
You're almost spreading yourself around the room when you're looking around there.
48
So eye contact is one that we have control over and it's easy to force yourself to distribute and to use.
49
And it has additional benefits.
50
Not only does it convey power, but it conveys intelligence and, and warmth so you just can't go wrong with eye contact.
51
So that would be one that I would say is one that everyone can practice and use.
52
And another one is expansion.
53
And I don't just mean with your body.
54
I don't just mean taking up physical space with the bubble that's around your body.
55
I mean expansion in all kinds of ways.
56
So taking a longer time to say what you're saying.
57
If you take more time, you're taking up space.
58
So you see, there's a number of ways of taking up space.
59
You can do it with how much you speak, how slowly you speak, physically, like spreading your body out in a way that feels comfortable.
60
So those were the two, I would say, are easy to control and there's a version of each that most people could probably find.
61
So taking space and connecting through space through eye contact, really important.
62
That example of all the things we could do to take space shows the different types of paint
63
that we can use to paint in this nonverbal way, right?
64
It's how you say it, how long you say it, how you physically show up and not just you personally, but the stuff you put in front of you.
65
All of that.
66
And there's this whole conversation that's happening at that level.
67
that we perceive that we don't necessarily consciously think about.
68
I want to dive just a little deeper.
69
Clearly, culture and context plays a role in this.
70
Some cultures I'm aware of, eye contact is actually seen as rude because you're supposed to defer.
71
What's your take on the intersection of culture and context when it comes to nonverbals?
72
Eye contact, there's not a lot of variability across culture when it comes to the speaker.
73
making eye contact with others.
74
It's where the rudeness or the cross -cultural variability in whether
75
or not you're being disrespectful comes from whether you're looking at the speaker when you're being spoken to.
76
So it's when you're on the receiving end of being yelled at or, you know, reprimanded or whatever, looking back is typically where you see the variability.
77
Not if I'm the speaker and I look at you. But.
78
Yes, context matters, culture matters.
79
So what I like to say is that, There are certain sort of pillars.
80
that are safe spaces.
81
For example, If you're trying to convey warmth, looking at someone, being a little bit closer to them.
82
How close varies by culture.
83
but proximity in general is associated with intimacy.
84
Body orientation toward.
85
These are all cues called immediacy cues, directing your communication toward them,
86
like you're talking to them and smiling or nodding like you're doing now.
87
You're encouraging me, smiling and nodding.
88
Those are called back channel responses.
89
They unconsciously or implicitly are saying.
90
I hear you, I see you, I recognize what you're saying, we're on the same page.
91
There's a cluster of things that convey liking.
92
And so there might be some variability around how close or how much eye contact But generally speaking, those are safe.
93
And so when we go to another culture, we just need to figure out what are the boundaries around.
94
If I go to one culture, it's two kisses, kiss, kiss.
95
Other cultures, there's three kisses, kiss, kiss, kiss.
96
Other cultures, it's the left cheek for another right cheek.
97
So it's kind of like those things.
98
It's a nonverbal version of how many cheeks do I kiss and how many times, right?
99
I appreciate that answer.
100
It's very nuanced and there's complexity to it, but that's the reality of nonverbal communication.
101
This is not simple.
102
I'm taking several things away from what you said.
103
One that there's some foundational principles or as you said, safe spaces around which there's nuance that is culturally learnable.
104
And we just have to be sensitive to that.
105
And so the big message I'm taking away is we just have to build awareness and be sensitive.
106
We can ask, we can observe, we can research to learn what's appropriate and not appropriate and know that.
107
by invoking the appropriate nonverbals, we can achieve goals like demonstrating warmth and liking
108
that can really help us in ways sometimes that our words don't allow us to do.
109
Exactly.
110
I have another question for you about the relative value of nonverbals and actual messages.
111
Where do you fall on the relative importance of verbal content versus nonverbal behavior?
112
In other words, what we say versus how we say it.
