Pratique du Shadowing: Improve your LISTENING and SPEAKING SKILLS with one simple method /ACTIVE LISTENING - Apprendre l'anglais à l'oral avec la vidéo
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135 phrases
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Hey guys!
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In this video, we're going to work a little bit on our listening skills
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and at the same time hopefully we'll learn some new vocabulary and also we'll work on our speaking skills.
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Ready?
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So with no further ado, let's start.
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It's Anna and this is the English Fluency Journey.
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It's not a secret that developing and improving listening skills is a hard task.
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It takes time and effort, especially if you're not exposed to English.
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So the only thing we can do is to listen as much as possible.
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And it's not that easy because lacking of vocabulary and grammar, of course, gets in the way.
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And apart from that, it's sometimes so hard to understand native speakers
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because of the connected speech and reductions that they use all the time when they speak to speak faster and more naturally.
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But because of those reductions, the language flows, sounds smoothly and not choppy and abrupt.
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That's why in this video we're going to analyze a couple of fragments from one speech
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and TV shows that we all love to watch so much.
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To be honest, I can just binge watch TV series the whole weekend.
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So this video is also going to help us to learn how how to sound more naturally ourselves.
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First, let's watch a fragment from Mark Zuckerberg's, the founder of Facebook, Harvard Speech.
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This is an incredible and passionate speech.
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You'll find the link in the description.
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So go ahead and watch it because it's great.
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I was running late for class, so I threw on a t-shirt, and I didn't realize until afterwards that I put it on inside out and backwards, my tag was sticking out the front.
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I couldn't figure out why no one in class would talk to me.
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Now, let me tell you what is he saying.
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I was running late for class, so I threw on a t-shirt, and I didn't realize it until afterwards that I put it on inside out and backwards,
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and my tag was sticking out of the front, and I couldn't figure out why no one in class would talk to me.
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So as you can hear, he connects everything together and he pauses and makes an emphasis on the important words for delivering the message.
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And he reduces and connects all the rest of the words.
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Let's listen to it again.
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I was running late for class, so I threw on a t-shirt and I didn't realize until afterwards
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that I put it on inside out and backwards and my tag was sticking out the front.
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I couldn't figure out why no one in class would talk to me.
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I was running late for class, so I threw in a t-shirt.
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And I didn't realize it all afterwards that I put it on inside out
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and backwards and my tag was sticking out at the front.
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And I couldn't figure out why no one in class would talk to me.
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So the words, and I didn't realize it until afterwards, he pronounced it so fast and so incoherent, it's like he swallows the sounds and blends them together.
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And it sounds like, and I didn't realize it all afterwards.
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People of course understand him, but for non-native speakers, it's a good way to train your ear, but you gotta know what you're hearing in the first place.
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And also the words, and I put it on inside out and backwards, he pronounces very fast as well, because it's not that important for the message, so that's why he connects everything together.
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Now, what I want you to do, I want you to practice to pronounce these words,
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these connected words together, at least separately.
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So, let's try.
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And I didn't realize until afterwards, and I didn't realize until afterwards, you don't have to say these words not clear like he says them,
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but it's important to practice at least to try to pronounce them fast.
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And I didn't realize until afterwards.
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And now that I put it on inside out and backwards, that I put it on inside out and backwards, a lot of flap T's,
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that I put it on inside out and backwards, that I put it on inside out and backwards, it sounds like a tongue twister, a great tongue twister.
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And this is what every native speaker usually does.
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This is just a natural way of speaking.
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And also it's important to know grammar because when people ask questions like what are you doing or what do you do,
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the only difference is the words doing and doing.
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All the rest sounds the same.
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But in the first example, we're asking what are you doing, like right now.
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And the other person knows that we're asking about right now because we use the ing form of the verb, the present participle in other words, with the auxiliary verb to be.
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And the second question is, what do you do?
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Like, what do you do for a living?
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What is your occupation?
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Now, let's listen to the native speakers asking this question.
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What do you do?
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What do you do?
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What are you doing?
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What are you doing?
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So you can hear that the only difference is the words doing and do.
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But of course, just to be clear, people can ask this question clearly, like, what are you doing?
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What are you doing?
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Or, what you doing?
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What you doing? doing.
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And also you can hear something like what'd you do last night?
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What did you do last night?
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What'd you do last night?
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What'd you?
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What'd you?
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Or what's that mean?
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What's that mean?
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What does that mean?
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What's that mean?
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You can hear all of those reductions.
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It's crazy.
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I know.
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To train your ear, I recommend you to do, let's call it an exercise.
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I find it very effective.
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So watch movies, TV shows in English with subtitles, but turn them on only when you don't understand something.
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So pause the video, read the subtitles, listen to it again, try to hear all the reductions, repeat it, and if you don't know some words, look them up.
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So let's listen to and analyze some more examples.
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Sorry, I didn't mean that.
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You wouldn't have said it if you didn't mean it.
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You wouldn't have said it if you didn't mean it.
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You wouldn't have said it if you didn't mean it.
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So you would not have said it if you didn't mean it.
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you would not have becomes you wouldn't, you wouldn't a or you also can hear you wouldn't if you wouldn't have so you wouldn't have said it, if you didn't mean it.
