Pratique du Shadowing: Critical Thinking Lecture: an introduction to critical thinking - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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Hello and welcome to my short lecture today on an introduction to critical thinking at university.
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So just to begin, I think I should say
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that critical thinking is a huge area and to cover all elements will take a significant amount of time,
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so I'm just going to look at the basic key aspects associated with reading and writing at university.
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Now I've divided my lecture today into five key parts.
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I'll begin by defining critical thinking, then I'll use recent research to discuss alternative thinking styles.
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I'll then use Bloom's Taxonomy to highlight higher order thinking skills,
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which leads into a simple approach to help activate your critical thinking.
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And finally, I'll demonstrate critical thinking questioning on this lecture.
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OK, so let's begin with a definition.
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Thank you.
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Critical thinking is a systematic evaluation of the arguments, ideas and theories of others.
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The basic premise of critical thinking involves asking critical questions to form an educated opinion of whether
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or not those resources are credible.
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On a basic level, we are questioning the things we read and hear to see if they are objective
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truthful and supported by appropriate evidence.
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However, one of the main challenges is
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that each of us carries a set of beliefs and opinions that may interfere with our willingness to alter these beliefs,
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even when faced with concrete evidence that refutes them.
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Generally, everyone has an opinion about most things, but of course these opinions can be founded in unreliable and invalid information.
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OK, so moving on to my second point, which is alternative thinking styles.
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I'm going to refer to the research by Brown
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and Keely 2013 as in my opinion their analogy provides a clear explanation of thinking types.
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So, according to them, there are two distinct thinking styles: the sponge and panning for gold.
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So, the sponge involves the basic premise of passively absorbing information without the use of critical thinking.
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The two benefits of this style are
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that the person can absorb large amounts of information to view the world from different perspectives
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and it does not require huge amounts of mental exertion.
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However, this process of thinking offers no dependable procedure for determining which opinions or information to trust and which ones to reject.
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The second approach which is referred to as panning for gold
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uses the river mining metaphor of separating particles of gold from soil by washing in a pan with water.
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It highlights that critical thinking is carefully inspecting and examining the information you read.
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This process is beneficial as it asks active readers
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and listeners to frequently ask critical questions and take time to contemplate whether the information is reliable and factual.
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Obviously, this type of thinking is challenging and often repetitive,
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but failure to do this will lead to a passive acceptance of ideas without critical analysis.
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Okay, this leads nicely into Bloom's taxonomy.
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This is a classification pyramid of learning levels which maps the way we think and process information.
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The lower levels of learning are remembering, understanding and applying.
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These can be seen as the sponge or lower order thinking skills, where information is given and absorbed.
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The higher order thinking skills are analysing, evaluating and creating.
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These are planning for gold or your critical thinking skills.
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So let's focus on the higher order thinking skills starting with analysing.
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So, analysing is breaking the information down into separate components and looking for relationships between ideas and overall structures.
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Through analysing content, you will recognise unstated assumptions, logical reasoning and relevancy of data.
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So, at this level, you can answer questions like why, how and what if.
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Moving on to Evaluating.
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Evaluating is judging, assessing and criticising information through using what you know to make a decision and support your views.
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To be successful at this, you need a profound understanding of the topic or idea you are evaluating.
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At this level you can answer questions like "So what?" and "What's next?"
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Creating is the highest level where you combine all elements of the taxonomy to produce new or original work.
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It requires inventiveness and originality to form new opinions and structures.
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At this level you can answer questions like: How can it be improved or how can it be changed or adapted?
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Now, there are many critical thinking question sheets and resources on the internet
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and in your universities that are all very beneficial and helpful.
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But, I find it more productive to focus on analysing
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and evaluating rather than going through a whole list of questions
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every time I find a point in a text I want to question.
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So, my advice is this: when starting out with critical thinking, just use the simple question tools of analysing which are why,
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how and what if.
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and evaluating which are 'so what' and 'what's next'.
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This keeps your critical thinking strategies simple, focused and effective.
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And more importantly, Analysis and evaluation are key components of university assessment criteria.
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However, it is important to remember that critical thinking is a higher level skill and needs time to develop and mature.
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It is not something you will become good at overnight as it can take months
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or even years of practice to fully develop this skill.
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In fact, recent research by Stanford University 2018 states that critical thinking is a lifelong process.
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Okay.
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So now I'm going to demonstrate how you may apply the critical thinking questioning of analysing and evaluating to this lecture today.
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So let's start with analysing and the why questions.
