Pratique du Shadowing: How To Learn Any Skill So Fast It Feels Illegal - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
156 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
I've been obsessed with figuring out the fastest and easiest possible way to learn new skills for the last decade.
2
And after years of teaching people and reading the research on this,
3
I've stumbled across a mistake that guarantees an almost 100% failure rate on learning any skill.
4
And sadly, this is a mistake that most people make every single day.
5
I call this mistake theory overload.
6
And I think it is one of the most important things to know about when you're trying to learn any new skill.
7
But first, we have to understand a key,
8
often overlooked, ingredient to learning any new skill that allows us to even learn skills in the first place.
9
And this ingredient is experiential cycling.
10
So if I practice shooting this bow every day for a month, I should get better.
11
Right?
12
Maybe, but maybe not.
13
Once I let go of this arrow, I cannot control where it goes mid-air.
14
At least as far as I know.
15
Where this arrow lands depends on everything that I did in the setup beforehand.
16
And by the way, like any skill, learning to learn is the same.
17
Our exam results, our memory, our depth of understanding, These things depend on the processes we used before when we were studying.
18
Now imagine I shot this arrow and it landed here.
19
Not very good.
20
But to do better next time, I have to know what to change to get it into the center.
21
I cannot keep just firing arrows off randomly expecting to get better.
22
I might get a bullseye once in a while, but it's not going to be consistent and once the target moves further away, it's not going to work anymore.
23
Same thing in learning.
24
If we get a bad exam result, we need to know what to change.
25
Just because we get a better exam result in a different exam, it doesn't mean we actually solve the problem.
26
So this is essentially the experiential cycle.
27
We have an experience, we observe the result, we think about what we need to change, and then we do an experiment to see if it made it any better.
28
Without this cycle, we cannot learn any new skill.
29
This is pretty straightforward and obvious, but here's the part that traps people.
30
Whether it's learning about learning skills or learning to shoot an arrow or learning any other skill,
31
the fastest way to learn any skill is to learn more slowly.
32
This is the theory overload trap.
33
Now, most of you know that I've got a program that teaches people to learn more efficiently.
34
And one of the things that I can do on the program
35
that I can't do on YouTube is I get to observe how the students behave
36
and I can track their progress much more closely.
37
So take a look at these two students and see if you can guess which one ended up being more academically successful.
38
First one to look at is this one here, Suresh, who was on the program for five weeks and got through 31% of the program.
39
And the second student that I want you to look at is Enzo,
40
who was on the program for 54 weeks and got through 20% of the program.
41
Who do you think improved the fastest?
42
So despite covering less of the course, it was actually Enzo who ended up with better academic results.
43
He went from a baseline of 62% to a latest exam result of 92% compared to Suresh,
44
and this is the surprising part, Suresh actually went from 80% to 71%.
45
Suresh actually got worse after working on it for five weeks.
46
Why did Suresh get worse?
47
I'll give you a clue.
48
It's not just because Enzo had so much more time to work on things.
49
Well, the answer is theory overload.
50
Okay, now imagine this bowl is your brain.
51
Very smooth.
52
Just kidding.
53
Now your brain has a limited amount of cognitive resources that it can spend.
54
It's like how much memory or RAM your computer has.
55
So let's say that these wooden blocks represent your cognitive resources.
56
Now whenever we learn a new skill, we're introduced to new things that we need to think about about.
57
So each thing takes resources to keep it in mind and think about it.
58
Hold my arrow more tightly, stabilize my core, keep my shoulders relaxed,
59
breathe more slowly, aim a little bit lower.
60
You can see that my bowl, my capacity is becoming filled up.
61
And on top of that there's a certain amount of resources it takes to just perform the activity.
62
Now once a new skill eventually becomes a habit the amount of resources it takes goes down
63
but when you're learning a new skill it's not going to be a habit it's going to be unfamiliar
64
and difficult and awkward and all of those things take additional resources to overcome
65
so more and more needs to be invested into just doing the actual skill.
66
And as you can see now we are overflowing.
