Pratique du Shadowing: How to Lock In and Actually Get Things Done | Andrew Huberman - Apprendre l'anglais à l'oral avec la vidéo
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227 phrases
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If you are not good at clearing the slate before you try and focus, you're going to have a very hard time for understandable reasons.
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In fact, I'm amazed that anyone can think at all.
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I'm amazed that anyone can focus at all.
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It's very, very clear that if you have a hard time getting into a bout of work or even staying focused,
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there's a very good chance, I believe, that your breaks between work and what you were doing before work was too stimulating.
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I'm a big advocator for boring breaks.
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And I'm a big advocator for silence before and after bouts of work for a couple of reasons.
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The reason I'm
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so bullish about people understanding a little bit of mechanism behind the checklist of things to do is
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that I do think that when people understand mechanism, it gives them flexibility over the so -called protocols.
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And I think it also allows them to customize those things for themselves.
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Let's face it.
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If you want to go online now and just say, what are the top 10 things I can do to improve my sleep?
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And you get a list, you can put those on your refrigerator, you put them next to your bed.
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Why doesn't everyone just do that?
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It's because the way that people go about learning information strongly drives whether or not they apply that information.
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The thoughts and by extension, the emotions, but really the thoughts that you have right now,
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your ability to focus right now is strongly driven by the inputs you received in the preceding hours
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and even days think about a dog okay um what kind of dog is it golden retriever golden retriever okay
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so as you think about the golden retriever like what other things come to mind about the golden retriever
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it's got a little neckerchief on okay red neckerchief great red neckerchief
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Like what else about golden retriever?
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Fluffy.
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Fluffy, Osei.
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So there's a tactile thing.
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Okay.
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Anything else about golden retrievers?
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This is very specific to you.
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Bouncing up and down, rolling on its back.
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Smells a little bit, but I like it.
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Great.
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Okay.
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So there's a, I like it.
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You like to, okay.
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Thoughts basically start with some seed element, some noun, some pronoun, some thing, some event.
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And then what the brain does is it essentially starts to call on more and more sensations and starts layering those in.
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More and more prior sensory events.
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It's red handkerchief.
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Okay, it's fluffy.
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There's a tactile.
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And that thoughts really are the layering on of more and more sensory memories.
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And thoughts are really a layering of the senses in abstract thought space.
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Now, this is not meant to make something from nothing, but it's so important that we understand this because you think,
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what is the ability to think?
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Well, the ability to think is constrained by the number of different senses I'm trying to place on a bunch of different things.
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And so that's how we navigate through environments.
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I can't look at everything in this garage.
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I have to focus on certain things, find the Phillips head screwdriver, go over there.
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And you're discarding all the other information.
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Now, when you think about sitting down to do work or to learn something,
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prepare a podcast, it is so important that you limit the number of sensory inputs coming in, not just during that event, but before.
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Because the sensory stimulus that kind of sets off this cascade of layering in more
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and more sensory memories and understanding is begun before you sit down to read your book.
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This is why you read a portion of a book and then you're like, oh wait, I wasn't even paying attention.
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Your brain is still working with the sensory inputs from before.
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It's not thinking about them consciously.
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So this is vitally important.
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Now, what have we done?
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The challenge is that we've brought an infinite number of sensory experiences into the thing that you're looking at.
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So we've brought all the sensory inputs through the device that you're holding.
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So the narrowing of your perspective hasn't helped you to narrow the distractions?
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That's right.
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Cognitive space is still infinite, even though the spatial limitation of where you're placing your attention is very restricted.
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So the fact that you have so many competing thoughts has everything to do with that.
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And it also has everything to do with what you were doing in the 10
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or 15 minutes before you sat down to try to work.
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But am I supposed to take in an infinite number of novel items through this device?
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In fact, Mike Easter, the author of The Comfort Crisis, told me something super scary when he came on the podcast.
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He said that the people who developed the algorithms for social media borrowed heavily from the casinos.
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And it was one guy who watched his kid playing video games who realized
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that the kids would play video games for hours and hours and hours, and what they were playing for was novelty.
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And so they switched the slot machines in casinos, on his suggestion, to instead of just spooling numbers and fruit or whatever it was,
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because they're now electronic, you can get a near -infinite number of combinations of novel items, and people will play while losing for novelty.
