Pratique du Shadowing: The Surprising Reason Your Past Still Controls You - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
125 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
I really want to blow your mind right now
2
because it turns out that the science of human memory is an unbelievable area of research.
3
It's so great.
4
How do we actually construct memories in the past when I'm thinking about Lincoln City?
5
Or for that matter, when I'm thinking about something really negative, when I'm thinking about something that actually happened.
6
The way that I do that, and this is where the neuroscience gets really tricky, it's that it's not about retrieving that memory.
7
You might think to yourself that like there's a little film, a little snippet of video someplace in your brain,
8
and you go get that out of the archive
9
and throw it into the projector and watch it again and again and again.
10
But it turns out that's not right.
11
What it's really about when you're dredging up memories, good or bad, is reconstruction, not retrieval.
12
Every time you conjure up the past, there's a part of the parietal lobe in your brain.
13
It's called the angular gyrus.
14
And what it does is it it it reconstructs every episodic memory, which is a whole bunch of different things.
15
There's a whole bunch of different elements to it, and they're stored in physically different locations.
16
And so what your brain has to do every time you come up with a scene, like you tell a story
17
or you remember a particular day that's in a whole bunch of different locations
18
and you put it together new every single time time.
19
That's a biological marvel, but it's prone to error.
20
As you can imagine, if you have to reassemble it, reassemble it, reconstruct it, reconstruct it every single time,
21
there's an opportunity as time goes by for glitches to get into that algorithm.
22
And that's one of the reasons that tons of research shows that the further away a very distinct memory is from you,
23
the more likely you are to screw it up as you recount it, to get it actually wrong.
24
And for you to believe absolutely photographically in something that absolutely did not happen.
25
Now, here's how the studies actually kind of work.
26
This is a 1992 study.
27
This is an article called Phantom Flash Bulbs, False Recollections of Hearing the News about Challenger.
28
That's the Challenger space shuttle.
29
They exploded in 1986.
30
You probably heard about it.
31
I remember this as a young adult when one of the space shuttles
32
that went up into space and blew up before it got into orbit is really,
33
really traumatic because half the country was watching it and it exploded.
34
It was horrible.
35
What researchers were doing, what they wanted to know was how did people actually remember it compared to what they had said had happened.
36
And so right after the Challenger explosion, these researchers, they asked people to recount their experience right afterward when it was most faithfully recounted,
37
a bunch of students who did that.
38
And then 30 months later, All right.
39
Okay.
40
So two and a half years later, they went through and recounted the experience again.
41
So they followed the same people for two and a half years.
42
That's one of the reasons they didn't publish the article for almost four years after the challenger exploded.
43
And in 93 % of the cases, the counts were completely inconsistent with each other.
44
And in every one of the cases, they said, no, that's the way it happened.
45
And it wasn't the way that it happened.
46
And they had evidence, videotaped evidence that the same people were telling different stories.
47
Now, this is really interesting, right?
48
That's one of the reasons that I can tell you what happened on 9 -11.
49
And it's probably the case that if I went back and saw my own recounting of it,
50
had there been a videotape of me telling the story that what I'm telling today, I'm not trying to lie.
51
I think it's accurate.
52
But what was going on is the angular gyrus is reassembling the memories and getting glitches and getting, you know,
53
leaving out little pieces of video and information is being added
54
or information is being lost because of what I'm actually living through today.
55
I'm inadvertently editing that.
56
Now, one thing to keep in mind, you will see in popular culture a lot and in modern media
57
and in journalism a lot where people will be telling about the crimes
58
and terrible things that happened to them a long time in the past.
59
And even in the court of law, and our legal system will ask people to testify in congressional testimony or in legal testimony.
60
People will be asked to testify to things that happened to them a long time ago, by memory, sometimes decades ago.
61
When we see this, those of us in the behavioral science community, we always just slap our foreheads because we're like,
62
you know, journalists are so credulous about these testimonies.
63
Or when people write in books, exactly a conversation they had when they were children or something is
64
that we're photographic or
65
when in the therapy industrial complex in this country professionals counselors
66
social workers psychologists people in my line of work will ask young people to recount to dredge up old memories
67
so they can actually find some evidence of trauma in their past those of us who who have studied memory
68
we say that's not that's not credible and it's not because people lie it's because that's not my friends how memories work.
69
Now, that's interesting enough, but that's actually really useful when you think about it, because reconstructing memories based on current experience gives us an opportunity,
70
but we're not quite there yet.
71
The reason our memories change is because the reconstruction of the stories of our past,
72
it's we do that in accordance with current narratives and current events and current needs.
73
In other words, you contaminate your memories based on what you're thinking about right now.
