Pratique du Shadowing: How I Study SMARTER, Not HARDER (10 Science-Based Tips) - Apprendre l'anglais à l'oral avec la vidéo
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Today we are discussing how to study and learn. That is,
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what the scientific data say is the best way to study in order to remember information
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and to be able to use that information effectively in different areas of your life.
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Most of what we believe about the best ways to study are absolutely false.
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Fortunately, today you will learn the best ways to study.
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Now let's talk about how the best students structure their days.
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There's a really nice paper, in fact, that surveyed close to 700 students.
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These were medical students, approximately equal number of male and female students, and analyzed the most useful learning habits.
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There are at least 10 study habits that the highly effective students use.
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I'm going to focus on the top five or six
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because it turns out
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that most of the effect it appears of being a better student can be attributed to these top five or six habits.
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First of all, they set aside time to study.
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They literally schedule time to study.
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Now this probably serves several roles.
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The first one is that they are able to clear out other distractions.
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And in fact, that's the second thing that they do.
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They are very effective where they make it a point of putting their phone away and off of isolating themselves.
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That's right.
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They're not studying with other people.
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They study alone.
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They put their phone away.
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They tell their friends and families that they are not going to be able to be reached during that time.
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Yes, they study for three or four hours per day, but they break that up into a couple of different sessions, typically two or three sessions.
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So they're not doing a three or four hour studying about all in one shot.
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So they're managing their time.
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They're eliminating distractions that is sure to help them anchor their focus and attention.
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They know that they're going to need to use their focus and attention during that time.
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Scheduling time where you know you're going to need to be focused
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and attending is perhaps one of the most important things toward being able to focus and attend to the material.
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To the extent that you have any control over the time in which you're going to study, keeping that at a regular time or times,
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perhaps one block early in the day, one block later in the day, perhaps two blocks early in the day,
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and so on, is going to be beneficial.
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It turns out that's also supported by the research literature.
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If you regularly, meaning for the course of about three days, make it a point to focus and study at particular times,
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again, pulling your attention back, it's not an automatic process, but pulling your attention back to a specific location,
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perhaps on a page or that you're listening to in a lecture, your body and brain will start to entrain to that rhythm such
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that you will be able to focus
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and attend better simply by virtue of the regularity of the timing of the exposure to the material.
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Okay, so you probably need about two
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or three days to break into a regular schedule of focusing and attending and studying at a given time.
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Allow yourself that transition period, but then make it a point to schedule those times to study, set aside your phone, tell people you're going offline,
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turn off the wifi if you need to or have to.
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You may need it for your studying.
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I don't know.
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It depends on what you're studying, but limit distractions at all costs and learn to just focus on the material.
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And this is a skill.
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This is the most important thing to understand.
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It's a skill to be able to focus and study.
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And it's a skill that you can learn very quickly, especially if you schedule it for regular times and you give yourself two
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or three days in which to adapt to those schedules and times, and then try and stick to them as regularly as possible.
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Perhaps even on the weekends, if you're approaching the end of the quarter or semester,
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keeping those regular times will entrain your nervous system to study and learn at its best at those particular times.
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If ever there was a strongly research -supported tool in the literature, in the peer -reviewed literature about how students can learn information better, it's testing.
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I know, I know, I know we think of tests as a way to evaluate our knowledge,
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but it turns out that testing is one of the best ways to build our knowledge, to retain our knowledge, and again, to offset forgetting.
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The study of testing as a learning tool, not just as a way to evaluate how much information we've learned, goes back over a hundred years.
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There's a classic study that was done in 1917 where grade school aged children read biographies.
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So they read biographies and then the kids were divided into different groups.
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One group read and reread and reread those biographies over and over.
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Another group read the biographies once and then were tested on those biographies.
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But get this, they tested themselves on those biographies simply by having to think about the information
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that they had read and trying to remember the information.
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Like what was the biography?
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Who was the person?
