Pratique du Shadowing: Stop Overcomplicating Studying - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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This is just noise and you need to learn to drown it out
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because the more time you spend trying to find the perfect way to study the less time you actually spend studying.
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Today you're going to learn how you learn because it is a superpower.
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I feel somewhat qualified to explain this because I'm going into year 13
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and studying 4A levels at GCSE I got 10 Grade 9s, the highest mark in the world in maths, 100% in English literature, the highest mark in Europe in physics,
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the highest mark in Greece in biology and chemistry and I don't even I really think I'm going to go to physics.
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So, these tips, I think, work.
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My first question is, why do students in study tip videos even include long lists like this?
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Is it because they genuinely want to help, or because at some level they want to show off what they've achieved?
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Results like that have an opportunity cost, and I think that that does not fit quite neatly in the certificate that they come with.
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That being said, an impressive set of GCSEs can be important and is a very large part of your application to university.
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So, a study method is only actually useful that gets information into your brain,
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a in a form that you can understand well enough to then apply it to past paper questions, and b in a reasonably time efficient way.
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The obsession with optimising studying means that there is always somebody online claiming that the method that you are using is wrong.
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But the supposedly imperfect method, if it actually gets you studying, is about 100 times better than trying to find a perfect method and procrastinating actually studying.
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Flashcards, blurting, Feynman technique, AI tools,
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revision websites, and the approximately million study apps that exist are simply tools and not study systems.
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A hammer is useful, but you would be slightly concerned if somebody told you it was their entire architectural strategy.
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Each tool simply helps your brain perform a particular job.
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For example, flashcards help you memorize information.
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The Feynman technique exposes your true understanding of a concept, and blurting reveals exactly what you can remember without any of your notes.
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AI can explain concepts in simpler words than your textbooks
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and past papers will test you in the exact same format that the exam will.
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So the real question is not what is the perfect study method but when and how can I use these tools?
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I think that effective studying occurs in three stages.
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Understand, remember, apply.
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Step one is understand.
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Because you cannot revise something unless you fundamentally understand it.
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I am a self-proclaimed annoying student who asks a lot of questions
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and sometimes I might realise halfway through the question that what I'm asking has been answered 30 seconds ago by my teacher, but asking that question is much less embarrassing than pretending
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that I understand something for three months and then realising the night before my exam that I actually don't.
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The reason is that teachers know the course so use them.
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And for introverts you can use AI with prompts such as explain and then ask me questions rather than just saying explain.
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And always fact check information that it spits out.
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But I promise you that the most embarrassing question that you ask in your class, in front of your whole class, is the mistake that you will not make in the exam,
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purely because of how memorable it will be to you that you asked that question and got it wrong.
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Then you should produce some form of output.
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This includes, but is not limited to, closing your notes and writing down exactly what you understood, or writing your notes in your own words,
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or recording a video of yourself explaining what you just understood
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or a voice message or acting out what you've just learned
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or creating a mind map or explaining what you've learned to somebody else.
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Step two is remember.
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The forgetting curve here which I'm sure you've seen
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if you've watched about maybe five videos about how to study
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illustrates how information is forgotten unless it is retrieved from your
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brain frequently basically aka study influences favorite coin terms active recall and spaced repetition.
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I'm here to offer a different tip because I'm sure
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that we all know by now that this is how our brain works.
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If we don't constantly retrieve information then, well, we're going to forget it.
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The problem is that we have been taught to revise what we do know, but not to revise what exactly we don't know.
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Your mistakes in your past papers show you exactly what you don't remember, which is what is being forgotten every time this graph goes down.
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Because as you can see, it's not like the graph is going to zero.
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You still do remember a fundamental proportion of what you've studied you're just forgetting a couple of things
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and gradually over time your scores decrease.
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So, consistently practicing what you remember keeps your scores stagnant.
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Improvement actually comes from figuring out why you got certain questions wrong.
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My solution to this was keeping a word document or a notebook
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if you're a pen to paper kind of person with all of my mistakes.
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Essentially a personal textbook of everything that I got wrong whenever I was doing past papers, whenever I was answering questions in class that I got wrong, etc. You get the point.
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In this document you can have it for two reasons.
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First of all, in math you can take a screenshot of the past paper question that you got wrong, paste in the word document,
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on the next page paste the mark scheme answer and leave yourself space to answer the question.
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Next to the question I would write myself margin notes.
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So for example, remember to, I don't know, factorise or remember to not do whatever it is here based on the mistake that I made.
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These margin notes I explicitly wrote with very large fonts and ridiculous colours because the more colourful the margin notes were, the more likely I was to remember them.
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I know it sounds ridiculous, but trust me, it works.
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You will remember the mistakes that you have made.
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The reason that you can put the mark seam on the next page is that the night before your exam, and this works particularly well for subjects like maths or physics, where there's a lot of,
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like, problem-solving questions and there's not as much essay writing, is that you can then go through and print your mistake word document
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and then just resolve every single question that you've done wrong.
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This bit you're not looking at a mistake document
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that is the question that you got wrong
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and the answer right underneath it because that's not really going to help you in the exam, is it?
