Pratique du Shadowing: How I Actually Retain What I Study (The System That Replaced All My Notes) - Apprendre l'anglais à l'oral avec la vidéo
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153 phrases
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I've spent hours studying, then gone to use it two weeks later and drawn a complete blank.
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For a long time, I thought that was just how my brain worked.
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Like, maybe I'm just not the kind of person who retains things well.
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Turns out it wasn't me.
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It was the method I was using to study.
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I'm a senior applied scientist at Amazon.
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I came from a non-tech background and taught myself most of the skills that got me where I am today.
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And I've mentored almost 200 people into AI and machine learning roles.
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So I've watched this play out hundreds of times.
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They're putting in the hours, doing the courses, and when it actually matters.
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In an interview, on the job, or when someone asks them to explain a concept they studied last month, it's gone.
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The problem isn't effort.
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It's that most of us were never taught how learning actually works.
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So I'm going to show you the system I use to retain what I study.
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It's backed by cognitive science, and most of it goes against what feels productive, which is exactly why it works.
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The first thing I changed was how I reviewed material.
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I used to reread.
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That was my whole strategy.
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Go through the notes again, go through the documentation again, maybe highlight some stuff.
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And it felt productive.
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After a couple of passes, the material starts to feel familiar.
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But here's the thing.
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There's a well-documented phenomenon in cognitive science called the fluency illusion.
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Your brain recognizes familiar material and mistakes that recognition for actual knowledge.
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You're not learning.
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You're pattern matching.
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You see something you've seen before and your brain goes, oh yeah, I've got this.
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But recognition and retrieval are completely different cognitive processes.
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and the one that matters on the job, for an exam, in an interview, when you actually try to apply something.
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That's retrieval.
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So here's the fix.
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After you study something, close everything.
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Close the docs, tutorial, your notes, and try to remember what you just learned from scratch.
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Write it down, say it out loud, whatever works.
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The point is that you're pulling it from memory, not looking at it again.
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This is called active recall, and it's one of the most impactful changes you can make.
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This isn't just my opinion.
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Research shows that students who test themselves retain roughly 80% of the material after a week, compared to about 34% for those who just reread.
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The reason it works is that retrieving information strengthens the neural pathways associated with it.
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Rereading strengthens recognition.
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Retrieval strengthens recall.
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And those are not the same thing.
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I know it feels harder.
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And that's actually the point.
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The difficulty is what makes it work.
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Now here's the part that really surprised me when I dug into the research.
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You don't even have to know anything yet for this to help.
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There's a technique called pre-testing, basically quizzing yourself on material before you've even learned it.
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Of course, you'll get the answers wrong.
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That's fine, that's kind of the point.
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A 2025 study in memory and cognition confirmed what earlier research suggested.
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Attempting to answer a question before you know the answer primes your brain to encode the correct answer more deeply
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when you encounter it later.
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Think about what that means for how you approach a new course or a new topic.
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Before you watch the lecture on, say, gradient descent, try to explain to yourself what you think it is.
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You'll probably be wrong, but when the actual explanation hits, your brain is already primed to absorb it because you've created a gap it wants to fill.
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So the system isn't as simple as just test yourself after.
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It's test yourself before and after.
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Bookend every learning session with retrieval even when you don't know anything yet.
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But there's another step that's really important to make this work.
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Let's say you start doing active recall.
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You can actually pull the material from memory without looking at your notes.
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You feel good.
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But two weeks later, it's gone.
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And this is where a lot of people get frustrated because they did the work.
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They studied correctly, they tested themselves, and they still forgot most of it.
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Ebbinghaus mapped this out in the 1800s.
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It's called the forgetting curve.
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And what it shows is very sad.
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Without review, you lose roughly 80% of new information within 48 hours.
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It doesn't matter how well you learned it in the moment.
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One strong study session is not enough.
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This is why people finish a course and three months later it's like they never took it.
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One exposure, even a really good one, doesn't create durable memory.
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The solution here is spaced repetition, or reviewing at expanding intervals.
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You review the material one day after learning it, then three days after learning it, then a week, two weeks, and so on.
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Each time you retrieve, you push the forgetting curve further out.
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The intervals get longer because the memory gets stronger.