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Repeat it with me.
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You wouldn't have said it, if you didn't mean it.
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You wouldn't have said it if you didn't mean it.
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You wouldn't have said it if you didn't mean it.
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— Do you want to get your face painted like a pretty butterfly?
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— No, I'm just not in the mood.
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So he says, do you want to get your face painted.. like a pretty butterfly?
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No...
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I'm.. just not in the mood So, he says, do you want to get your face painted like a pretty butterfly?
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Let's listen to it again Do you want to get your face painted like a pretty butterfly?
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So.. do you want to get your face...
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Painted like a pretty butterfly?
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So, do you want to.. becomes do you wanna? do you wanna do you wanna?
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And the word painted.. he pronounces like painted.. painted.. dropping the
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T Do you wanna get your face painted like a pretty butterfly?
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Let's try it with me.
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Do you want to get your face painted like a pretty butterfly?
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Do you want to get your face painted like a pretty butterfly?
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And one last example.
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You guys really think about getting a housekeeper?
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Because, I mean, how would you feel about paying me to do it?
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We're looking for somebody who's a little experienced.
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Wow, did you hear that?
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It's crazy how fast she pronounces those words.
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And those are, are you guys really thinking of getting another housekeeper? housekeeper
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because I mean how would you feel about paying me to do it?
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So there is no a lot of reductions but she speaks
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so fast and relaxed and connects everything together so it sounds like one huge word.
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Are you guys really thinking about getting another housekeeper?
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Are you guys really thinking about getting another housekeeper?
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Because I mean how would you feel about paying me to do it?
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You guys don't have to try to speak like that.
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This is just so you are aware of how people might speak.
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I'm telling you, that exercise works like a charm.
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Pause the video, read the subtitles, and over some time you'll understand more and more.
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Mark my word.
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And of course, we haven't talked about all the spoken contractions, which, by the way, we don't use in formal writing, such as I'm a, I'm an a,
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I'm gonna, I'm gotta, I have to, have to, and more.
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The bottom line is that we have to train our ears, and we have to know what to look for and what to pay attention to when we're listening.
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And I hope this video helps you to start noticing these things
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and to become one step closer to understanding native speaker speaking patterns.
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Thank you for watching everybody and of course don't forget to stay positive and motivated in your studies.
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If you like this channel please subscribe, like this video, hit this bell icon to stay updated and I'll see you in my next video.
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Bye!
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Improve your LISTENING and SPEAKING SKILLS with one simple method /ACTIVE LISTENING ». Les mots qui reviennent le plus souvent : word, painted, backwards, afterwards, realize. Cette vidéo contient 135 phrases et 1627 mots à répéter en shadowing. La partie parlée dure 8:39. Le locuteur parle vite, environ 188 mots par minute : attendez-vous à des liaisons et à des sons réduits. 84 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 39 de ses 135 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| backward adjectif | /ˈbækwɚd/ | en arrière |
| butterfly nom | /ˈbʌ.tə(ɹ).flaɪ/ | papillon |
| pronounce verbe | /pɹəˈnaʊns/ | déclarer |
| housekeeper nom | /ˈhaʊskipɚ/ | gouvernante |
| subtitle nom | /ˈsʌbtaɪtəl/ | sous-titre |
| pause nom | /pɔːz/ | pause |
| fragment nom | /ˈfɹæɡmənt/ | fragment |
| verb nom | /vɝb/ | verbe |
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| analyze verbe | /ˈæn.əˌlaɪz/ | analyser |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
| abrupt adjectif | /əˈbɹʌpt/ | brusque, precipité |
| choppy adjectif | /ˈt͡ʃɑ.pi/ | haché, saccadé |
| contraction nom | /kənˈtɹækʃ(ə)n/ | contraction |
| incoherent adjectif | incohérent, décousu |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| figure out verbe | cerner | |
| stick out verbe | dépasser, saillir | |
| go ahead verbe | /ˌɡoʊ əˈhɛd/ | vas-y, allez-y |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- What did you do last night?
- What'd you do last night?
- You guys really think about getting a housekeeper?
- Wow, did you hear that?
- Are you guys really thinking about getting another housekeeper?
Prononciation à surveiller
Le locuteur utilise 71 contractions et formes réduites, comme didn't, wouldn't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: contraction /kənˈtɹækʃ(ə)n/, passionate /ˈpæʃənɪt/, occupation /ˌɑkjʊˈpeɪʃən/
- Mots longs — placez bien l’accent: vocabulary /vəˈkæb.jə.lə.ɹi/, participle /ˈpɑɹtɪˌsɪpəl/, auxiliary /ɔɡˈzɪl.(jə).ɹi/, occupation /ˌɑkjʊˈpeɪʃən/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: choppy /ˈt͡ʃɑ.pi/, binge /bɪnd͡ʒ/, charm /t͡ʃɑɹm/
- /r/ anglais — langue recourbée, sans frotter la gorge: butterfly /ˈbʌ.tə(ɹ).flaɪ/, pronounce /pɹəˈnaʊns/, twister /ˈtwɪstəɹ/, fragment /ˈfɹæɡmənt/, vocabulary /vəˈkæb.jə.lə.ɹi/
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 backward, butterfly, pronounce.
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.