67
We've overloaded our brain's ability to think about things because we have given it too many things to think about.
68
In the research our brain trying to think about lots of
69
different things at the same time is called multiple element interactivity
70
and it's a common reason why we enter into what's called cognitive overload.
71
But here is the thing about learning a cognitive skill like learning to learn for example, unlike learning a physical skill like archery.
72
For a physical skill we burn energy using our body, using our muscles.
73
For a cognitive skill we burn effort with our brain.
74
Which means that the amount of cognitive resources it takes to just perform the skill,
75
the act of learning is innately very high to begin with.
76
It takes a lot of mental resources to understand new information
77
and process it and organize it and think about where it belongs and create new memory.
78
And all of this effort helps to translate the learning into memory and understanding.
79
If we didn't feel this effort, we wouldn't have any memory.
80
And that would be called passive learning.
81
But with effective, more active learning, it takes a lot of resources to begin with.
82
Which means adding just a few more things can put us into overload very quickly.
83
So in that case, what is the best way to learn new skill, especially a cognitive skill.
84
Well at the end of the day all of that means
85
that when we're learning a new skill we should only ever be trying to experiment with one
86
or two things at the same time.
87
So Suresh, who covered like 30% of the program in a month, would have learned over a dozen new techniques and each technique has two or three things to think about.
88
So that means that Suresh would have been trying to juggle 20 or 30 things at any given time.
89
He was completely overloaded and therefore his brain was not able to actually learn the skill.
90
And this is exactly why some students
91
if they don't realize this trap can spend months
92
or even years trying to learn a new skill
93
and feeling like it is impossible to get it right
94
because no matter how much time they put into it they do not seem to be improving.
95
It is incredibly frustrating.
96
So here's the secret to learning any skill the right way.
97
Always balance your new theory with practice.
98
If you practice without any theory it's aimless.
99
If you practice with too much theory you're getting overloaded.
100
So the trick is to balance new theory coming in with your existing skills becoming habits.
101
Like I mentioned before, when skills become habits, your brain figures out a more efficient way to do it.
102
It doesn't require so many cognitive resources anymore.
103
It finds a shortcut.
104
And so the amount of cognitive resources it takes to perform the skill goes down
105
as more of this new skill just starts to become an old habit.
106
And eventually what took a lot of concentration to do now takes virtually no thinking at all
107
and you can still do it just as accurately and just as consistently.
108
We have freed up more cognitive resources to take in some new theory and turn those into habits.
109
For some skills and techniques it can take weeks if not months to develop them into habits.
110
Whereas for some it can just take a few hours.
111
And by balancing the theory with practice, we can achieve optimum skill growth.
112
Where we are practicing and every time we practice, we're improving with focus and direction, but we're not getting overloaded.
113
So here's what this looks like in practice.
114
Let's say we've only got five hours a week to practice.
115
Now that is not probably enough to form new habits very quickly, And so we're going to need to reduce the amount of new theory we take in.
116
And because we've got a low amount of practice and therefore a low amount of theory,
117
the two of them are aligned and we can achieve our optimum skill growth.
118
Now, let's say we now have a little bit more free time
119
and we want to dedicate a little bit more time to learning this skill.
120
So we have now 20 hours a week that we can dedicate to practice.
121
So the amount that we can practice has now gone up, which means we can also go up in the amount of theory we can take in.
122
it's proportional to the amount of extra practice we're getting.
123
So as a rule of thumb I usually say for every
124
hour of theory we should have at least five hours of practice.
125
So for example
126
if we have five hours of practice we would only be
127
able to take in one hour of theory in this first example
128
whereas in the second example we've got 20 hours of practice therefore we can have up to four hours of theory.
129
Now unfortunately that's just a rule of thumb
130
and in reality it's a little bit more complicated
131
because five hours of practicing a very complicated skill is not
132
the same as five hours of practicing a very simple skill like a new way to tie your shoelaces in
133
which case five hours of practice is probably overkill and
134
so what's more important
135
and accurate than just the number of hours of practice is actually monitoring how quickly we're able to form new habits.