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and think they're winning.
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The brain is tricked into thinking that it's winning.
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But there's this very narrow rock bridge out to the top.
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And on either side, it's slide to your death.
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Slide to your death.
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It's precarious.
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But on either side, you fall to your death.
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And I always think of the internet and much of life like this.
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On one side is numbing out by going online.
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And the other one is drama.
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So you're allowed to unfollow accounts that you're not learning from or that are pulling you into either numbing out or drama.
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The drama piece is very serious because it gives the illusion that there's something meaningful there.
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But you realize this is just like, it's nothingness.
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It is kind of the empty calories of the content world that you leave this.
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Having been given the sort of simulacrum of learning something.
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But if somebody said, okay, after watching this 10 minute, half hour, one hour expose or deconstruction,
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what do you know that you didn't know at the start?
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You go, well, I know about what this person
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and this person said to each other about each other and how the interplay.
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And look, deconstructing someone's psychological profile, understanding how human motivations work.
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I'm fascinated by the way that sort of social interaction, hierarchy, status games, all of that stuff.
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But I'm not learning that.
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I'm not reading the status game by Will Storr.
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So after you've finished consuming a thing, how do you feel?
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Do you feel enlightened, hopeful, peaceful?
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Do you want to ring your mom and say that you miss her?
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Do you want to talk to your friends?
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Or do you feel like the world's out to get you
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and that there's less than is needed for everybody
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and you shouldn't really trust people and you're a bit sort of tight
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and tense and your shoulders are up and there's a ringing in your ears?
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Well, here's my litmus test.
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After I spend a bit of time on social media, I ask myself later, do I remember anything from being on there?
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You know, the reflection, was there any learning?
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Did I learn anything?
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Thinking about your experiences is so critical to placing value on them, making them meaningful for you.
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What I'm not interested in is just an endless deluge of sensory input that goes nowhere, especially if it impedes other things.
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So a little bit more reflection, 10 minutes, one minute, five seconds of just asking, did I remember anything useful?
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Do I want to do that again?
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You know, I think that the big mistake
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that I made for a number of years was trying to find the thing
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that comes from outside that's going to change things
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and you know lord knows i love caffeine and of doing certain activities and um and learning but at some point
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you realize that the the ability to um like withhold uh like reflect reflexes
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that you don't want to have like you know getting your temper sparked
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or something you know people say no one can make you feel anything
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and i say that's crazy people can make you feel things all the time.
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You know, the ability to not speak from your first thought, but your second or your third, you know, you hear these kinds of cliches, right?
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But all of that ability comes from inside.
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It's from doing internal work.
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And it's kind of amazing how much we can accomplish.
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And I'm certainly not the first to say this, how much we can accomplish by just stopping and listening and going, wow, like my brain's crazy.
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It's like all these thoughts, all this stuff.
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Oh, oh, too much input coming into this.
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Like, I've got to shut down this thought path.
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Also realizing that, you know, because these thoughts layer on themselves, our sensory memories layer on top and we feed our thoughts.
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If you're ruminating on something that really bothers you, you probably do want to distract yourself, unless you're really going to work on that thing.
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That you really can feed thoughts like embers and a fire.
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And it's important to not do that if it's not adaptive.
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Is it truly possible to deprogram bad habits?
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Or once those neural pathways are down, is that locked in for life?
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How do you think about getting rid of bad habits, the process of overcoming those?
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Yeah, I think, you know, if we look at the data on neuroplasticity,
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it's much easier to reactivate a pathway that was laid down early in life, even if it's been suppressed.
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Breaking bad habits involves a lot of top -down control prefrontal cortex suppressing the activity of these hypothalamic
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and other subcortical neurons and how do we know this it's the structure in the brain it's
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that no don't reach for that cookie it's that no don't say
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that thing it's the don't do the thing that your hypothalamus
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and other structures are um creating some internal uh activation of the autonomic nervous system
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that kind of vibration of you want to do it it smells
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so good it tastes so good you just want to I don't know why I did it, this kind of thing.
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So that top -down control can be learned.
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And the beautiful thing, and this answers your question more directly,
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the beautiful thing is that at some point that top -down control is not required anymore, unless you do the thing you're not supposed to do.
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And then it requires top -down control again.