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A meta-analysis found that combining spaced repetition with active recall improves outcomes by about 25% more than using either strategy alone.
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So these first two methods aren't just additive, they compound.
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The key thing is that spaced repetition doesn't actually require more time, just different timing.
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Instead of one four hour study block, try doing four shorter sessions spread out over two weeks for example.
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Now spacing out these review sessions means you're studying a lot, and if you're like me, you're not always doing it at home.
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I do a lot of my deep work at coffee shops, on flights, or killing time before appointments.
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And every one of those places has the same problem.
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You're on public Wi-Fi.
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Here's the thing many people don't think about.
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When you're connected to a cafe's network or an airport hotspot, your traffic is exposed.
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Anyone on that same network can potentially see what you're doing.
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The sites you're visiting, the credentials you're entering, and the data you're sending.
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And if you're logging into course platforms, your email, GitHub, whatever, that's information that you don't want intercepted.
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Surfshark is the VPN I use.
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It encrypts everything between your device and the internet, so even on a completely open network, your data stays private.
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I just connect before I open anything and forget about it.
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They also just released a web content blocker that strips out ads and trackers while you browse, which I love for study sessions.
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Fewer distractions, cleaner pages, and one less thing pulling my focus when I'm trying to stay in a review session.
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Go to surfshark.com forward slash Marina VPN or use the code Marina VPN at checkout to get four extra months.
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There's a 30 day money back guarantee, so no risk to try it.
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The link's in the description.
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All right, back to the system.
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Before I get to the third method, which is the one that makes the biggest difference for me personally, there's one more trap I want to flag because it's related to everything we just talked about.
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Most people study topics in blocks, like a week or two on a given topic before they move on to a completely new topic.
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But the research says this is another fluency illusion.
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When researchers compared block study against interleaved study, where you shuffle topics instead of doing them in neat little blocks,
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the interleaved group scored 63% on a delayed test versus 20% for the blocked group.
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But weirdly, during practice, the blocked study group felt like they were learning better.
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Your subjective sense of, I'm getting this, is lying to you.
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Again, interleaving works because it forces your brain to constantly identify which concept applies and how it differs from the last one.
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That's the kind of thinking you actually need in an interview or on the job.
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Not, I studied neural networks for three hours straight, but given this problem, which approach is the right one?
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I'm not saying you need to overhaul your whole study plan around this, but when you're doing those spaced review sessions, mix the topics up.
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And while you're at it, there's one more tip I have to make everything stick.
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This is the one that feels the strangest, but it's the one that consistently produces the best retention for me.
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I walk around and talk to myself out loud about the topic.
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Like actually out loud, like I'm explaining it to someone who isn't there.
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I know that sounds ridiculous, but hear me out because this is the part of my system that I think most people have never tried, and it changes everything.
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Most studying is passive and single channel.
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You're sitting, reading, maybe typing.
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There's only one input mode.
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But the brain encodes information more deeply when multiple systems are engaged simultaneously.
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This is called dual coding and it's backed by a solid body of research on embodied cognition.
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Here's why the walk and talk works.
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When you're walking, your motor cortex is active.
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Movement creates a different physiological state than sitting, and that state affects how information is encoded.
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When you're speaking, you're forcing yourself to organize information into language.
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And this is where it gets fun and slightly painful because you can't explain something out loud without actually understanding it.
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When you try, the gaps become obvious immediately.
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You'll be going along fine and then suddenly stumble on a part you thought you understood but can't actually articulate.
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That's the Feynman technique in action.
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If you can't explain it simply, you don't understand it yet.
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And when you hear yourself, you get an auditory feedback loop too.
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That's another input channel for the same information.
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So you've got movement, speech production, and auditory processing all happening at the same time and all encoding the same material.
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Three channels instead of one.
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I do this most mornings.
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Some concepts I've talked through 10 or more times.
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Those are the ones I don't hesitate on in a technical discussion.
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They're not stored as something I read once.
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They're stored as something I've explained, heard myself explain, and physically like moved through.
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That's a completely different kind of memory.
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Now, if you're thinking, this all makes sense, but I know myself, I'll do it for a week and then fall off.
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That's exactly why I built the AI ML Career Launchpad.
