Pratique du Shadowing: TOEFL Listening Practice | Lecture | Learning a Foreign Language - Apprendre l'anglais à l'oral avec la vidéo
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69 phrases
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Learning a foreign language is no easy task.
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Researchers into the field of language acquisition have been trying to establish the most efficient ways in
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which learners can retain new words.
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Kathy Wright reports.
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Language learning is all about exposure.
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For example, the more you see, hear, and use a word, the easier it will be to remember it.
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A certain amount of vocabulary acquisition occurs through what is known as incidental learning.
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whereby you pick up words without paying any special attention to them.
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But in order to achieve native speaker fluency, learners must adopt a variety of techniques.
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Professor Chris Johnson has been investigating what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
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We tend to classify such acquisition strategies on a scale ranging from shallow to deep.
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Shallow strategies, such as repetition of a word or memorizing a list of words, activate short -term memory.
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Though these methods are quick and easy, the words are forgotten again within a matter of days or weeks.
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Fixing a word or expression in long -term memory requires deeper strategies.
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As you pointed out, Kathy, repetitive exposure is essential, so a number of different strategies should be employed.
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These include reading a variety of articles on the same topic, where key vocabulary appears frequently.
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In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
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leads to long -term retention.
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Also, familiarizing yourself with word families or other words that combine with the one you're learning helps.
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Some students keep notebooks to help them organize this kind of information.
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More importantly, recent research indicates that fluent speakers have a large amount of prefabricated language at their disposal.
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In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
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These language chunks include a wide variety of phrases and expressions, such as, As far as I know,
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my point is that, Have a nice day!
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This challenges the traditional view of learning discrete words so students should develop deep strategies particularly for learning language chunks.
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But how can learners be sure they are activating long -term memory?
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Well there is a theory called decay theory which contends
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that unless we retrieve and utilize information stored in our memories on a fairly regular basis it will be forgotten.
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New words or phrases need to be encountered in a variety of forms.
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If you read a phrase, try and use it when speaking or in writing and review it at regular spaced intervals.
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After a few hours, the following day, a few days later, and so on.
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Long -term memory has a much greater capacity for storing information, including language items, than short -term memory.
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Furthermore, research has shown that
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But to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Strategies like these demand effort on the part of the learner, but according to the language experts,
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they do pay off and are crucial for anyone wishing to become truly fluent in a foreign language.
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Number 1.
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What are vocabulary acquisition strategies?
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Number 2.
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What is an example of a deep learning strategy?
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Number 3.
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What is a key finding of recent research?
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Number four.
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What does decay theory suggest?
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Number five.
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What does research into long -term memory indicate?
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Professor Chris Johnson has been investigating in what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
51
Fixing a word or expression in long -term memory requires deeper strategies.
52
In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
53
leads to long -term retention.
54
In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
55
These language chunks include a wide variety of phrases and expressions, such as, as far as I know,
56
my point is that, have a nice day.
57
This challenges the traditional view of learning discrete words, so students should develop deep strategies,
58
particularly for learning language chunks.
59
Well, there is a theory called decay theory,
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which contends that unless we retrieve and utilize information stored in our memories on a fairly regular basis, it will be forgotten.
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Furthermore, research has shown that to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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I love you.
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We'll be right back.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « TOEFL Listening Practice ». Les mots qui reviennent le plus souvent : word, language, strategies, learning, chunk. Cette vidéo contient 69 phrases et 843 mots à répéter en shadowing. La partie parlée dure 11:13. Le locuteur parle lentement, environ 75 mots par minute, ce qui laisse le temps d’imiter chaque son. Seuls 79 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc exigeant.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| chunk nom | /t͡ʃʌŋk/ | pièce, morceau |
| acquisition nom | /ˌæk.wɪˈzɪʃ.ən/ | acquisition |
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| phrase nom | /ˈfɹeɪ̯z/ | expression |
| efficient adjectif | /ɪˈfɪʃənt/ | efficace |
| decay nom | /diˈkeɪ/ | décrépitude |
| exposure nom | /ɪkˈspəʊ.ʒə(ɹ)/ | exposition |
| indicate verbe | /ˈɪndɪˌkeɪt/ | indiquer, signaler |
| investigate verbe | /ɪnˈvɛs.tə.ɡeɪt/ | étudier |
| furthermore adverbe | /ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/ | de plus, en plus en outre |
| conscious adjectif | /ˈkɑn.ʃəs/ | conscient |
| acquire verbe | /əˈkwaɪɚ/ | acquérir |
| shallow adjectif | /ˈʃæloʊ/ | peu profond, superficiel |
| dictionary nom | /ˈdɪk.ʃəˌnɛ.ɹi/ | dictionnaire, dico |
| retention nom | /ɹɪˈtɛnʃən/ | rétention |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| pay off verbe | soudoyer |
| pick up verbe | soulever |
| point out verbe | 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 |
|---|---|
| Present perfect continu have/has been + -ing — une action commencée avant et toujours en cours | have been trying · has been investigating |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is known · are forgotten · should be employed |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has shown |
Prononciation à surveiller
Le locuteur utilise 4 contractions et formes réduites, comme don't, we'll, you're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: acquisition /ˌæk.wɪˈzɪʃ.ən/, efficient /ɪˈfɪʃənt/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, conscious /ˈkɑn.ʃəs/, shallow /ˈʃæloʊ/
- Mots longs — placez bien l’accent: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, dictionary /ˈdɪk.ʃəˌnɛ.ɹi/, importantly /ɪmˈpɔɹ.tənt.li/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: chunk /t͡ʃʌŋk/, researcher /ˈɹiˌsɝ.t͡ʃɚ/
- /r/ anglais — langue recourbée, sans frotter la gorge: vocabulary /vəˈkæb.jə.lə.ɹi/, phrase /ˈfɹeɪ̯z/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, furthermore /ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/, dictionary /ˈdɪk.ʃəˌnɛ.ɹi/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme chunk, acquisition, vocabulary.
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.