113
No, I don't think any reasonable scientist would say that nonverbal is more important than verbal.
114
I think most of us would say both are extremely important.
115
If we're in a domain where I have a reason to lie, or maybe I don't know, like racial bias and discrimination being one, right?
116
People aren't aware of their biases, or they are aware of them, but maybe not the extent to which they hold them.
117
Then we get into some territory where nonverbals start to be maybe more meaningful than verbals
118
because I don't realize that I have biases.
119
I think that when you get into territory where
120
Either people don't have introspective access to how they think or feel or they have their incentivized not to reveal it.
121
Right.
122
Like in an economic game or a strategic interaction or a negotiation.
123
That's where nonverbal becomes really fun and interesting and useful because words aren't enough in that case.
124
Absolutely.
125
Yeah.
126
So they're both important and sometimes differentially important depending on the context.
127
Which again brings us back to this notion of context.
128
So I have an example I always use when I teach.
129
If you're in a doctor's office and the doctor says, how are you doing?
130
That means one thing.
131
If you're at a bar or at a party and somebody says, how are you doing?
132
That means something very different.
133
The words are the same.
134
The environment and context is different.
135
And we somehow know how to navigate through that.
136
But also we can run into a lot of trouble when we misunderstand.
137
Yes.
138
And this is why knowing what our goal is, is so incredibly important.
139
If I'm at that bar and my goal is I'm attracted to this person. And so.
140
I want to convey some attraction.
141
So I might dip into some cues associated with attraction or being attractive.
142
So when people use a breathier voice, they can come off as a little more attractive versus I'm a doctor.
143
And my goal is empathy.
144
I want you to know that I'm listening.
145
So the first thing you need to think about in a context is what's my goal here?
146
If I'm a doctor, I want to make sure that my patient feels well, heard and Understood?
147
If I'm in a bar and I just truly want to know how someone's doing, I don't want to use a vocal tone that might express attraction.
148
I might want to be more casual or upbeat, like, hey, how you doing?
149
Use colloquial kind of tone of voice with a lot of vocal variability that might be associated with having a good time.
150
So that's the first thing to do is what is my goal in this social interaction?
151
And look, all of this stuff is happening in a fraction of a second, right?
152
I mean, we don't sit down and script out what we're going to do before I'm going to go to the bar.
153
And when I see this person, I'm going to say, hey.
154
I like to think about nonverbal communication as a language because once we kind of know, what's the list of cues associated with liking?
155
Which ones of those are associated with platonic liking versus intimate liking?
156
And when I do this one, oh gosh, I don't mean to be sending the wrong signal.
157
So now you know not to do that.
158
And which behaviors are associated with being trusted?
159
Which behaviors are associated with conveying power?
160
That I think really will help us think about how can I best land whatever it is
161
that I am trying to land.
162
We've talked often about this notion of having a goal when you communicate.
163
By default, I think many people think of the words that I say.
164
And what I'm hearing you say is we have to expand
165
that goal to be thinking about how do we achieve that goal, not just through the words we say, but how we say it.
166
And that's really, really important.
167
This notion of There's a language.
168
And we have to understand and become fluent in that language.
169
And some are more fluent than others.
170
Perhaps we have a time to talk about The people receiving that language, you know, if I'm at a bar and hope that you're signaling attraction to me, I'm going to be looking for things in a way that I might not.
171
If I weren't the rose colored glasses, if you will, which I think is a separate conversation about our perception of nonverbals, not just our signaling of nonverbals.
172
Sometimes the nonverbal cues overlap, but if the audience takes one thing away from this conversation about nonverbal communication,
173
it's that there are perception and expression and they're different and also they overlap.
174
And the easiest places to memorize what are the cues are the places of overlap,
175
which is when we talked about the five nonverbal rules of power and I gave you two of them you know, that they're at the intersection of both perception and expression,
176
which is, those are the nice ones to memorize and practice because they do both.
177
Excellent.