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It's a learning community for aspiring AI and ML professionals where you've got structure, accountability, and other people going through the same thing.
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Because the system only works if you actually use it consistently.
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I'll drop the link in the description.
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So here's what this comes down to.
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Everything most people do to study, rereading, highlighting, cramming, it feels productive.
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And that feeling is the trap.
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The system that works is uncomfortable by design.
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That discomfort is the learning.
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But even if your approach is perfect, it doesn't matter if you don't do it consistently.
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I made a video on how I get myself to study every day without using much willpower at all.
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Check that out next.
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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 « How I Actually Retain What I Study ». Les mots qui reviennent le plus souvent : study, learning, material, topic, session. Cette vidéo contient 153 phrases et 1850 mots à répéter en shadowing. La partie parlée dure 8:58. Le locuteur parle vite, environ 207 mots par minute : attendez-vous à des liaisons et à des sons réduits. 82 % 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 |
|---|---|---|
| encode verbe | /ɪnˈkoʊd/ | encoder, coder |
| reread verbe | /ɹiːˈɹiːd/ | relire |
| retrieval nom | /ɹɪˈtɹiːvəl/ | récupération |
| interleave verbe | imbriquer, entrelacer | |
| repetition nom | /ˌɹɛp.əˈtɪʃ.ən/ | répétition |
| strengthen verbe | /ˈstɹɛŋ(k)θən/ | renforcer, affermir |
| auditory adjectif | /ˈɔː.dɪˌtɔɹ.i/ | auditoire, auditif |
| cognition nom | /kɑɡˈnɪʃ.ən/ | connaissance |
| retrieve verbe | /ɹɪˈtɹiːv/ | récupérer, retrouver |
| neural adjectif | /ˈnʊɹəl/ | neural |
| interval nom | /ˈɪntɚvəl/ | intervalle |
| illusion nom | /ɪˈl(j)uːʒ(ə)n/ | illusion |
| additive nom | /ˈæd.ɪ.tɪv/ | additif |
| aspire verbe | /əˈspaɪɚ/ | aspirer |
| bookend nom | /ˈbʊkɛnd/ | serre-livre |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| go through verbe | traverser |
| turn out verbe | se finir, se terminer |
| walk around verbe | déambuler |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Turns out it wasn't me.
- This isn't just my opinion.
- Of course, you'll get the answers wrong.
- Let's say you start doing active recall.
- You're sitting, reading, maybe typing.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've spent · I've mentored · I've watched |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | were never taught · is called · is already primed |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | person who retains · productive, which is · students who test |
Prononciation à surveiller
Le locuteur utilise 66 contractions et formes réduites, comme you're, don't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: strengthen /ˈstɹɛŋ(k)θən/, pathway /ˈpæθˌweɪ/
- Les sons « sh » et « zh »: repetition /ˌɹɛp.əˈtɪʃ.ən/, cognition /kɑɡˈnɪʃ.ən/, illusion /ɪˈl(j)uːʒ(ə)n/, credential /kɹɪˈdɛnʃəl/, shuffle /ˈʃʌfəl/
- Mots longs — placez bien l’accent: repetition /ˌɹɛp.əˈtɪʃ.ən/, auditory /ˈɔː.dɪˌtɔɹ.i/, physiological /ˌfɪz.i.əˈlɑ.d͡ʒɪ.kəl/, articulate /ɑːɹˈtɪk.jə.leɪt/, accountability /əˌkaʊn.təˈbɪl.ə.ti/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: overhaul /ˈəʊvəˌhɔːl/, hesitate /ˈhɛz.ə.teɪt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: physiological /ˌfɪz.i.əˈlɑ.d͡ʒɪ.kəl/, checkout /ˈt͡ʃɛkˌaʊt/, subjective /səbˈd͡ʒɛktɪv/, researcher /ˈɹiˌsɝ.t͡ʃɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: reread /ɹiːˈɹiːd/, retrieval /ɹɪˈtɹiːvəl/, repetition /ˌɹɛp.əˈtɪʃ.ən/, strengthen /ˈstɹɛŋ(k)θən/, auditory /ˈɔː.dɪˌtɔɹ.i/
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 encode, reread, retrieval.
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.