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One thing that I've been doing before I prepare to do any writing,
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any podcasting, any work is I try and make myself as bored as possible.
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I try and remove as much sensory input as possible.
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I might think about my breathing because it's hard to not think about anything,
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but I really have started to limit the amount of sensory information coming into my space.
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I have an entire floor of where I live now.
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I live in, I have an odd structure now, but the entire bottom floor is a no phone zone.
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Once or twice, I brought my phone down there, but it's a no phone zone.
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Going down the stairs, there are no phones in there.
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Let's say you're trying to learn something or read a book or just do something that you're not reflexively doing.
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You want to create this habit it's very clear that neuroplasticity, yes, requires alertness, requires focus.
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You need sleep later that night.
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I've been beating that drum for a number of years.
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It's also clear that reflection on what you were doing at some later time, just kind of like post -learning reflection,
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walk into your car, sitting on the plane for a second, thinking about a podcast you did earlier or something you heard or a discussion,
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strongly reinforces the memories and the ability to work with the memories of new information.
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And this is something that we've given up largely because of our smartphones.
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You're constantly bringing in new sensory information.
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All the data, I did an episode on how to best study and learn.
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I went to the data to find out because I have my methods, but that doesn't mean they're the best methods.
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Reading, rereading, note -taking, highlighting, it's all fine, but it turns out the biggest lever is to self -test at some point away from the material.
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So testing is not just something for evaluation of others, it's a way that we should think,
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you know, yeah, how much can I remember about that conversation?
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What was tricky?
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Okay, I don't remember that piece.
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I'm going to go back and look it up.
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All learning is, and this will sound like a giant duh, but all learning is anti -forgetting.
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How do we know this?
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Because if you have people read a passage one, two, three, four, five times versus one time and they self -test,
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one time and self -testing, significantly better.
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Learning is repeated recall, not repeated exposure.
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Yes.
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Beautiful.
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Right.
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And reflecting on what you were trying to do or learn or solve, even if you don't remember, even if you're still puzzled by it,
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is so vitally important to the anti -forgetting process.
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And so at some level, like I love social media, teach on social media.
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I partake in it as a consumer and a creator there.
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But I think we need to really scruff ourselves and go, okay, I need to read this book.
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I need to write this chapter.
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I need to do this drawing.
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And you'll notice once you drop into that trench, the brain has these attractor states.
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It's like a ball bearing on a flat surface.
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As you get more into a thought trench or activity trench, it's like that ball bearing drops into what's essentially a deep valley.
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And it's actually hard to leave.
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You'll notice you're walking out and unless you pick up your phone, you'll still be thinking about that.
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And this is how the brain works.
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The brain is not working in step functions.
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The brain, none of us are supposed to do the same thing all day long.
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And none of us are supposed to be able to think and focus easily.
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You just have to ride that, that sort of layering on of thoughts, going from board to sensory input to deeper and deeper,
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and then work for bouts of, you know, 90 minutes or a couple of hours, and then give yourself a little bit of time, pause, reflect.
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And it doesn't mean you can't have a conversation, but people are texting in between.
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It's unbelievable what we've done to hamstring ourselves against being able to think.
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Whitney Cummins got the best take on this.
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She says, in order for art to imitate life, you have to live a life. So good.
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And it's one of the challenges you get as people become more successful
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that their ability to generate new ideas decreases
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because their life is increasingly out of touch into the comedian who only talks about dinners,
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shows, and airports and hotels on stage because that's the entirety of their life experience.
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The reason I have my art projects, the reason I extended my book for a year to add more studies is because I like learning.
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And as my friend of mine said, he's a very intelligent guy.
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He's a tattooer, among other things.
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He's an exceptional artist.
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And he said, people with interests are interesting.
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You know what's not interesting? other people's failures, other people's minor wins.
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Like there's nothing more boring than that.
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But it hooks in the short term.
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The novelty of life, the excitement of life, the enriching parts of life are about new experiences.
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But from a selfish perspective, that widespread fragility is your competitive advantage.
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And if you're one of the people, you're not going to be able to change the world, certainly not before you've changed yourself.
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And that means that the first step is, huh, this is an opportunity for me.
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I can step into the - The good news is,
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as Goggins would say, nowadays it's very easy to be spectacularly good in pretty much any field.
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You just have to do what no one else is doing.