178
I want to keep this notion of language and fluency.
179
What are some things that we can do 2 become more aware of our nonverbal communication, how they come across.
180
You know, when I'm learning a language, I practice with people who say, no, your accent's off or you're saying that wrong.
181
What are some things that we can do to actually become more fluent?
182
How can we learn about it?
183
I ask my students to digitally record themselves as they practice so they see their nonverbals and they watch it.
184
and then they listen to it separately.
185
So they're hearing the different channels.
186
What advice do you have about ways to help us become more conscious of what we're doing, because a lot of this is unconscious.
187
Yes.
188
That is exactly right.
189
Hearing or seeing ourselves.
190
So watching yourself is a really big way to know how at least you perceive yourself.
191
I would add some layers on top of that.
192
First of all, In an exercise like that, write down beforehand, what are two goals that you have for that interaction?
193
Do I want to try to come off as, really smart here?
194
Do I want to be warm?
195
Am I trying to make new friends?
196
Am I trying to do well in this negotiation?
197
Am I trying to do well in this negotiation and...
198
Retain friends.
199
What's my goal?
200
And then I watch that video or listen to the audio
201
and I try to assess whether I appropriately land it that way.
202
At least did I think...
203
that I correctly sent the messages I intended to send.
204
That's one piece of the puzzle.
205
But that's your perception.
206
Now it's a matter of what did other people perceive?
207
A big part of it is I intended to be kind.
208
And when I look at myself, I seem to be kind.
209
But we lack self -awareness about how we come across sometimes.
210
And other people will see us and say like, oh, no, no, no.
211
Let's say our faces tend to be a little cranky and we know that we smiled three more times in that interaction.
212
So for us, we're like, I was so nice in that interaction.
213
I smiled three times.
214
I never smile.
215
So for us, we knew it was a big deviation from our baseline.
216
And so we think we landed in a really warm situation positive way.
217
But a stranger or another person with whom we interacted, if they were to watch and make ratings on those same dimensions.
218
might give us a much lower score.
219
which helps us assess, OK, so how I intended to land and whether or not I was successful.
220
And then there was, how did other people perceive that?
221
And so that's the missing piece in that puzzle is, How do other people perceive you?
222
And I'll layer a bit more on top of that, which is, How do strangers perceive you versus friends or people who know you a little bit?
223
This is really useful in that we can all look to better understand our nonverbal presence in terms of how it's landing.
224
We have our intent and we can see it, and we have knowledge relative to our baseline, but we also have to seek outside of ourselves.
225
And when we do that, we also have to think about how much information does that other person have?
226
That's really insightful and in fact, It's going to change the way I have my students look at their own behavior.
227
Exactly.
228
I like to say the only way to get better at communication, verbal or nonverbal, is three things: repetition, reflection, and feedback.
229
You have to practice, you have to reflect, and then you have to give feedback.
230
Dana, before we end, I'd like to ask you some questions.
231
The first question will be unique to you.
232
And then the other two are questions I ask everybody.
233
Are you up for that?
234
Yep, sounds great.
235
Is there a particular nonverbal behavior that you look to to assess credibility and confidence when you're talking to others?
236
What is it that you look for as an expert in this?
237
Is there one thing you look for?
238
Yes.
239
We have not talked about coherence across channels.
240
We talked about different channels of communication, the voice, the body, the face.
241
But we haven't talked about consistency across those channels.
242
I'm looking for consistency across channels.
243
If my face and my body and my voice and my words, if all of those things are quote unquote saying the same thing,
244
That makes me feel like that person is kind of full in that way.
245
I feel comfortable with them.
246
Not only that they know what they're talking about and they know whatever they're saying is probably true.
247
That is the thing that I pay attention to the most.
248
And if people are inconsistent across channel, it doesn't necessarily mean something's arrived,
249
but it's something I pay attention to because it provides information about Are they conflicted?
250
about what it is they're talking about.
