Pratique du Shadowing: Participants in the learner Persistence study were all drawn from the same - Apprendre l'anglais à l'oral avec la vidéo
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71 phrases
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Now turn to Section 4 on page 7.
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Section 4.
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You will hear part of a talk about research into learner persistence given by a university lecturer to her colleagues.
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First, you have some time to look at questions 31 to 40 on pages 7 and 8.
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Now listen carefully and answer questions 31 to 40.
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My talk is about a research study I did over a period of five years on learner persistence,
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why some people stick at academic study better than others.
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As teachers, you will know that there is a tremendous variation in the learner's response to certain things.
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For example, a short period of illness might completely destabilize some students and cause them to give up their degree studies.
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Other learners might overcome tremendous difficulties to stay the course.
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I am particularly interested in this second group,
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who are the ones with learner persistence.
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What I decided to do was design a research study using a sample of my university's
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third-year undergraduate students 295 in all who obviously had already stayed
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the course pretty well the sample was drawn from a range of ages
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but there was deliberately a significant number of mature students and all respondents were living at home in the local region
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i wanted to have this element of consistency not having some coming from outside the area and living in university accommodation.
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It should be noted, though,
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that there was significant variation in home background to reflect the variation in our student population.
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I designed questionnaires which were devised to elicit what their concerns had been as they started the course
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and what had sustained them throughout the three years.
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Findings from the first section indicated that their worries when they started It varied from financial concerns,
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though this had not been as strong as I expected, to career prospects.
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But mature students with children tended to emphasize uncertainties about their relationship with them.
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The second section of my questionnaire looked at learner persistence under three main headings,
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social and environmental factors, other factors,
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and intrinsic or personal characteristics.
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I identified three levels of importance for each of these.
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At the first level, those points identified by participants as most important in learner persistence.
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For social factors, many respondents said how crucial it had been to have good support,
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though there was no one specific source.
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It could be family or friends.
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As regards other factors, students are heartened not so much by high grades,
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but by what they regard as success in study.
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And for personal characteristics, many respondents reported that they took pleasure in challenge and that this was regarded as very significant.
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At the second level of importance,
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in the first category, a sizable percentage talked about the fact
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that they had enjoyed themselves in school as an important social factor.
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In the second column, Other Factors,
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a number of people said that what was of most importance was decent health.
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This had a fairly strong influence on their persistence in their studies.
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And then, under the heading of Personal Characteristics,
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there were quite a large percentage of respondents
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who mentioned they felt it was important to have lots of interests in their everyday lives.
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This gave them a depth and sense of perspective,
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which less persistent learners might lack.
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And then, on to the third level.
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Under social factors, several respondents talked about good relationships with their tutors.
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For other factors, they mentioned lack or absence of any problems in their families.
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and finally, under column 3,
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they identified an ability to juggle several roles,
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what we might call their capacity for multitasking.
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Now, these findings obviously helped inform the design of activities, as I mentioned.
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But in addition, a number of further recommendations emerged.
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Firstly, I propose
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that the department distributes questionnaires to first-year students to help get an idea of their maturity when starting the course.
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This is really our overriding concern.
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secondly I recommend we look into ways of offering induction courses
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for some selected students to allow them to take on the
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role of advisors we think they are the best people to act in
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that role this policy will make support much more accessible to
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our students thirdly this help is often most needed in the evening
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and night when offices are closed and
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so we should set up online services instead of the more traditional telephone services research has shown
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that these services are actually more accessible to the majority of students
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and finally it is often important to be proactive
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if students are not meeting deadlines then someone should contact them
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rather than wait for them to come to us now are there any questions about the point
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That is the end of Section 4.
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You now have half a minute to check your answers.
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Thank you.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C2 s’appuie sur la vidéo « Participants in the learner Persistence study were all drawn from the same ». Les mots qui reviennent le plus souvent : student, factor, learner, persistence, respondents. Cette vidéo contient 71 phrases et 796 mots à répéter en shadowing. La partie parlée dure 7:05. Le locuteur parle à un rythme régulier d’environ 112 mots par minute, confortable pour le shadowing. 84 % 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 |
|---|---|---|
| learner nom | /ˈlɜɹnəɹ/ | apprenant, apprenante |
| persistence nom | /pəˈsɪst(ə)ns/ | persistance |
| questionnaire nom | /ˌk(w)ɛstʃəˈnɛə/ | questionnaire, enquête |
| characteristic nom | /ˌkæɹ(ə)ktəˈɹɪstɪk/ | caractéristique |
| variation nom | /ˌvɛəɹiˈeɪʃn̩/ | variation |
| tremendous adjectif | /tɹɪˈmɛndəs/ | formidable |
| destabilize verbe | /diːˈsteɪbɪlaɪz/ | déstabiliser |
| devise verbe | /dɪˈvaɪz/ | concevoir, élaborer |
| elicit verbe | /ɪˈlɪsɪt/ | susciter |
| hearten verbe | /ˈhɑɹtn̩/ | encourager |
| intrinsic adjectif | /ɪnˈtɹɪn.zɪk/ | intrinsèque, inhérent |
| juggle verbe | /ˈd͡ʒʌɡəl/ | jongler |
| multitasking nom | multitâche | |
| override verbe | /oʊ.vɚˈɹaɪd/ | outrepasser |
| proactive adjectif | /pɹoʊˈæk.tɪv/ | proactif |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| give up verbe | se rendre | |
| set up verbe | /ˌsɛt ˈʌp/ | mettre en place, installer |
Prononciation à surveiller
- Les sons « sh » et « zh »: variation /ˌvɛəɹiˈeɪʃn̩/, induction /ɪnˈdʌkʃən/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/
- Mots longs — placez bien l’accent: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, destabilize /diːˈsteɪbɪlaɪz/, participant /pɑːɹˈtɪsəpənt/, maturity /məˈtjʊəɹɪti/, consistency /kənˈsɪs.tən.si/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme learner, persistence, questionnaire.
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.