Pratique du Shadowing: Contemporary Topics 1 Unit 2 LINGUISTICS A time to learn - Apprendre l'anglais à l'oral avec la vidéo
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102 phrases
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How many of you have studied a new language, not the language you grew up speaking?
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Okay.
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Well, today we're going to look at second language acquisition.
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That is, learning a second language.
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And one question that linguists like myself have tried to answer for many years is,
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why is it considerably easier for kids to learn a second language than adults?
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And we're going to look at a few different theories about this.
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First, we'll look at a theory that says there's a critical period or phase or ideal time in life for language learning.
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And then we'll talk about other factors such as the learning environment, attitude, and motivation.
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Now, from the show of hands, I see that many of you had your own personal experience with language learning, and I have recently too.
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I started studying
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Mandarin Chinese, Putonghua, just last year.
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And so I've been going to class, you know, listening to language CDs, and I'm learning, but it's tough.
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It's tough to learn a new language.
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And then today I went into my son's class.
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He's in first grade now.
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And one of my son's friends, Ji Wei, he goes by Stephen now, he He just moved here last fall from China.
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And when he first came into the class, he didn't speak a word of English.
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I mean, not one word.
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But now he's talking away in English, not always perfectly, but very easily, very fluent.
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And I'm like, wow, this is so unfair.
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We've both been studying a new language for the same amount of time, but he's learning it so much more quickly.
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This is in fact something that linguists are very interested in,
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understanding this difference between how kids and adults learn a new language.
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Now one explanation is that there's a critical period for language learning.
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And this theory was first introduced in the 1960s by a linguist named Eric Leneberg.
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And Lenneberg's theory says that during childhood language learning is very easy.
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Basically our brains are just ready for language learning.
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But later, starting in adolescence and as we get older, our brains change.
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We lose this childhood ability and it becomes more difficult to learn language.
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And that's why adults have trouble learning a new language.
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Well, if you're an adult, that's a bit discouraging, right?
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You can look at my son's friend
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Steven, who is six years old, and me, who's 29 plus, and say, well, okay, Steven is still in the critical phase.
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His brain works perfectly right now for language learning, but you, you're way past the critical phase and your brain's already changed,
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so too bad, I'm sorry.
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But wait a minute, is this comparison between me and Stephen really fair?
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I mean, there's an age difference, but there are a lot of other differences as well.
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Can we really say that my lack of progress learning Chinese is only because I've passed the critical phase?
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No, no. Many people, including linguist Robert DeKaiser,
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would say no. So, you have to look at other factors.
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Okay.
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Now, one obvious factor in second language acquisition is environment, the place where the person is learning.
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So Stephen is here in an all English environment where he's speaking English all day at school, and all of his friends speak English.
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Me on the other hand, I'm just taking a class two hours a week.
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So, sure, I listen to my Chinese CDs in my car on the way to work,
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but other than that, I'm not in an environment where I hear a lot of Chinese.
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And I wonder, what if it were the other way around?
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What if I went to China and was in school all day hearing Chinese, and Stephen was studying English only two hours a week?
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Do you think that would change how well we were each learning the language?
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Yeah, I'm sure it would.
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So environment plays a significant role in language acquisition.
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Another factor in second language acquisition is a person's attitude about learning the new language.
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How do you feel about learning?
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Now, when I was watching Stephen in the classroom playing with his friends,
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it was clear he didn't feel at all embarrassed about his English language abilities.
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You know, he can't speak perfectly yet, but when he made a mistake, he didn't care.
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Neither did his friends, they just kept on playing.
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Me on the other hand, I find it very difficult to speak Chinese when I'm not sure what I'm saying.
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I get very nervous and embarrassed and as a result, I don't practice speaking as much as I should.
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So clearly a person's attitude about learning is very important in acquiring a second language.
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Finally, the last factor we'll look at is motivation.
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Why is the person learning the language?
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Now, Stephen is probably very motivated to learn English.
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All his friends speak it, so he needs to learn it in order to play with them.
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I, on the other hand, want to learn Chinese, but I don't need to.
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So we're both motivated to learn, but perhaps my motivation isn't quite as strong.
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All right, so what do we understand about second language acquisition?