251
I appreciate you sharing with us this notion of coherence because we've really dissected nonverbal communication into these very specific parts.
252
And we have to remember that there's a totality and whole that gets communicated.
253
And that we can assess that as well.
254
It's not just, did you make eye contact?
255
It's, is the eye contact consistent with the body posture, with the vocal tone?
256
And the words.
257
And the words to help.
258
Thank you.
259
Question number two, who is a communicator that you admire and why?
260
Winston Churchill.
261
Ah, tell me more.
262
The two reasons I think that he's just one of the best communicators that I, or the one that I probably look up to the most is that,
263
I mean, he was so effective in being able to grab the hearts
264
and minds of an entire country and to galvanize people.
265
And the second reason is that Winston Churchill turned a speech impediment into his greatest source of power.
266
He had to stutter and he, He turned that into pause.
267
Because of his stutter, he learned to pause a lot and to use those pauses extremely effectively.
268
Truly an amazing communicator, and he worked hard.
269
Final question.
270
What are the first three ingredients that go into a successful communication recipe?
271
So first of all, we had talked about goals, right?
272
You have to know what your goal is.
273
If you don't have clarity, at least a little bit of clarity about what your goal is then you're not going to be very effective.
274
So my goal today was just to be clear.
275
I didn't quite know where we were going to go.
276
I just knew that it was important for me to, whatever it was, that I was going to get it across in a way that was at least a little bit succinct.
277
Then knowing the nonverbal behaviors that land best for us, And that goes back to what we were talking about,
278
the baseline, knowing how we typically are, So that we can figure out like, okay, I need to dial up the warmth.
279
I don't come across warmly at all.
280
Like, gosh, I kind of seem mean and I'm not mean at all.
281
It's not that you're trying to be something that you're not.
282
It's that you are something, but it doesn't come across.
283
And you're like, oh, gosh, I need to.
284
How do I fix that?
285
Right.
286
And I think, That's where your idea of practice.
287
So then it's, knowing which cues I can...
288
Dabble in.
289
There's a long list of immediacy cues
290
that you can look at to try to practice and try on to figure out which one suits you the best, literally.
291
And then what you said, practice.
292
And it's not about faking it or not being authentic.
293
It really is about, I am a nice person.
294
Or let's say you're not a nice person.
295
Let's say you truly are not a nice person.
296
Let's say you're a cranky person.
297
But there are some times that you're nice.
298
And let's say your goal is to be nice right now.
299
So my advice is, Try to think about the times that you want to be nice
300
or that you are nice or that you truly feel nice and say like, OK, what are the things that are most comfortable for me to do when I am being nice?
301
and then tap into those behaviors.
302
because those are the ones that are comfortable for you.
303
And then practice them and they do, in fact, land the way you intend them to.
304
So those are the ingredients.
305
It's having a goal.
306
knowing the best nonverbal behaviors that land what you're intending to land. And then...
307
practicing, right?
308
Just making sure that you're doing them in an unconscious way, that you don't have to spend a whole lot of time thinking about it, that they're just automatically coming out of you.
309
So be clear on your goal, be clear on your baseline and practice.
310
So Dana, thank you so much for your time and for your wisdom.
311
People can't see this, but I'm bowing my head and putting my hands together to demonstrate gratefulness.
312
And I have my hand on my heart and I'm nodding my head to you saying thank you so much.
313
Thank you for joining us for another episode of Think Fast, Talk Smart, the podcast from Stanford GSB.
314
To learn more about nonverbal communication, please listen to episode 12 with Deb Grunfeld or episode 16 with Bert Alper.
315
This episode was produced by Jenny Luna, Ryan Campos, and me, Matt Abrahams.
316
Our music is from Floyd Wonder.
317
Please find us on YouTube or wherever you get your podcasts.
318
Be sure to subscribe and rate us.
319
Also, follow us on LinkedIn and Instagram.
320
And check out fastersmarter .io for deep dive videos, English language learning content, and our newsletter.