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Now, he's an extreme case, and I have immense admiration for David.
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I mean, he's just so David, you know, but if you want to be the best in your class at anything,
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best in class at pretty much anything, it's become so much easier now.
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You just have to not constantly be projecting things out to the world or paying attention what other people are doing.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « How to Lock In and Actually Get Things Done ». Cette vidéo contient 227 phrases et 2859 mots à répéter en shadowing. La partie parlée dure 15:04. Le locuteur parle vite, environ 190 mots par minute : attendez-vous à des liaisons et à des sons réduits. 85 % 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| sensory adjectif | /ˈsɛn.sə.ɹi/ | sensoriel |
| layer nom | /ˈleɪ̯ɚ/ | couche |
| habit nom | /ˈhæb.ɪt/ | habitude |
| reflection nom | /ɹɪˈflɛkʃən/ | réflexion |
| infinite adjectif | /ˈɪnfɪnɪt/ | infini |
| podcast nom | /ˈpɑdˌkæst/ | podcast, balado |
| strongly adverbe | /ˈstɹɔŋli/ | fort, fortement |
| narrow adjectif | /ˈnæɹəʊ/ | étroit |
| reflect verbe | /ɹɪˈflɛkt/ | refléter, réfléchir |
| bore verbe | /boɹ/ | ennuyer, barber |
| trench nom | /ˈtɹɛnt͡ʃ/ | tranchée, fossé |
| novelty nom | /ˈnɑvəlti/ | nouveauté |
| essentially adverbe | /ɪˈsɛnʃəli/ | essentiellement, en essence |
| slide nom | /ˈslaɪ̯d/ | toboggan, glissoire |
| mechanism nom | /ˈmɛk.ə.nɪ.zəm/ | mécanisme |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| find out verbe | découvrir, savoir |
| give up verbe | se rendre |
| go back verbe | rentrer, retourner |
| go down verbe | descendre |
| pick up verbe | soulever |
| shut down verbe | éteindre |
| turn out verbe | se finir, se terminer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Do you feel enlightened, hopeful, peaceful?
- Do you want to talk to your friends?
- You know, the reflection, was there any learning?
- Do I want to do that again?
- You know what's not interesting?
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 continu have/has been + -ing — une action commencée avant et toujours en cours | I've been doing · I've been beating |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have we done · we've brought · hasn't helped |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is not meant · is constrained · is begun |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | people who developed · guy who watched |
Prononciation à surveiller
Le locuteur utilise 62 contractions et formes réduites, comme you're, I'm, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: pathway /ˈpæθˌweɪ/, bother /ˈbɑðɚ/, breathe /bɹiːð/, algorithm /ˈælɡəɹɪðm̩/
- Les sons « sh » et « zh »: reflection /ɹɪˈflɛkʃən/, essentially /ɪˈsɛnʃəli/, accomplish /əˈkɑm.plɪʃ/, extension /ɪkˈstɛnʃən/, exposure /ɪkˈspəʊ.ʒə(ɹ)/
- Mots longs — placez bien l’accent: essentially /ɪˈsɛnʃəli/, mechanism /ˈmɛk.ə.nɪ.zəm/, intelligent /ɪnˈtɛlɪd͡ʒənt/, interaction /ˌɪn.təˈɹæk.ʃən/, psychological /ˌsaɪ.kəˈlɑː.d͡ʒɪ.kl̩/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: habit /ˈhæb.ɪt/, nowhere /ˈnoʊ.(h)wɛɹ/, hook /hʊk/, highlight /ˈhaɪˌlaɪt/, hopeful /ˈhoʊpfl̩/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: trench /ˈtɹɛnt͡ʃ/, intelligent /ɪnˈtɛlɪd͡ʒənt/, passage /ˈpæsɪd͡ʒ/, psychological /ˌsaɪ.kəˈlɑː.d͡ʒɪ.kl̩/, suggestion /səˈd͡ʒɛst.ʃən/
- /r/ anglais — langue recourbée, sans frotter la gorge: sensory /ˈsɛn.sə.ɹi/, reflection /ɹɪˈflɛkʃən/, strongly /ˈstɹɔŋli/, narrow /ˈnæɹəʊ/, reflect /ɹɪˈflɛkt/
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 sensory, layer, habit.
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.