Pratique du Shadowing: The Pygmalion Effect - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
The Pygmalion effect is the phenomenon whereby higher expectations lead to higher performance. It can be best understood by a circle where our beliefs about another person's abilities influence our actions toward the other person. This action has an impact on the other's beliefs about themselves. The beliefs about themselves cause the others actions toward us, which again reinforce our beliefs about that person. And so on and on and on. Let's look at an example and start with your beliefs. Imagine you are the coach of a basketball team and you observe your team on the first day: Chris and Joe are new members of your team. Chris reminds you of a famous player. Joe reminds you of an annoying boy from your high school years. Unconsciously you decide what to expect of each one of them. Your beliefs influence your actions: when Chris enters the court you are happy to see him. When he plays you push him to do better, practice harder, stay an extra hour. If he makes a mistake you explained to him how to improve. When Joe comes in you hardly notice him. You're glad to see him score but you don't give him much feedback and don't invest extra time in his training.
2
When Joe does a mistake you are a little annoyed.
3
Your actions impact their beliefs about themselves: Chris feels you appreciate him and he appreciates you in return. He believes in his own success. Joe feels you have little patience and appreciation for him he does not believe in his own success. Their beliefs about themselves causes their actions toward you: Chris finds more and more joy and playing and he never misses a training session. During the games, he gives a hundred percent all the time. Joe finds less joy in playing than before and doesn't give his full effort in the games. He starts to miss the training sessions sometimes. Which reinforces your beliefs about them: you see how Chris enjoys playing, how he trains hard and shows a fast increase in his performance. Joe seems not to be very motivated, his skills don't increase as much and he starts to show up less. You knew it right away. Thank God your instincts were right!
4
The Pygmalion effect is also known as the Rosenthal experiment named after a research of Robert Rosenthal at Harvard. In a first study, he challenged test subjects to coach rats through a maze. Half the group were told their rats were extremely intelligent and specifically trained, the other half were told that their rats were dumb. In fact the rats were all the same.
5
During the experiment however the "smart" rats performed well better than the "dumb" ones. This showed how the expectations of the coaches influenced even the performance of rats.
6
Rosenthal then did the Pygmalion in school study together with Lenore Jacobson: at the beginning of the school year a group of elementary school teachers were told that some of their new pupils had extraordinary talent and potential. This information which was completely made up was given about random average students in each class. All students had done the IQ test in advance. By the end of the year the students that were described as more talented had significantly increased their performance in the IQ tests compared to the rest of the class. Robert Rosenthal concluded: "When we expect certain behaviors of others we are likely to act in ways that make the expected behavior more likely to occur." what do you think about this theory? And if you believe it is there a way to prevent ourselves from being shaped by others in a negative way? If you like this video and the way we explain the subject subscribe to our channel. We try to explain complex subjects and simple language and cartoons to support students all around the world in their learning. If you want to support us you can go to www.patreon.com/sprouts and donate, just $1 from many fans makes a big difference!
📺 Même chaîne
B12
The Big Five Personality Traits
Daily ConversationHigh School StudentsUniversity Students
B21
How Money Is Created and How This Makes Some Rich and Some Poor
Business EnglishUniversity StudentsWorking Adults
B21
Montessori School Education
High School StudentsUniversity Students
B22
The Menstrual Cycle Explained: A Guide to the 4 Phases & Hormones
TeensDaily ConversationHigh School Students
B11
The Paradox of Choice
Daily ConversationUniversity StudentsWorking Adults
C16
Early Childhood Education: The Research
University StudentsWorking Adults
B12
The Confirmation Bias
Daily ConversationUniversity StudentsWorking Adults
C15
Linguistic Relativity: How Language Shapes Thought
IELTS PrepTOEFL PrepUniversity Students
![The 4 Stages of Adaptation [Culture Shock]](https://img.youtube.com/vi/PrbzuV2Paw0/mqdefault.jpg)
B22
The 4 Stages of Adaptation [Culture Shock]
Daily ConversationUniversity StudentsWorking Adults
C12
The Attachment Theory: How Childhood Affects Life
Daily ConversationUniversity StudentsWorking Adults
C14
The IB Program: The Global School Curriculum
Kids
C1Erikson’s 8 Stages of Psychosocial Development Explained
University StudentsWorking Adults
✨ Vidéo recommandée
B23
78 phrases
when you feel like you are settling, start expecting more
Business EnglishUniversity StudentsWorking Adults
B2167 phrases
Every Real-Life Cheat Code Explained in 10 Minutes
Business EnglishDaily ConversationUniversity Students
B110
188 phrases
Discipline Is Hardest When Results Take Too Long | B1 English Shadowing
Business EnglishDaily ConversationUniversity Students
B22
264 phrases
this strange habit SKYROCKETS your charisma.