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The kind of questions you may ask could be, why did he do this lecture?
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Why did he choose the Brown and Keely research and Bloom's taxonomy?
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Why were only three sources used?
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And then you go on to the how questions.
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Possible questions are: How do we know this is reliable?
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How is this similar to other critical thinking concepts?
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How does this apply to me and my university study?
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And then the what if questions.
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Examples are: What if these concepts are wrong?
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And what if it is too simplistic?
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Then we move on to the evaluating questions.
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And examples of so what would be Is this significant to me?
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Is this convincing?
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Do I agree?
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What's wrong with it?
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And then the what's next questions such as, will I use what I have learnt today?
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How can it be improved?
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And has this been disproved?
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Okay, let's move on to the summary.
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So today I have provided a basic definition of critical thinking.
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I've used recent research to highlight the two alternative thinking styles of the sponge and panning for gold.
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I focused on Bloom's taxonomy pyramid and drawn attention to the top three levels of higher thinking skills.
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And in this part, I have focused on the importance of questioning words like Why,
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How, What If, So What and What's Next to aid critical analysis.
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The last part was to apply the higher thinking skills to today's lecture.
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So, I hope today's lecture has been really beneficial in simplifying critical thinking skills for use in reading and writing at university.
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My final point today is that I'd like to finish with something that was mentioned earlier.
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It is to try to be consciously aware of our own beliefs and preconceived opinions, as these are the thoughts that prevent true criticality.
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Thank you for listening to my lecture today.
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Goodbye.
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Thank you.
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Thank you.
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Thank you.
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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 « Critical Thinking Lecture: an introduction to critical thinking ». Les mots qui reviennent le plus souvent : thinking, critical, skill, analysing, evaluating. Cette vidéo contient 103 phrases et 1238 mots à répéter en shadowing. La partie parlée dure 9:57. Le locuteur parle à un rythme régulier d’environ 124 mots par minute, confortable pour le shadowing. 82 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 16 de ses 103 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| evaluate verbe | /ɪˈvaljʊeɪt/ | évaluer |
| taxonomy nom | /tækˈsɑnəmi/ | taxinomie |
| sponge nom | /spʌnd͡ʒ/ | éponge |
| absorb verbe | /æbˈsɔɹb/ | absorber |
| beneficial adjectif | /ˌbɛn.ɪˈfɪʃ.əl/ | bienfaisante, bénéfique |
| pyramid nom | /ˈpɪɹ.ə.mɪd/ | pyramide |
| premise nom | /ˈpɹɛm.ɪs/ | prémisse |
| contemplate verbe | /ˈkɑn.təmˌpleɪt/ | envisager, étudier |
| criterion nom | /kɹaɪˈtɪɹ.i.ən/ | critère |
| dependable adjectif | [dɪˈpɛndəbəɫ] | fiable |
| disprove verbe | /dɪsˈpɹuv/ | réfuter, infirmer |
| exertion nom | /ɪɡˈzɝʃən/ | effort, dépense |
| inventiveness nom | inventivité | |
| originality nom | /əˌɹɪd͡ʒɪˈnælɪti/ | originalité |
| passively adverbe | /ˈpæs.ɪv.li/ | passivement |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| go through verbe | traverser |
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 | can be founded · is referred · can be seen |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've divided · have learnt · have provided |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | point, which is · approach which is · analysing which are |
Prononciation à surveiller
Le locuteur utilise 10 contractions et formes réduites, comme I'll, I'm, I've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, exertion /ɪɡˈzɝʃən/, assumption /əˈsʌm(p).ʃ(ə)n/
- Mots longs — placez bien l’accent: taxonomy /tækˈsɑnəmi/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, criterion /kɹaɪˈtɪɹ.i.ən/, criticality /ˈkɹɪtɪˌkælɪti/, dependable [dɪˈpɛndəbəɫ]
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: sponge /spʌnd͡ʒ/, originality /əˌɹɪd͡ʒɪˈnælɪti/, factual /ˈfæk.tʃ(u)əl/, analogy /əˈnæləd͡ʒi/, educate /ˈɛd͡ʒ.əˌkeɪt/
- /r/ anglais — langue recourbée, sans frotter la gorge: absorb /æbˈsɔɹb/, pyramid /ˈpɪɹ.ə.mɪd/, premise /ˈpɹɛm.ɪs/, criterion /kɹaɪˈtɪɹ.i.ən/, criticality /ˈkɹɪtɪˌkælɪti/
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 evaluate, taxonomy, sponge.
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.