136
When new habits form we have the mental space to take in more theory.
137
So if we're very slow at forming new habits then we're going to be slower at taking in new theory.
138
And the way you can know that new habits are forming is
139
when you can feel that things are becoming easier and faster without without compromising your accuracy and your consistency.
140
And most of the time, you're able to get faster without trying to get faster.
141
The speed comes with the efficiency that your brain develops at just getting better at doing it.
142
Now, this is where I have to give props to Enzo
143
because Enzo realized that he was developing new habits more slowly than we would have anticipated.
144
And so he took a year to cover 20% of the program.
145
So instead of five hours of practice for every hour of theory, he was doing more like 15, 20 hours of practice for every hour of theory.
146
So even though on the surface, it looked like he was going very slowly,
147
his skill growth was being maintained at an optimal rate because he was never letting himself get overloaded.
148
And by the way, if you're interested in the program yourself, there's a link in the description that you can check out.
149
Now, while Theory Overload has an almost 100% failure rate, the reverse is also true.
150
Almost 100% of the time,
151
I see someone balancing their Theory Intake Rate with their Practice and Habit Forming Rate.
152
They are able to learn their desired skill very smoothly and very quickly.
153
Which is why I said
154
that I think this is one of the most important things to understand if you want to learn any skill.
155
I hope that helps and if you've got the capacity for just one more bit of theory, then check out this video that YouTube thinks you'll like.
156
Thanks for watching and I'll see you next time.
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Même chaîne
C16
How to Remember Everything You Read
Daily ConversationUniversity Students
C12
How to memorise (almost) anything you read in 20 minutes
Daily ConversationUniversity Students
B25
How to Build Systems to Actually Achieve Your Goals
Business EnglishDaily ConversationUniversity Students
C13
You Can Become A Genius In 12 Months. Here's How...
Daily ConversationUniversity StudentsWorking Adults
C14
The Psychology of Deep Thinkers
Business EnglishUniversity StudentsWorking Adults
B22
How to Remember Everything You Read
Business EnglishUniversity StudentsWorking Adults
C12
How to Think So Clearly People Assume You’re A Genius
University StudentsWorking Adults
C11
How to Learn Anything Once and Remember Forever
Business EnglishUniversity StudentsWorking Adults
B22
Watch This For 18 Minutes, and You’ll Outlearn 99.9% Of People
Business EnglishUniversity StudentsWorking Adults
B23
How to Learn So Fast People Assume You're Naturally Gifted
Business EnglishUniversity StudentsWorking Adults
C1How To Learn Any New Skill So Fast It’s Unfair
Daily ConversationUniversity StudentsWorking Adults
B22
The SIMPLEST Way to Become Good at Learning
Daily ConversationUniversity Students
C16 Levels of Thinking Every Student MUST Master
Daily ConversationUniversity Students
C1How to Read Anything Faster Than Everyone Else
Daily ConversationUniversity StudentsWorking Adults
B2How to Learn ANYTHING Faster Than Everyone
Business EnglishUniversity StudentsWorking Adults
FOR YOU
Vidéo recommandée
B21
111 phrases
How to Learn Anything Faster Than Anyone
Business EnglishUniversity StudentsWorking Adults
B218
108 phrases
This LAZY Method Gets You Fluent English TOO Fast
British AccentBusiness EnglishDaily ConversationHigh School Students
B28
418 phrases
Master One Skill Every Year & Change Your Life Forever | Jim Rohn Motivation
Business EnglishUniversity StudentsWorking Adults
B22
94 phrases
You're Using Anki WRONG
Business EnglishDaily ConversationUniversity Students
C12
54 phrases
The art and science of failing well
Business EnglishUniversity StudentsWorking Adults
B2308
34 phrases
The Art of Learning Like a Genius (even if you're not one)
Business EnglishUniversity StudentsWorking Adults
B22
163 phrases
Cách Mình Học Mọi Thứ Nhanh Gấp 10 Lần
Business EnglishUniversity StudentsWorking Adults
B2171 phrases
I Spent 15,000 Hours Studying Hooks. Here’s What I Learned.