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Même chaîne
C11
Talk Back: Why Arguing With Yourself Can Help You Flourish
Daily ConversationUniversity StudentsWorking Adults
C11
Quick Thinks: Network Smarter and Make Better Connections
Business EnglishUniversity StudentsWorking Adults
C11
Trust the Process: How to Design Teams That Actually Work
Daily ConversationUniversity StudentsWorking Adults
B21
Want To Make Your Ideas Stick? Make It Into A Meme!
Business EnglishUniversity StudentsWorking Adults
B2What 300 Episodes Has Taught Us
Daily ConversationWorking Adults
B21
REPLACED BY RETHINKS How to Pitch Anything: 10-20-30 Rule by Guy Kawasaki
Business EnglishUniversity StudentsWorking Adults
B22
Directness with Respect: How to Make the Hard Conversations Easy
Business EnglishUniversity StudentsWorking Adults
B22
Why Every Question Is A Gift
Business EnglishWorking Adults
C13
Shark Tank's Daniel Lubetzky: The Pitch Mistake That Loses Investors
Business EnglishWorking Adults
C11
A Matter of Meaning: What Other People Teach You About Your Communication
Daily ConversationUniversity StudentsWorking Adults
C12
Your Voice Is a Wind Instrument | Matt Abrahams on Projecting Without Straining
Daily ConversationUniversity StudentsWorking Adults
B21
Don't Lose the Room: How to Make Ideas Stick
Business EnglishDaily ConversationUniversity Students
C1Quick Thinks: A CLEAR Way Through Conflict
Business EnglishWorking Adults
C12
The First 5 Seconds: How to Start a Speech the Moment All Eyes Suddenly Turn to You | AMA
Business EnglishUniversity StudentsWorking Adults
C14
The Respect Effect: What Stereotype Threat Teaches Us About Communication
Business EnglishUniversity StudentsWorking Adults
B26
Ask Matt Anything: Don’t Let Your Communication Fizzle at the Finish
Business EnglishWorking Adults
B27
3 Techniques for Managing Speaking Anxiety
Business EnglishInterview EnglishUniversity Students
C14
Small Talk Tips From a Matchmaker: Start Your Story in the MIDDLE!
Business EnglishInterview EnglishUniversity Students
B23
Message Market Fit: Turning Great Ideas Into Communication That Lands
Business EnglishUniversity StudentsWorking Adults
B21
Quick Thinks: How to Have Better Conversations About Aging
Business EnglishDaily ConversationUniversity Students
FOR YOU
Vidéo recommandée
B2348 phrases
How to Communicate So People Actually Listen
Business EnglishDaily ConversationUniversity Students
B21
457 phrases
How to be less neurotic | The Gray Area
Daily ConversationUniversity StudentsWorking Adults
C11
75 phrases
Video
Daily ConversationUniversity StudentsWorking Adults
B210
17 phrases
New Words Are INVISIBLE 🫥 when you listen - until you do this #podcast #learningenglish
British AccentDaily ConversationUniversity StudentsWorking Adults
B22
93 phrases
How To Read People Using Science
Business EnglishDaily ConversationUniversity Students
B26
356 phrases
A Simple Causal Phrase That Turns Any Data Point Into a Story
Business EnglishDaily ConversationUniversity Students
C158
40 phrases
How Social Media Is Rewiring Our Brains
Daily ConversationUniversity StudentsWorking Adults
B21
869 phrases
Body language expert: 7 cues that make you instantly more likable | Full Interview
Business EnglishDaily ConversationUniversity Students
B21
386 phrases
Communicating the Future: Defining Where We Want AI To Take Us
Business EnglishDaily ConversationUniversity Students
C12
221 phrases
Masking in ADHD & Autism: The Hidden Cost of Looking “Fine”