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Well, there does seem to be a critical period in childhood when language learning is much easier, but it's important to look at all the factors,
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and there are several, including environment,
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attitude, and motivation, which help decide if someone's going to be a successful language learner.
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As for me, I'm not ready to give up on Chinese just yet.
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So what does everyone think about this critical period theory?
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Like the big thing is that it's harder to learn a language if you're an adult, right?
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Actually speaking from my own experience, I'd say the other factors he mentioned are just as important.
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What other factors?
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Attitude, environment and motivation.
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Those were big for me.
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Really?
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How so?
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Like what was your experience?
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Oh, okay.
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Well, I came to United States from Russia as a teenager.
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And every time I spoke I got so nervous.
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I was afraid people would make fun of me.
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Oh, really?
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I thought kids learned easily.
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Well, I was in high school, so little older.
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Anyway, I made some friends, I watched a lot of TV, and now I feel pretty comfortable talking to anyone.
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Good.
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Amen, what about you?
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What was it like for you?
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Oh, well, to me the critical period explains a lot.
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My niece, who is four, came over here when I did two years ago.
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And she sounds like you guys.
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Really?
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She talks like a native speaker and I'm so jealous.
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Well, you'll get there.
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It's just a matter of time and practice.
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I mean, for two years you sound good, definitely.
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Yeah.
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I wouldn't worry about it.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « Contemporary Topics 1 Unit 2 LINGUISTICS A time to learn ». Les mots qui reviennent le plus souvent : language, learning, learn, factor, critical. Cette vidéo contient 102 phrases et 1139 mots à répéter en shadowing. La partie parlée dure 7:37. Le locuteur parle à un rythme naturel d’environ 150 mots par minute, proche d’une conversation courante. 88 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre. 21 de ses 102 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| acquisition nom | /ˌæk.wɪˈzɪʃ.ən/ | acquisition |
| motivation nom | /ˈmoʊ.tə.veɪ.ʃən/ | motivation |
| embarrassed adjectif | /ɪmˈbæɹ.əst/ | embarrassé, gêné |
| motivate verbe | /ˈmoʊ.tɪ.veɪt/ | motiver |
| explanation nom | /ˌɛkspləˈneɪʃən/ | explication |
| ideal adjectif | /aɪˈdi(ə)l/ | idéal |
| introduce verbe | /ˌɪntɹəˈdus/ | présenter |
| jealous adjectif | /ˈd͡ʒɛl.əs/ | jaloux, jalouse |
| unfair adjectif | /ʌnˈfɛɚ/ | injuste, déloyal |
| classroom nom | /ˈklɑːsɹʊm/ | salle de classe |
| acquire verbe | /əˈkwaɪɚ/ | acquérir |
| teenager nom | /ˈtiːnˌeɪ̯d͡ʒə/ | adolescent, adolescente |
| considerably adverbe | /kənˈsɪdəɹəbli/ | considérablement, largement |
| amen | /(ˌ)ɑːˈmɛn/ | amen |
| niece nom | /nis/ | nièce |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come over verbe | venir |
| grow up verbe | grandir |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- How do you feel about learning?
- Finally, the last factor we'll look at is motivation.
- All right, so what do we understand about second language acquisition?
- Amen, what about you?
- What was it like for you?
Prononciation à surveiller
Le locuteur utilise 32 contractions et formes réduites, comme I'm, didn't, we'll. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: acquisition /ˌæk.wɪˈzɪʃ.ən/, motivation /ˈmoʊ.tə.veɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/
- Mots longs — placez bien l’accent: acquisition /ˌæk.wɪˈzɪʃ.ən/, motivation /ˈmoʊ.tə.veɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/, considerably /kənˈsɪdəɹəbli/, adolescence /ˌædəˈlɛsəns/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: jealous /ˈd͡ʒɛl.əs/, teenager /ˈtiːnˌeɪ̯d͡ʒə/, discourage /dɪsˈkɝɪd͡ʒ/
- /r/ anglais — langue recourbée, sans frotter la gorge: embarrassed /ɪmˈbæɹ.əst/, introduce /ˌɪntɹəˈdus/, classroom /ˈklɑːsɹʊm/, considerably /kənˈsɪdəɹəbli/, learner /ˈlɜɹnəɹ/
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 acquisition, motivation, embarrassed.
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.