Pratique du Shadowing: The 15% Rule: How to Learn Faster | Andrew Huberman - Apprendre l'anglais à l'oral avec la vidéo
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79 phrases
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One of the biggest lies in public education about neuroscience is that every experience changes your brain.
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By the time I'm done saying this, your brain will be different.
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No, that's absolutely not true.
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That's a bunch of hooey.
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I studied neuroplasticity.
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I teach neuroplasticity.
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I'll tell you, you know what induces neuroplasticity?
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Being a baby who's trying to learn
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or being an adult who's forcing yourself to try and learn and you can't do the thing.
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The error is what stimulates the plasticity.
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And the appropriate level of difficulty, say the computational modeling is somewhere around 15 % on average.
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Now, what does that mean?
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You need to do a bout of work of 90 minutes to two hours.
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Like you got to strive and try and learn something.
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Do something hard every day mentally.
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This is critical for your ability to focus.
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And by the way, you asked about phones.
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Awesome study came out.
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They had people with their phone off, upside down on the table or in their bag,
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underneath their chair or in the opposite room, a separate room.
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And what they found is people can focus just fine in all three conditions.
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But if the phone is anywhere in the room, the amount of cognitive flexibility they have with the material they're focusing on is diminished.
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In other words, it requires more energy to focus, even if they're not getting calls and notifications.
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There's a subscript running in the brain, apparently, that's anticipating that this thing is going to reach for me.
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It's going to call me.
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So it's calling you even if it's not calling you, which is pretty cool.
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And so the way to increase focus and cognitive capacity is actually to just get the phone out of the room.
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That's a big part of it.
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Do some effortful learning bout, and it should feel like a fight.
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Keep in mind the friction you feel trying to learn something, that's adrenaline.
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Remember, how do we block learning?
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We block adrenaline, and it's downstream effects with propranolol.
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Being alert but calm or a little stressed and making errors through deliberate attempts to do something, not just throwaway errors.
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That's how you learn.
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Why?
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If I can reach out and grab this pen, my brain doesn't change.
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There's two kinds of practice.
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One is practicing doing things I already know how to do.
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There, you're aiming for 100 % performance, right?
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You're reinforcing what you already know how to do.
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Talk to a great dancer and they'll tell you they drill, drill, drill, drill the things they already know how to do.
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But when you're trying to learn the new language, the new emotional skill, the new physical skill, the new cognitive emotional skill.
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You need to make genuine attempts and you need to fail some of the time.
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And those failure signals are relayed to your cerebellum and your cerebellum propagates through networks that say change.
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So there's a set of conditions in the chapter on plasticity that say you need to be alert.
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So I talk about all the ways you can get alert, including pharmacology supplements and behavioral tools.
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Then you need to be focused.
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I talk about all the tools for focus, which you can devote to anything, not just learning.
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And then I talk about the conditions for plasticity.
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And you need to get this friction and these errors.
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And then you need to stop.
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You need to come back a day or two later, do it again.
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And then you need to make sure that you reinforce what you learned.
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Here's where AI is going to be a wonderful tool, already is a wonderful tool.
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The best way to learn is to not forget.
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Meaning if you test yourself mentally, or you could use any one of the LLMs, but I'll go into chat GPT and I'll just say,
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generate a short test of a graduate student at Stanford level, questions about neuroplasticity.
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And I go, oh, and I remember this, there's this one thing I don't remember.
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That's how you maintain and build knowledge over time.
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Self -testing, self -testing.
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People hear the word test, they think of external tester.
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You're the test taker, self -testing.
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That's a really interesting idea for this podcast episode, which we should definitely run.
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Should we generate a quiz?
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Yeah.
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So we can take the transcript and we can turn it into a test.
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Cool.
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Yeah.
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ChatGPT is great at doing this.
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You can change the difficulty and you can actually say, I'm a professor of neuroscience and I want a 15 % error rate on average.