Daily ConversationUniversity StudentsWorking Adults
B22
75 phrases
I See You: The UNTOLD Truth About True Connection
Daily ConversationUniversity StudentsWorking Adults
B2296 phrases
2590 - 3 Tips to Keep Your Accent and Be Understood With Valerie Fridland
American AccentBusiness EnglishDaily ConversationUniversity Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Communication Has An INVISIBLE Layer And It Is Hiding In Plain Sight! ». Les mots qui reviennent le plus souvent : nonverbal, goal, communication. Cette vidéo contient 320 phrases et 3927 mots à répéter en shadowing. La partie parlée dure 22:10. Le locuteur parle à un rythme naturel d’environ 177 mots par minute, proche d’une conversation courante. 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 |
|---|---|---|
| cue nom | /kju/ | signe, signal |
| convey verbe | /kənˈveɪ/ | transporter |
| verbal adjectif | /ˈvɜː.bəl/ | verbal |
| perception nom | /pɚˈsɛpʃ(ə)n/ | perception |
| perceive verbe | /pɚˈsiv/ | percevoir |
| variability nom | /ˌvæɹ.i.əˈbɪl.ə.ti/ | variabilité |
| vocal adjectif | /ˈvoʊ̯.kəl/ | vocal |
| notion nom | /ˈnoʊʃən/ | notion |
| overlap verbe | /ˌəʊvəˈlæp/ | chevaucher |
| baseline nom | /ˈbeɪslaɪn/ | référence |
| warmth nom | /wɔɹmθ/ | chaleur |
| assess verbe | /əˈsɛs/ | estimer, évaluer |
| attraction nom | /əˈtɹækʃn̩/ | attraction |
| bias nom | /ˈbaɪ.əs/ | préjugé, parti-pris |
| communicator nom | /kəˈmjuːnɪkeɪtə/ | communicateur, communicatrice |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come across verbe | avoir l'air de |
| figure out verbe | cerner |
| come off verbe | se détacher, se décoller |
| call back verbe | rappeler |
| check out verbe | mater, regarder |
| look around verbe | regarder autour de soi |
| look back verbe | se remémorer |
| look forward to verbe | avoir hâte de, attendre avec impatience |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Do you see nonverbal communication the same way?
- How can we learn about it?
- Do I want to be warm?
- Am I trying to make new friends?
- It's not just, did you make eye contact?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | was blown · is expected · been fascinated |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | We've talked · have not talked · haven't talked |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | side, which is · people who say · that, which is |
Prononciation à surveiller
Le locuteur utilise 99 contractions et formes réduites, comme you're, I'm, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: warmth /wɔɹmθ/, breathy /ˈbɹɛθi/, empathy /ˈɛmpəθi/, forthcoming /fɔɹθˈkʌmɪŋ/, authentic /ɔˈθɛn.tɪk/
- Les sons « sh » et « zh »: perception /pɚˈsɛpʃ(ə)n/, notion /ˈnoʊʃən/, attraction /əˈtɹækʃn̩/, negotiation /nɪˌɡəʊ.ʃiˈeɪ.ʃən/, gosh /ɡɑːʃ/
- Mots longs — placez bien l’accent: variability /ˌvæɹ.i.əˈbɪl.ə.ti/, communicator /kəˈmjuːnɪkeɪtə/, negotiation /nɪˌɡəʊ.ʃiˈeɪ.ʃən/, immediacy /ɪˈmiːdi.əsi/, ingredient /ɪnˈɡɹiːdi.ənt/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: coherence /koʊˈhɪɹ.ən(t)s/, beforehand /bɪˈfɔɹhænd/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: cheek /t͡ʃiːk/, digitally /ˈdɪd͡ʒɪtəli/, posture /ˈpɑst͡ʃɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: variability /ˌvæɹ.i.əˈbɪl.ə.ti/, warmth /wɔɹmθ/, attraction /əˈtɹækʃn̩/, coherence /koʊˈhɪɹ.ən(t)s/, cranky /kɹæki/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme cue, convey, verbal.
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.