Business EnglishDaily ConversationUniversity Students
B11
51 phrases
Developing a Growth Mindset
Business EnglishUniversity StudentsWorking Adults
B116
124 phrases
Why Does Jealousy Reveal Things We Don't Admit About Ourselves? | B1 English Shadowing
Business EnglishDaily ConversationHigh School Students
B17
102 phrases
كيف تثقين بنفسك - فيديو ليوتيوبر “The wizard Liz” مترجم للعربية - نصائح هامة
Business EnglishUniversity StudentsWorking Adults
B21
325 phrases
You can progress more in 6 minutes than you would in a month | Daniel Coyle
Business EnglishUniversity StudentsWorking Adults
B12
19 phrases
Simon Sinek Why Consistency Matters
Business EnglishUniversity StudentsWorking Adults
B21
302 phrases
The Science of charisma & how to improve it | Jefferson Fisher Clips
Business EnglishUniversity StudentsWorking Adults
B21
583 phrases
Game Theory #3: Rich Dad, Poor Dad
Business EnglishUniversity StudentsWorking Adults
B19
21 phrases
Why It Matters What You Say And Think - animated story motivation
Business EnglishTeensDaily Conversation
Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 6 phrases et 677 mots à répéter en shadowing. La partie parlée dure 4:21. Le locuteur parle à un rythme naturel d’environ 156 mots par minute, proche d’une conversation courante. 86 % 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 |
|---|---|---|
| belief nom | /bɪˈliːf/ | croyance |
| rat nom | /ɹæt/ | rat, souris |
| experiment nom | /ɪkˈspɛɹ.ə.mənt/ | expérience |
| remind verbe | /ɹəˈmaɪnd/ | rappeler à |
| expectation nom | /ˌɛk.spɛkˈteɪ.ʃən/ | attente |
| reinforce verbe | /ˌɹiː.ɪnˈfɔːs/ | renforcer |
| occur verbe | /əˈkɜː/ | se produire, avoir lieu |
| compare verbe | /kəmˈpɛɚ/ | comparer |
| skill nom | /skɪl/ | habileté, compétence |
| extraordinary adjectif | /ɪksˈtɹɔːrdɪn(ə)ɹi/ | extraordinaire |
| elementary adjectif | /ˌɛləˈmɛntəɹi/ | élémentaire |
| feedback nom | /ˈfiːdˌbæk/ | évaluation, réaction |
| invest verbe | /ɪnˈvɛst/ | investir, consacrer |
| talented adjectif | /ˈtæləntɪd/ | doué, talentueux |
| intelligent adjectif | /ɪnˈtɛlɪd͡ʒənt/ | intelligent |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| make up verbe | /ˌmeɪk ˈʌp/ | constituer, composer |
| show up verbe | apparaître, se montrer se pointer |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is also known · were told |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | information which was |
| Comparatifs -er than / more … than — comparer deux éléments | better than |
| Verbe + -ing enjoy, keep, stop… + -ing — les verbes suivis de la forme en -ing | enjoys playing |
Prononciation à surveiller
Le locuteur utilise 5 contractions et formes réduites, comme don't, doesn't, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: expectation /ˌɛk.spɛkˈteɪ.ʃən/, patience /ˈpeɪ̯.ʃəns/, appreciation /əˌpɹiː.ʃiˈeɪ.ʃən/
- Mots longs — placez bien l’accent: experiment /ɪkˈspɛɹ.ə.mənt/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, extraordinary /ɪksˈtɹɔːrdɪn(ə)ɹi/, elementary /ˌɛləˈmɛntəɹi/, intelligent /ɪnˈtɛlɪd͡ʒənt/
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 belief, rat, experiment.
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.