Business EnglishUniversity StudentsWorking Adults
B21
167 phrases
“People Waste 20 Years To Avoid 20 Hours” - Alex Hormozi
Business EnglishUniversity StudentsWorking Adults
B27
248 phrases
Every Study Technique Explained in 18 Minutes
Business EnglishUniversity StudentsWorking Adults
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « How To Learn Any Skill So Fast It Feels Illegal ». Les mots qui reviennent le plus souvent : skill, theory, practice, learning, hour. Cette vidéo contient 156 phrases et 2070 mots à répéter en shadowing. La partie parlée dure 13:42. Le locuteur parle à un rythme naturel d’environ 151 mots par minute, proche d’une conversation courante. 86 % 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 |
|---|---|---|
| overload verbe | /ˌəʊvəˈləʊd/ | surcharger |
| cognitive adjectif | /ˈkɑɡ.nɪ.tɪv/ | cognitif |
| arrow nom | /ˈæɹəʊ/ | flèche |
| experiential adjectif | /ɪkˌspɪɹiˈɛnʃəl/ | expérientiel, expérienciel |
| dedicate verbe | /ˈdɛdɪˌkeɪt/ | consacrer, vouer |
| optimum nom | /ˈɑptɪməm/ | optimum |
| ingredient nom | /ɪnˈɡɹiːdi.ənt/ | ingrédient |
| thumb nom | /ˈθʌm/ | pouce |
| observe verbe | /əbˈzɜːv/ | respecter, observer |
| depend verbe | /dɪˈpɛnd/ | dépendre |
| archery nom | /ˈɑɹt͡ʃəɹiː/ | tir à l'arc, archerie |
| bullseye nom | /ˈbʊlzaɪ/ | mille, mouche |
| frustrate verbe | /ˈfɹʌsˌtɹeɪt/ | frustrer |
| interactivity nom | /ɪntəɹækˈtɪvɪti/ | interactivité |
| juggle verbe | /ˈd͡ʒʌɡəl/ | jongler |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| check out verbe | mater, regarder |
| figure out verbe | cerner |
| go down verbe | descendre |
| end up verbe | se terminer, se finir |
| fill up verbe | remplir |
| go up verbe | monter, s'élever |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Who do you think improved the fastest?
- I'll give you a clue.
- If you practice without any theory it's aimless.
- Thanks for watching and I'll see you next time.
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 | I've been obsessed · be invested · is called |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've been obsessed · I've stumbled · We've overloaded |
Prononciation à surveiller
Le locuteur utilise 31 contractions et formes réduites, comme we're, you're, we've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thumb /ˈθʌm/, smoothly /ˈsmuːðli/
- Les sons « sh » et « zh »: experiential /ɪkˌspɪɹiˈɛnʃəl/, shoelace /ˈʃuːˌleɪs/, shortcut /ˈʃɔːtkʌt/
- Mots longs — placez bien l’accent: experiential /ɪkˌspɪɹiˈɛnʃəl/, ingredient /ɪnˈɡɹiːdi.ənt/, academically /ˌæk.əˈdɛm.ɪk.ə.li/, interactivity /ɪntəɹækˈtɪvɪti/, unfamiliar /ˌʌnfəˈmɪli.ə(ɹ)/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: beforehand /bɪˈfɔɹhænd/, behave /bɪˈheɪv/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: archery /ˈɑɹt͡ʃəɹiː/, juggle /ˈd͡ʒʌɡəl/
- /r/ anglais — langue recourbée, sans frotter la gorge: arrow /ˈæɹəʊ/, experiential /ɪkˌspɪɹiˈɛnʃəl/, ingredient /ɪnˈɡɹiːdi.ənt/, archery /ˈɑɹt͡ʃəɹiː/, frustrate /ˈfɹʌsˌtɹeɪt/
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 overload, cognitive, arrow.
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.