74
That's one of the things that we think about.
75
And I'll give you an example of this.
76
Let's say that you have an old friend, somebody you hung out with in college and somebody you really,
77
really, really liked, but it was a different time in your life.
78
And, and, and let's say that your consciousness has been raised and you're a little bit ashamed about how you,
79
how you behaved when you're in college.
80
And if there's nothing you're ashamed of that happened when you're in college, well, you've just edited your memories.
81
Your angular gyrus is, is, is going to town here.
82
And so what typically will happen when people have great memories,
83
but troubled memories, because you're not happy about the way that you behaved,
84
you're sort of, you have regret or you have a sense of shame about great old times.
85
What that will do is that will torque the way that you think about the people that were in those memories.
86
You'll start to think more negatively about the people that you wouldn't have had a negative thought about at all.
87
Another example of this is that, you know, college students will come home from college weirdly convinced
88
that they suffered all sorts of trauma because their parents are so horrible in their political views.
89
This is one of the things that we find.
90
Now, this is actually a form of predation by people who are counseling young people sometimes to say, oh, really?
91
Tell me about your dad.
92
Tell me about your mom.
93
Tell me about their political views.
94
And when they hear they'll say, boy, who hurt you?
95
Who hurt you?
96
And all that's doing is inducing people to negatively valence memories that would not have had a negative valence otherwise,
97
as the angular gyrus is reconstructing episodic memory in their post -adolescent brains.
98
And it has nothing to do with post -adolescence.
99
It has to do with brains more than anything else, which is one of the reasons that people will come back and say,
100
I didn't realize how screwed up my family life was until I went to college.
101
And the reason is
102
because somebody who does not have your interests at heart was editing your memories by inducing
103
you to think about a different way to dredge up these pictures
104
and to valence them with a current way of thinking that they're trying to give to you.
105
That's not great, but it's not even great when we do it to ourselves.
106
Now, the shifting memories in a way, they're not entirely inaccurate because they're assembled from a pretty partial set of details.
107
And the exact set that we remember changes every time as we dust the memory off.
108
And by the way, your new politics might be right.
109
The new way that you live and your new morals, they might be right.
110
But it can ruin perfectly good experiences and turn them into bitterness along the way.
111
It's interesting in the studies on this that we see, I'll put one in that.
112
There's a really nice paper in Social Cognition called Emotion and Memory research, a grumpy overview that shows that when people are afraid,
113
when you induce them to be fearful in laboratory settings, you show them scary movies,
114
for example, and then you ask them to remember scenes from their own youth, they'll think about the threats from those times.
115
They'll think of scary parts of those particular memories.
116
But the same is true also when you make people really, really, really happy.
117
And when people are full of love and they're laughing a lot, and you induce them to think about kind of negative things in their past,
118
they'll find them really funny at the end of the day.
119
And you know, you've had this experience.
120
I promise you, you've had this experience.
121
You could think about this a little bit, where you think about something awful that happened and you're with your friends
122
and you're having a good time and you're telling the story.
123
And it's like for the very first time you recount the story and you're cracking up while you're telling the story,
124
that's because you provided a positive valence to what had been a negative memory.
125
You're filling in the gaps as you reconstruct it with positivity.
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Même chaîne
C11
What Makes Extroverts Scientifically Happier than Introverts?