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The study I love that really backs this up is
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that there've been a lot of studies of learning where they have students read the same passage one, two, three, or four times.
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And then they also have them highlight or take notes, or they just have them read it once and self -test.
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And they look six months and two years later.
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Reading it once, no notes, no highlighting and self -testing, you know, about a week later and looking up what you got,
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couldn't remember or got wrong led to much more stable learning over time.
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Awesome.
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Now this doesn't work so well for physical endeavors because there you have to like actually do the physical thing.
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You have to test yourself physically, but I love that set of experiments because it tells us everything we should be doing.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « The 15% Rule: How to Learn Faster ». Les mots qui reviennent le plus souvent : learn, test, error, learning, focus. Cette vidéo contient 79 phrases et 909 mots à répéter en shadowing. La partie parlée dure 4:40. Le locuteur parle vite, environ 195 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 |
|---|---|---|
| drill nom | /dɹɪl/ | foreuse, perceuse |
| skill nom | /skɪl/ | habileté, compétence |
| alert adjectif | /əˈlɝt/ | alerte |
| cognitive adjectif | /ˈkɑɡ.nɪ.tɪv/ | cognitif |
| difficulty nom | /ˈdɪfɪkəlti/ | difficulté |
| generate verbe | /ˈd͡ʒɛn.ə.ɹeɪt/ | générer |
| highlight verbe | /ˈhaɪˌlaɪt/ | mettre en valeur, souligner |
| mentally adverbe | /ˈmɛntəli/ | mentalement |
| friction nom | /ˈfɹɪkʃən/ | frottement, friction |
| reinforce verbe | /ˌɹiː.ɪnˈfɔːs/ | renforcer |
| adrenaline nom | /əˈdɹɛnəlɪn/ | adrénaline |
| stable nom | /ˈsteɪ.bəl/ | étable, écurie |
| experiment nom | /ɪkˈspɛɹ.ə.mənt/ | expérience |
| genuine adjectif | /ˈd͡ʒɛn.juˌɪn/ | authentique |
| physically adverbe | /ˈfɪz.ɪ.kli/ | physiquement |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| come back verbe | revenir | |
| come out verbe | /ˌkʌm ˈaʊt/ | sortir |
| reach out verbe | tendre la main |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I'll tell you, you know what induces neuroplasticity?
- It's going to call me.
- Remember, how do we block learning?
- We block adrenaline, and it's downstream effects with propranolol.
- Should we generate a quiz?
Prononciation à surveiller
Le locuteur utilise 18 contractions et formes réduites, comme you're, I'll, doesn't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: friction /ˈfɹɪkʃən/, notification /ˌnoʊtɪfɪˈkeɪʃn̩/, computational /ˌkɑmpjʊˈteɪʃənəl/, diminish /dɪˈmɪnɪʃ/
- Mots longs — placez bien l’accent: difficulty /ˈdɪfɪkəlti/, adrenaline /əˈdɹɛnəlɪn/, experiment /ɪkˈspɛɹ.ə.mənt/, flexibility /ˌflɛksɪˈbɪlɪti/, notification /ˌnoʊtɪfɪˈkeɪʃn̩/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: highlight /ˈhaɪˌlaɪt/, behavioral /bɪˈheɪvjəɹəl/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: generate /ˈd͡ʒɛn.ə.ɹeɪt/, genuine /ˈd͡ʒɛn.juˌɪn/, passage /ˈpæsɪd͡ʒ/, pharmacology /ˌfɑɹməˈkɒləd͡ʒi/
- /r/ anglais — langue recourbée, sans frotter la gorge: drill /dɹɪl/, generate /ˈd͡ʒɛn.ə.ɹeɪt/, friction /ˈfɹɪkʃən/, reinforce /ˌɹiː.ɪnˈfɔːs/, adrenaline /əˈdɹɛnəlɪn/
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 drill, skill, alert.
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.