Pratique du Shadowing: The Differences Between Generations — And What They Mean for a Changing America - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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the generation we are born into impacts every aspect of our life.
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Think about that, y'all.
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It impacts our attitudes, our values, our economic conditions, our opportunities, even our well-being.
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Some people have challenged this idea.
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How so?
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Yeah.
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Well, I think pretty much everyone agrees that growing up now, living now, is completely different from what it was like to live 100 years ago.
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or 50 years ago, even 20 years ago.
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There's just so many changes in technology and the way that we led, the way that we relate to each other and everything else.
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Where you get the challenges is people say, well, why are we putting people into these arbitrary 15 to 20 year groups?
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Well, because that's really an easier way to study people.
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Otherwise, how would we have the language?
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Would we have to say each individual birth year or people born in the 70s?
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And there are some reasons to group people that way.
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it allows us to just understand more about each other, which is really the point, you know, not to point fingers or stereotype, but to try to understand each other better.
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That's why I got into doing this in the first place.
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Okay, so you write about a phenomenon called the slow life strategy.
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What is that?
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Yeah, so it explains so much about how things have changed over the generations.
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So when you have a society that's just more technologically complex, people live longer because we have better medical care,
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And then education takes longer to finish.
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So it slows down the whole life cycle.
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Like not day to day, but in terms of years.
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That people take longer to grow up and longer to grow old.
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So in childhood, kids are less independent.
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Teenagers are now much less likely than, say, Gen X was at the same age to have a driver's license.
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Or to have a paid job.
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They're less likely.
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Yes.
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Much less likely.
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And why is that?
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That they're less likely?
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That's what I hear.
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The teenagers now don't have driver's license.
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That's right.
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...nor care about driving.
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Right.
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And why is that?
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Well, there's a couple reasons.
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So one is the parties on Snapchat or Instagram, but that's one element.
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Yeah.
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But it is also this slow-life strategy.
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They just are not as eager to do adult things in the way
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that Gen Xers or even millennials were at the same age.
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They look at having a driver's license and they're like, you know.
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Oh, see, I thought it was because of Uber.
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Well, until really recently, you couldn't take Uber until you were 18.
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Plus, we see the decline in driver's licenses, even in rural areas where Uber isn't around.
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Uber's expensive, too.
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So, and it's also not just the driver's license.
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They're less likely to have a paid job.
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They're less likely to go out on dates.
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They're less likely to drink alcohol.
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So nobody's getting jobs at 15 and 16 anymore?
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Not as much.
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Yeah.
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Not as much.
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It's much less common.
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So all of those adult things, those happen later.
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So they're just taking longer to do those things.
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That's why it's called the slow life strategy.
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Yeah, that's right.
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And then it shows up in young adulthood, too.
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There's this reluctance to you become an adult.
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It's now a verb adulting right and that's
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and nobody ever says adulting for all the fun things about
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being an adult like being independent it's things like doing laundry
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and paying your bills yeah there's that focus on oh that's no fun
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but just on the practical matter young adults um take longer
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to settle into a career to get married to have children
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but it goes on because middle-aged people look
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and feel younger than their parents
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or grandparents did at the same age thank god for hair
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color yeah it's actually biomarkers too they've looked at it
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and we actually are younger than a few decades ago it's
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not just hair color yeah no it isn't noah efron once said
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that hair color is the greatest gift ever given to women
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that lady clara yeah yeah it is it made a huge difference
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because you know it just did yeah yeah
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and i will always color my hair i will be in the the casket, colored.
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Oh God.
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So, so go ahead.
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Yeah.
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So that's middle age.
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And then just as people get older, they enjoy more years of health and more years of life.
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Yeah.
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And so all of that has contributed to the slow life strategy.
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Yeah.
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So Amanda Schneider is a researcher and writer and her upcoming book is called Work for What's Next?
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Why Workplace Culture is Failing and How the Next Generation Can Fix It.
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Welcome, Amanda.
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Thank you.
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So I'm so happy that we're having this conversation because I hear all the time the,
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you know, differences between the generations in the workplace.
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And you say work is broken.
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How so?
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So I think we are actually changing the vernacular when we think about work.
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And I think, unfortunately, right now, we're focused on the wrong problem.
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When we hear people talk about work today in the media, especially it's around return to office, but we can't fix a how problem with a where solution.
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Bringing them back won't matter if there's a problem with how we're working.
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So the next generations who are naturally digital first, meaning they see the world through a digital mindset,
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can really help us figure out how to evolve work for this digital era, meaning blending physical and digital work.
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Right.
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And so I know that some Gen Zers say that they've gotten a bad rap.
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Do you think Gen Zers have gotten a bad rap in the workplace?
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Definitely.
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Definitely.
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People say they don't want to work as hard as their parents.
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Yeah.
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Uh, they demand work-life balance.
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Yeah.
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Uh, and believe in, don't really believe in loyalty to the company.
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Are those generalizations true?
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They're true, but there's another perspective there.
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Okay, what is it?
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So if we want to look at their perspective, we have to understand how they think.
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And I think that we have to do more to bring these generations together.
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So if I had to summarize kind of what's shifting, work used to be a noun.
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And I think some older generations think about work as a physical place.
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Meaning when my dad said he was going to work, it meant he was physically taking his bag and he was going to an office, right?