Daily ConversationUniversity StudentsWorking Adults
B21
My 6-Step Morning Protocol for a Better Day
Business EnglishUniversity StudentsWorking Adults
B2How to Enjoy Your Life
Business EnglishDaily ConversationUniversity Students
B2The 4 Types of Careers, and How to Find Yours
Business EnglishInterview EnglishUniversity Students
FOR YOU
Vidéo recommandée
B230
17 phrases
Why You Remember Embarrassing Moments
British AccentDaily ConversationUniversity StudentsWorking Adults
C110
52 phrases
Supernatural thinking: Your brain’s anti-anxiety mode | Clay Routledge
Daily ConversationUniversity StudentsWorking Adults
C12
227 phrases
Stop Rehearsing The Life You Don’t Want | Dr Joe Dispenza Motivation
Daily ConversationUniversity StudentsWorking Adults
C13
33 phrases
Your Memories & Emotions Impact Immune Status
Daily ConversationUniversity StudentsWorking Adults
C13
61 phrases
Mindfulness isn’t the only powerful mental state | Clay Routledge
Daily ConversationUniversity StudentsWorking Adults
C11
15 phrases
A deeper psychological driver of motivation. @Dr.ShadeZahrai
Daily ConversationUniversity StudentsWorking Adults
C11
167 phrases
Mental Debugging: How to Build Resilience After Failure
Daily ConversationUniversity StudentsWorking Adults
C158
40 phrases
How Social Media Is Rewiring Our Brains
Daily ConversationUniversity StudentsWorking Adults
C11
214 phrases
How to Learn Vocabulary in ANY Language (backed by science)
Daily ConversationUniversity StudentsWorking Adults
C12
63 phrases
TED@NYC: The Power of Negative Thinking
Daily ConversationUniversity StudentsWorking Adults
C15
286 phrases
The Psychology of People Who Want to Do Everything
Daily ConversationUniversity StudentsWorking Adults
C11
386 phrases
All of Human Psychology Explained in 20 Minutes
Daily ConversationUniversity StudentsWorking Adults
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « The Surprising Reason Your Past Still Controls You ». Les mots qui reviennent le plus souvent : memories, memory, happened. Cette vidéo contient 125 phrases et 1714 mots à répéter en shadowing. La partie parlée dure 8:55. Le locuteur parle vite, environ 192 mots par minute : attendez-vous à des liaisons et à des sons réduits. 87 % 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| challenger nom | /ˈt͡ʃælənd͡ʒəɹ/ | challengeur, concurrent |
| induce verbe | /ɪnˈduːs/ | induire |
| angular adjectif | /ˈæŋ.ɡjə.lɚ/ | angulaire, anguleux |
| edit verbe | /ˈɛdɪt/ | modifier, corriger |
| testimony nom | /ˈtɛstɪmoʊni/ | témoignage |
| explode verbe | /ɪkˈsploʊd/ | détoner, exploser |
| horrible adjectif | /ˈhɔɹ.ɪ.bəl/ | horrible, affreux |
| scary adjectif | /ˈskɛə.ɹi/ | sinistre, terrifiant |
| trauma nom | /ˈtɹɔm.ə/ | traumatisme, trauma |
| ashamed adjectif | /əˈʃeɪmd/ | honteux |
| behave verbe | /bɪˈheɪv/ | se comporter |
| reconstruction nom | /ˌɹiːkənˈstɹʌkʃən/ | reconstruction |
| researcher nom | /ˈɹiˌsɝ.t͡ʃɚ/ | chercheur, chercheuse |
| shuttle nom | /ˈʃʌtəl/ | navette |
| testify verbe | /ˈtɛstɪfaɪ/ | témoigner, attester |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| turn out verbe | se finir, se terminer | |
| blow up verbe | faire sauter | |
| come back verbe | revenir | |
| come up with verbe | inventer, imaginer | |
| crack up verbe | /ˈkɹæk ˈʌp/ | éclater de rire, pouffer de rire |
| go back verbe | rentrer, retourner | |
| go through verbe | traverser |
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 | have studied · has been raised · you've just edited |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | memory, which is · students who did · people who are |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | being added · being lost · will be asked |
Prononciation à surveiller
Le locuteur utilise 43 contractions et formes réduites, comme you're, I'm, they're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: algorithm /ˈælɡəɹɪðm̩/, faithfully /ˈfeɪθfəli/
- Les sons « sh » et « zh »: ashamed /əˈʃeɪmd/, reconstruction /ˌɹiːkənˈstɹʌkʃən/, shuttle /ˈʃʌtəl/, explosion /ɛkˈsploʊ.ʒən/, congressional /kəŋˈɡɹɛ.ʃə.nəl/
- Mots longs — placez bien l’accent: testimony /ˈtɛstɪmoʊni/, reconstruction /ˌɹiːkənˈstɹʌkʃən/, biological /ˌbaɪ.əˈlɑ.d͡ʒɪ.kəl/, laboratory /ˈlæb(ə)ɹəˌtɔɹi/, congressional /kəŋˈɡɹɛ.ʃə.nəl/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: horrible /ˈhɔɹ.ɪ.bəl/, behave /bɪˈheɪv/, forehead /ˈfɔɹ.hɛd/, behavioral /bɪˈheɪvjəɹəl/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: challenger /ˈt͡ʃælənd͡ʒəɹ/, researcher /ˈɹiˌsɝ.t͡ʃɚ/, journalist /ˈd͡ʒɝnəlɪst/, biological /ˌbaɪ.əˈlɑ.d͡ʒɪ.kəl/, journalism /ˈd͡ʒɝnl̩ˌɪzəm/
- /r/ anglais — langue recourbée, sans frotter la gorge: challenger /ˈt͡ʃælənd͡ʒəɹ/, horrible /ˈhɔɹ.ɪ.bəl/, scary /ˈskɛə.ɹi/, trauma /ˈtɹɔm.ə/, reconstruction /ˌɹiːkənˈstɹʌkʃən/
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 challenger, induce, angular.
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.