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Because in the exam you're not going to have the answer in front of you.
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But if you can solve the questions again, you've proven to yourself that now you actually know how to do them.
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I want to say that facing your mistakes is very uncomfortable
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and this was one of my least favorite things to do when I was studying.
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I would always procrastinate reviewing my mistakes because it is very boring and it takes a very long time.
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But trust me, if you are spending as much time on doing the past
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paper as you are reviewing the past paper then you are doing something right
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and that discomfort is the difference between revising and actually learning and improving your scores.
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Step three apply you may have heard of the word neuroplasticity usually in a youtube video with extremely dramatic music
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and a brain that is glowing pink and green.
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Essentially your brain in simple terms gets better at recognizing information and using it the more often you retrieve and apply it.
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This happens through strengthening and forming neural connections.
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This is what neuroplasticity is.
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Past papers are the clearest example and the best way
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that you can apply your knowledge after you've studied
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because they replicate the exact environment that you're going to be tested in during your exam.
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At first every question feels unfamiliar and painfully slow to answer.
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However with practice you begin answering questions before you have even finished reading them, particularly in subjects that have a lot of repeated questions.
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And this doesn't happen because papers get easier but
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because your brain builds these neural connections for recognizing the question patterns that are asked and retrieving the information that's required.
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So instead of searching through all of the knowledge
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that you've learned to find the correct answer you can immediately
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recognize what it is based on your past experience with of doing similar questions.
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Understand, remember, apply, then start for goodness sake.
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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 « Stop Overcomplicating Studying ». Les mots qui reviennent le plus souvent : paper, mistake, study, exam, studying. Cette vidéo contient 97 phrases et 1489 mots à répéter en shadowing. La partie parlée dure 7:37. Le locuteur parle vite, environ 195 mots par minute : attendez-vous à des liaisons et à des sons réduits. 83 % 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 |
|---|---|---|
| revise verbe | /ɹɪˈvaɪz/ | revoir |
| retrieve verbe | /ɹɪˈtɹiːv/ | récupérer, retrouver |
| mathematics nom | /mæθ(.ə)ˈmæt.ɪks/ | mathématiques |
| blurt verbe | /ˈblɝt/ | lâcher, laisser échapper |
| embarrass verbe | /ɪmˈbæɹəs/ | embarrasser, gêner |
| flashcard nom | /ˈflæʃˌkɑɹd/ | carte mémoire, flashcard |
| neuroplasticity nom | neuroplasticité | |
| procrastinate verbe | /pɹoʊˈkɹæs.tə.neɪt/ | procrastiner |
| neural adjectif | /ˈnʊɹəl/ | neural |
| textbook nom | /ˈtɛkst.bʊk/ | manuel, livre de classe |
| pasta nom | /ˈpɑ.stə/ | pâtes, pâtes alimentaires |
| graph nom | /ɡɹæf/ | graphique |
| factorize verbe | /ˈfæktəɹaiz/ | factoriser |
| imperfect adjectif | /ɪmˈpɜː(ɹ)fɪkt/ | imparfait |
| introvert nom | /ˈɪn.tɹə.vɝt/ | introverti |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| act out verbe | /ˌækt ˈaʊ̯t/ | jouer |
| figure out verbe | cerner | |
| go down verbe | descendre | |
| go through verbe | traverser | |
| show off verbe | crâner, faire le malin | |
| write down verbe | noter, écrire |
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 have/has + participe passé — une action passée qui compte encore maintenant | they've achieved · has been answered · you've just learned |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | being said · has been answered · is forgotten |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | student who asks · remember, which is |
Prononciation à surveiller
Le locuteur utilise 30 contractions et formes réduites, comme you've, don't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: mathematics /mæθ(.ə)ˈmæt.ɪks/, strengthen /ˈstɹɛŋ(k)θən/, underneath /ˌʌndɚˈniθ/
- Les sons « sh » et « zh »: flashcard /ˈflæʃˌkɑɹd/, repetition /ˌɹɛp.əˈtɪʃ.ən/, screenshot /ˈskriːn.ʃɑt/, revision /ɹəˈvɪʒ.ən/, obsession /əbˈsɛʃən/
- Mots longs — placez bien l’accent: mathematics /mæθ(.ə)ˈmæt.ɪks/, procrastinate /pɹoʊˈkɹæs.tə.neɪt/, repetition /ˌɹɛp.əˈtɪʃ.ən/, unfamiliar /ˌʌnfəˈmɪli.ə(ɹ)/, supposedly /səˈpoʊ̯.zɪd.li/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: halfway /ˌhæfˈweɪ/, hammer /ˈhæmɚ/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: architectural /ˌɑɹkɪˈtɛkt͡ʃəɹəl/, genuinely /ˈd͡ʒɛn.ju.ɪn.li/
- /r/ anglais — langue recourbée, sans frotter la gorge: revise /ɹɪˈvaɪz/, retrieve /ɹɪˈtɹiːv/, embarrass /ɪmˈbæɹəs/, flashcard /ˈflæʃˌkɑɹd/, procrastinate /pɹoʊˈkɹæs.tə.neɪt/
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 revise, retrieve, mathematics.
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.