Pratique du Shadowing: Unit 5 - Apprendre l'anglais à l'oral avec la vidéo
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68 phrases
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1
As part of our study of the brain's various functions, we're going to look at the topic of memory.
Dans le cadre de notre étude des différentes fonctions du cerveau, nous allons aborder le thème de la mémoire.
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This is a fascinating topic, really.
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Now, who remembers what they ate for lunch last Monday?
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I remember having pizza.
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That's memory at work.
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A simple definition of memory is the ability to store, retain, and recall the information.
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It sounds simple, but if you think about it, in many ways we are our memories.
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When we think about who we are, we probably think about the events we've experienced, the people we've known, as well as the opinions and the feelings we have about a great many things.
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All of this information is stored in a variety of brain systems that handle the different types of memory.
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So first, let's look at three types of memory that have been identified by psychologists, Then I'll talk about how we can improve our memories.
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The first type of memory is sensory memory.
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Sensory memory is extremely short.
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It generally lasts about 100 to 500 milliseconds.
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As the name suggests, sensory memory concerns the initial moment that we perceive something with our senses.
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For instance, consider tactile sensory memory.
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If you touch a piece of silk, the memory of the smoothness of the silk will continue after you take your hand away.
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That's sensory memory at work.
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Now it's important for learning and remembering because using more senses means we've recorded the experience in more ways in our brain.
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The next type of memory is working memory, which is extremely important in everyday life.
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Working memory is a system where we temporarily hold and manipulate information.
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You think of it as a temporary workspace in your mind.
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For instance, if your friend tells you a phone number and you don't have a pen, you probably repeat the number several times in your mind so that you remember it.
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In that case, you're using working memory.
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Now it's absolutely crucial for performing common mental operations like adding numbers,
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following directions, and understanding logical relationships between ideas.
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Finally there's what's called long-term memory,
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which is memory that's stored for as little as 30 seconds to as long as your entire lifetime.
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Now psychologists believe that most long-term memories are information and experiences that were initially processed in working memory,
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in meaningful and perhaps in emotional ways.
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For instance, I clearly remember the first time I saw the Grand Canyon.
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I was only 15 years old,
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but the size just amazed and impressed me so much that even decades later it's still very clear in my mind.
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Now there are two subtypes of long-term memory.
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There's declarative memory and procedural memory.
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Declarative memory is all of the facts and ideas and names that are consciously available to you.
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All of your experiences and conscious memories fall into this category.
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Procedural memory concerns your knowledge of moving your body.
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Like when you ride a bicycle or you play a musical instrument.
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Most of our procedural memories are implicit and unconscious.
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Okay, now I'm going to test your memory memory with this question.
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Does anyone remember what I said I'd talk about next?
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How to improve your memory, right?
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When we think about improving our memory, we're generally talking about improving our declarative memory, the one that stores the facts and the names and so on.
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This type of memory can be improved if we use certain strategies.
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So I want to talk about two types of memory strategies that are useful in school.
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Cognitive strategies and affective strategies.
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Now, cognitive strategies tell us how to approach tasks and which methods to use to complete them.
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So basically, they're concerned with thinking in more effective ways.
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Okay, let's take a quick look at one cognitive strategy, this one's called verbal elaboration.
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A verbal elaboration occurs when we talk in a meaningful way about information that we are trying to remember.
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And that means that as you study, you should think about and verbalize information critically.
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You can use this strategy by agreeing or disagreeing with the information, or by comparing and contrasting the information to ideas you already know,
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or by discussing relationships between ideas.
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When we make meaningful relationships between what we already know and what we're trying to learn, we'll remember more and we'll remember it longer.
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Now, for the other approach, affective strategies.
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Affective strategies help us control our emotional responses so that we remember better.
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What do emotions have to do with memories?
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Well, emotions cause the release of brain chemicals that play a direct role in memory formation.
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And part of the emotion system in the brain, called the limbic system, helps transfer information into long-term memory.
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In other words, how you feel about something affects how well you remember it.
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So, what affective strategies can you use to create positive emotional responses while studying?
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First, study with one or two friends from class.
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This can make any study session more interesting, more enjoyable.
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Second, use interesting study tasks like taking turns, making short presentations on a topic that you're studying.
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Or come up with questions to test each other on the information.
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See, the point of trying the affective strategy is that it will increase not only your memory, but also your sense of fun and challenge and interest.
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And you can do this for any subject.
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Now, are there any questions?
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Vocabulaire et conseils d’expression pour cette leçon
Les mots qui reviennent le plus souvent : memory, strategies, memories, type, affective. Cette vidéo contient 68 phrases et 900 mots à répéter en shadowing. La partie parlée dure 6:21. Le locuteur parle à un rythme régulier d’environ 142 mots par minute, confortable pour le shadowing. 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
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| sensory adjectif | /ˈsɛn.sə.ɹi/ | sensoriel |
| declarative adjectif | /dɪˈklæɹ.ə.tɪv/ | déclaratif |
| procedural adjectif | /pɹəˈsiːd͡ʒ(ə)ɹəl/ | procédural |
| psychologist nom | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | psychologue |
| verbal adjectif | /ˈvɜː.bəl/ | verbal |
| fascinate verbe | /ˈfæsɪneɪt/ | fasciner |
| implicit adjectif | /ɪmˈplɪsɪt/ | implicite, tacite |
| millisecond nom | /ˈmɪlɪˌsɛkənd/ | milliseconde |
| tactile adjectif | /ˈtæktaɪl/ | tactile |
| workspace nom | /ˈwɝkˌspeɪs/ | espace de travail |
| consciously adverbe | consciemment | |
| manipulate verbe | /məˈnɪp.jʊ.leɪt/ | manipuler |
| perceive verbe | /pɚˈsiv/ | percevoir |
| enjoyable adjectif | /ɛnˈd͡ʒɔɪ.ə.bl̩/ | agréable, amusant |
| impress verbe | /ɪmˈpɹɛs/ | impressionner |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come up with verbe | inventer, imaginer |
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 | we've experienced · have been identified · we've recorded |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is stored · have been identified · can be improved |
Prononciation à surveiller
Le locuteur utilise 15 contractions et formes réduites, comme we're, we've, we'll. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: declarative /dɪˈklæɹ.ə.tɪv/, procedural /pɹəˈsiːd͡ʒ(ə)ɹəl/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, millisecond /ˈmɪlɪˌsɛkənd/, manipulate /məˈnɪp.jʊ.leɪt/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: procedural /pɹəˈsiːd͡ʒ(ə)ɹəl/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, enjoyable /ɛnˈd͡ʒɔɪ.ə.bl̩/
- /r/ anglais — langue recourbée, sans frotter la gorge: sensory /ˈsɛn.sə.ɹi/, declarative /dɪˈklæɹ.ə.tɪv/, procedural /pɹəˈsiːd͡ʒ(ə)ɹəl/, verbalize /ˈvɜɹbəlaɪz/, critically /ˈkɹɪt.ɪ.kə.li/
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 sensory, declarative, procedural.
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.