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Who are they married to?
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What did they do?
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When did they go to school?
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What did they do in school?
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What did they do in the world?
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What role did they play in life?
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So they essentially tested their own knowledge simply by going into their own head
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and asking themselves what they could remember about those biographies.
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Now keep in mind here that even though it's.. fairly apparent that reading a biography two,
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three, four times might seem more passive than testing oneself on a biography that they had read just once, right?
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You could imagine that thinking about the biography involves more effort, and indeed it does.
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But keep in mind also that kids in the second group were only exposed to the biography once.
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And yet, when you look at the percent of accurate recall of information from those biographies, the children that read the biography once
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and then made a deliberate point to think about
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that biography in their own mind to effectively test themselves on
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that material just within their heads over and over vastly outperformed the kids that read the biographies over and over.
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Put differently, reading and rereading material and rereading material is far less effective than reading material and then thinking about that material,
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testing yourself on that material, forcing yourself to bring that material to mind in your own mind.
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And this is not just for sake of remembering more volume of material, but also accuracy of recall of that material.
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The more times you test yourself or that you are tested on material, the better your retention of that material.
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Now, some people will immediately say, well, goodness, what if I learned it and then I'm tested and I'm somehow consolidating the wrong or inaccurate material,
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but it doesn't appear to be the case.
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As long as you learn what the correct answers to the tests are, even if you're getting, you know,
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40 or 50 % or less accurate on those tests that you take immediately after the studying period,
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that's still going to be a better strategy than rereading the material, which ought to be somewhat surprising.
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It certainly was surprising to me, but you know, what's even more surprising and a little scary and that we all should know.
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And I wish I had learned when I was like in the second grade is that if you ask students,
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how confident are you in the material that you just learned?
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The students who studied the material, that is who are exposed to the material four times,
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think that they are going to perform best on the ultimate exam.
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However, the students that study the material once and then are tested three times on that material,
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they think that ultimately they're going to perform least well.
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And guess what?
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The exact opposite is true.
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Put differently, when you're exposed to material over and over and over again, you think you've learned the material.
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In fact, your confidence that you've learned the material increases with each subsequent exposure to the material.
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But actually, you haven't learned it at all compared to the people
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that are exposed to the material and then take tests on the material, oftentimes straining to get the answers right on those tests.
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In fact, sometimes getting those answers dead wrong
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and then realizing they get those answers dead wrong or sometimes they just sense it.
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But guess what?
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Testing yourself once, twice, maybe three times prior to the ultimate test of your knowledge of that material.
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is far and away the best way to lock that material into those neural circuits.
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The other thing that they do and this is very important is
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that they make an effort to then teach their peers to teach other students in the class.
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Now some of you may be thinking that
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if you spend all this time learning the information
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and you are in a competitive scenario with the other students
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that teaching them the information is kind of a freebie for them
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and it's harder for you meaning you're putting yourself at a competitive disadvantage
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or you're giving them an unfair advantage for not having done the work.
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It's very clear that students who make it a point to learn material in isolation then bring
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that material to other students in the same course and teach them perform exceedingly well in comparison to the other students.
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So don't be afraid to be a teacher of your peers in order to test, this is key, to test and develop mastery of the material.
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now there are other components to learning and neuroplasticity
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that i've talked about on previous podcasts
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that are just too interesting not to mention
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but i'm just going to mention them in brief things like gap effects gap effects are oh so cool
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and they've been demonstrated for lots of different forms of learning gap effects are what i just did
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which is to take periodic pauses in the learning of material as short as five to ten seconds
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but even as long as 30 seconds, during which, guess what?
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Your hippocampus, the neurons in your hippocampus, repeat information that you've been exposed to for the first time at a rate 20 to 30 times faster,
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just as it does during rapid eye movement sleep.
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So if you are a teacher and or if you are a learner periodically throughout an episode,
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a class or whatever of trying to learn new motor skills or music skills or whatever kind of learning,
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pause and let your hippocampus generate more repetitions of that material than it would otherwise if you just tried to barrel through.
