Pratique du Shadowing: How learning a language can be a messy affair - Apprendre l'anglais à l'oral avec la vidéo
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So I think one of the things that's really interesting, that I find interesting, is how language changes.
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And it changes within groups.
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So you notice it particularly with teenagers.
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I've got teenagers in the house, so that's something that I pick up on.
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And teenagers will change the meaning of a word that I will recognize.
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So they'll say that something is sick, and I think, oh, that must be awful, terrible.
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But actually, no, for the teenagers, sick is a really good thing.
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So teenagers, to form their social group, their gang, they will deliberately change language and they'll make it their own.
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And they will use it within their group and they actually don't really want other people to understand it.
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So I think that's a really interesting area where you see a lot of language change.
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You obviously get it with the number of different speakers
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that we have around the world and different groups will use language in a different way.
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So to me it's a really interesting area.
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So it's very interesting.
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Language obviously is always evolving.
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But to me this idea that we play with language deliberately, you know, in order to consolidate our relationships,
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I think that's a really kind of interesting area to work with.
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And it's a good quality that we can work with our students on that, you know, being playful with language
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and allowing them to have the freedom to play with it a little bit as well is good for their confidence, I think.
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I think one of our jobs as teachers or something
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that I believe in very passionately is that we need to be authentic.
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So there's a tendency I think within education to simplify things for learners
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and to make it all very clear cut so
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that we have clear rules for the grammar and there's an answer and this is right and this is wrong.
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And learners like that kind of security.
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And I think as teachers, we often like that security as well.
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We have a rule, we can teach it, we can mark the work.
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But real language is much messier than that.
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The boundaries are not always so clear-cut.
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So for me, one of the jobs as a teacher is to try
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and gradually get your learners used to
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that idea get them used to tolerating ambiguity and being aware that there isn't always a clear right or wrong answer,
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there are lots of exceptions to the rules, and that they should just be okay with that.
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It doesn't matter all the time and you can make little mistakes, but so long as it's not really interfering with the communication too much,
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then we don't have to worry about it.
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So I think that's important for both teachers
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and learners to sort of get used to that idea that we can't control everything.
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It's a bit unrealistic.
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Language in the real world just doesn't work like that.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 39 phrases et 498 mots à répéter en shadowing. La partie parlée dure 2:55. Le locuteur parle à un rythme naturel d’environ 171 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.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| teenager nom | /ˈtiːnˌeɪ̯d͡ʒə/ | adolescent, adolescente |
| deliberately adverbe | /dɪˈlɪb.(ə.)ɹət.li/ | exprès |
| awful adjectif | /ˈɔːfʊl/ | affreux, horrible |
| exception nom | /əkˈsɛpʃən/ | exception |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
| boundary nom | /ˈbaʊndɹi/ | frontière, limite |
| authentic adjectif | /ɔˈθɛn.tɪk/ | authentique |
| tendency nom | /ˈtɛn.dən.si/ | tendance |
| interfere verbe | /ˌɪn.tɚˈfɪɚ/ | se mêler (de), entraver |
| messy adjectif | /ˈmɛsi/ | désordonné, désorganisé |
| tolerate verbe | /ˈtɑ.lə.ɹeɪt/ | tolérer, supporter |
| evolve verbe | /ɪˈvɑlv/ | élaborer |
| unrealistic adjectif | irréaliste | |
| playful adjectif | /ˈpleɪfl̩/ | folâtre, enjoué |
| learner nom | /ˈlɜɹnəɹ/ | apprenant, apprenante |
Prononciation à surveiller
Le locuteur utilise 9 contractions et formes réduites, comme doesn't, don't, they'll. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: exception /əkˈsɛpʃən/, passionately /ˈpæʃənətli/
- Mots longs — placez bien l’accent: deliberately /dɪˈlɪb.(ə.)ɹət.li/, ambiguity /æm.bɪˈɡjuː.ɪ.ti/, consolidate /kənˈsɒl.ɪ.deɪt/, passionately /ˈpæʃənətli/
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 teenager, deliberately, awful.
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.