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Yes.
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Yes.
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When these younger generations think I'm going to work, if you look at how my kids hear me when I I say I'm going to work, it means I'm going to open my laptop somewhere.
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Might be at an office, might be at home, might be somewhere in between.
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That's a fundamental difference in the way we perceive the languaging of it.
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I think it's a fundamental difference in how these different generations see the world.
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Okay.
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And so to fix work, we're going to have to really understand and fix the systems that are evolving from a noun to a verb.
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Jean, you even write that Jinzy is skeptical for the need for hierarchy in the workplace.
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You call this flattening.
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Explain what that is.
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Yeah.
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So it goes along with individualism, just more focus on the self and less on others.
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It's been another big change in the culture over the years that shaped generations.
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So in the workplace, it just means a lot less hierarchy.
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And we've seen this across many decades, that it used to be people would call their boss by their last name, you know, Mr. Jones, Ms. Patel, right?
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And now it's Mike or Priya, you call them by the first name.
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Sometimes you might even call them bro, if you're in Gen Z.
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Yeah, really.
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Just much more casual.
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And we see this in dress.
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You call your boss bro?
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I don't.
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Yeah.
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But you would call you some people call their bosses.
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My kids probably will.
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My kids call me bro.
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Okay.
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All right.
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I am from San Diego.
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Okay.
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Explain some of it.
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Okay.
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Yeah.
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But it comes out in dress too
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that it used to be people would wear suits to work and really dress up to work.
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And then it was, oh, in the 90s we had casual Friday and now every day is casual Friday.
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Yeah.
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And again, for my kids, maybe people looking at them, I'm kind of wondering if in the future people end up at work wearing pajama pants.
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Maybe we're already there.
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Yeah, I think we are already there.
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And it also just comes in how people relate to each other.
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That it used to be much more common for bosses just to tell employees, okay, this is what you're going to do, and they would go and do it.
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And now it's much more of a team mentality and much more of the manager working with people
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rather than ordering them around
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and talking more about why we're doing what we're doing
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and why it's important rather than just go do this because that's what I told you to do.
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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 « The Differences Between Generations — And What They Mean for a Changing America ». Les mots qui reviennent le plus souvent : generation, likely, longer. Cette vidéo contient 167 phrases et 1551 mots à répéter en shadowing. La partie parlée dure 8:14. Le locuteur parle vite, environ 188 mots par minute : attendez-vous à des liaisons et à des sons réduits. 88 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| workplace nom | /ˈwɝkˌpleɪs/ | lieu de travail, travail |
| noun nom | /naʊn/ | nom, nom substantif |
| verb nom | /vɝb/ | verbe |
| hierarchy nom | /ˈhaɪ.ə.ɹɑː(ɹ).ki/ | hiérarchie |
| evolve verbe | /ɪˈvɑlv/ | élaborer |
| teenager nom | /ˈtiːnˌeɪ̯d͡ʒə/ | adolescent, adolescente |
| biomarker nom | /ˈbaɪoʊˌmɑɹkɚ/ | biomarqueur |
| casket nom | /ˈkæs.kɪt/ | coffret |
| flatten verbe | /ˈflæ.tən/ | aplatir |
| generalization nom | généralisation | |
| grandparent nom | /ˈɡɹæn(d)pɛəɹənt/ | grand-parent, aïeul |
| individualism nom | /ˌɪn.dɪˈvɪ.dʒu.əˌlɪ.zəm/ | individualisme |
| millennial adjectif | /mɪˈlɛn.ɪ.əl/ | millénaire |
| reluctance nom | /ɹɪˈlʌktəns/ | réticence |
| stereotype nom | /ˈstɛ.ɹi.əˌtaɪp/ | stéréotype |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| grow up verbe | grandir | |
| figure out verbe | cerner | |
| go ahead verbe | /ˌɡoʊ əˈhɛd/ | vas-y, allez-y |
| slow down verbe | ralentir, décélérer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Otherwise, how would we have the language?
- There's this reluctance to you become an adult.
- You call your boss bro?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| « Used to » used to + verbe — une habitude ou un état passé qui n’est plus vrai | used to be |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have challenged · have changed · they've looked |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | are born · is called · is broken |
Prononciation à surveiller
Le locuteur utilise 34 contractions et formes réduites, comme they're, we're, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: hierarchy /ˈhaɪ.ə.ɹɑː(ɹ).ki/, individualism /ˌɪn.dɪˈvɪ.dʒu.əˌlɪ.zəm/, millennial /mɪˈlɛn.ɪ.əl/, stereotype /ˈstɛ.ɹi.əˌtaɪp/, vernacular /vɚˈnækjəlɚ/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: teenager /ˈtiːnˌeɪ̯d͡ʒə/, individualism /ˌɪn.dɪˈvɪ.dʒu.əˌlɪ.zəm/, researcher /ˈɹiˌsɝ.t͡ʃɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: hierarchy /ˈhaɪ.ə.ɹɑː(ɹ).ki/, biomarker /ˈbaɪoʊˌmɑɹkɚ/, grandparent /ˈɡɹæn(d)pɛəɹənt/, reluctance /ɹɪˈlʌktəns/, stereotype /ˈstɛ.ɹi.əˌtaɪp/
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 workplace, noun, verb.
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.