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There's one other point
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that I wanted to pass along from this really nice study on the study habits of highly effective medical students,
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and that is when one examined or these people were asked about their motivation for studying, the best performing students had an interesting answer.
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They had a very long -term understanding.
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of how, or belief rather, about how their success in medical school would impact their family, how it would impact their life arc,
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how it would change them.
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And they weren't particular about the ways in which it would change them or their family.
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In fact, it was a rather broad, abstract, aspirational way of thinking about their study efforts.
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So the high -level aspirational stuff within you, whatever that is for you, it's going to be highly individual,
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is certainly important and it offers a bookend to the nuts and boltsy kind of stuff that you're going to do,
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I would hope, in order to best study and learn the specific material.
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So the specific actions that you're going to take each day to learn specific bits of information
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that will pull you toward those important aspirations.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « How I Study SMARTER, Not HARDER ». Les mots qui reviennent le plus souvent : material, study, student, learn, test. Cette vidéo contient 144 phrases et 2033 mots à répéter en shadowing. La partie parlée dure 10:36. Le locuteur parle vite, environ 192 mots par minute : attendez-vous à des liaisons et à des sons réduits. 89 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| biography nom | /baɪˈɑɡɹəfi/ | biographie |
| skill nom | /skɪl/ | habileté, compétence |
| expose verbe | /ɪkˈspoʊz/ | exposer, dénoncer |
| habit nom | /ˈhæb.ɪt/ | habitude |
| peer nom | /pɪɹ/ | pair, pareil (pareille f) |
| distraction nom | /dɪsˈtɹæk.ʃən/ | distraction |
| exposure nom | /ɪkˈspəʊ.ʒə(ɹ)/ | exposition |
| recall verbe | /ɹɪˈkɔl/ | rappeler |
| differently adverbe | /ˈdɪf.ə.ɹənt.li/ | différemment |
| evaluate verbe | /ɪˈvaljʊeɪt/ | évaluer |
| pause nom | /pɔːz/ | pause |
| extent nom | /ɪkˈstɛnt/ | mesure |
| strongly adverbe | /ˈstɹɔŋli/ | fort, fortement |
| belief nom | /bɪˈliːf/ | croyance |
| transition nom | /tɹænˈzɪʃ.ən/ | transition |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| turn out verbe | se finir, se terminer | |
| set aside verbe | /sɛt.əˈsaɪd/ | mettre de côté, réserver |
| turn off verbe | éteindre |
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 attributed · be reached · were divided |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | we've learned · you've learned · haven't learned |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | students who studied · students who make |
Prononciation à surveiller
Le locuteur utilise 33 contractions et formes réduites, comme you're, they're, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: distraction /dɪsˈtɹæk.ʃən/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, transition /tɹænˈzɪʃ.ən/, essentially /ɪˈsɛnʃəli/, motivation /ˈmoʊ.tə.veɪ.ʃən/
- Mots longs — placez bien l’accent: biography /baɪˈɑɡɹəfi/, differently /ˈdɪf.ə.ɹənt.li/, essentially /ɪˈsɛnʃəli/, automatic /ˌɔː.təˈmæt.ɪk/, accuracy /ˈæk.jɚ.ə.si/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: habit /ˈhæb.ɪt/, hippocampus /ˌhɪpə(ʊ)ˈkæm.pəs/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: generate /ˈd͡ʒɛn.ə.ɹeɪt/, lecture /ˈlɛk.t͡ʃə/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/, virtue /ˈvɝt͡ʃu/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/
- /r/ anglais — langue recourbée, sans frotter la gorge: biography /baɪˈɑɡɹəfi/, peer /pɪɹ/, distraction /dɪsˈtɹæk.ʃən/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, recall /ɹɪˈkɔl/
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 biography, skill, expose.
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.