Pratique du Shadowing: Why everyone stopped reading. - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
160 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
At universities all around the country, professors are reporting a problem.
2
Students can't read books.
3
This is true even at elite colleges and universities.
4
In one required class at Columbia, students are often expected to read about a book a week.
5
But in the past couple of years, students have started telling their professors that they can't do it.
6
One student told her professor that she had never been required to read an entire book.
7
This is part of a larger trend.
8
People aren't reading anymore.
9
This is true for men and women, people who went to college and people who didn't.
10
So what's going on?
11
It turns out that there are many pieces to this puzzle, but it all begins with how we teach kids to read.
12
For a very long time, we taught kids to read in a very particular way.
13
We called it phonics.
14
With phonics, you start with individual sounds.
15
You work your way up from those sounds into more complex sounds, and then you see how those sounds build words.
16
If you come across an unfamiliar word, you're told to sound it out.
17
But starting around the 1960s, a new approach to language education emerged, and we called this whole language learning.
18
In whole language learning and some successor ideas like balanced literacy, the idea was that you should learn to read at the level of a word.
19
Using a method called 3-Qing, students were taught to infer the meaning of words from context.
20
This whole approach was pitched as a very natural, almost kind of organic way to teach kids how to read.
21
The idea was that actually that kids had a natural propensity to read
22
and that all you needed to do was put them in the right context
23
and maybe give them a few small techniques or nudges, and they would basically teach themselves how to read.
24
You wouldn't have to go through a kind of boring process like learning phonics.
25
It's actually kind of a romantic idea, right?
26
It'd be lovely
27
if kids just had this natural ability to read as long as we just put them in the right environment.
28
And it makes reading feel more like an art than a science.
29
The only problem is that whole language learning didn't work.
30
Literacy rates fell, and in the Countries which had adopted whole language learning, that would be parts of the United States, Canada, the UK, New Zealand,
31
Australia, more and more kids weren't able to read at grade level.
32
It was a systemic failure of education systems across multiple countries.
33
And if we're trying to explain why people don't read anymore, well, this has to be part of the story.
34
If you weren't taught how to read properly, reading is never going to be something that you do for fun.
35
It's never going to be pleasurable.
36
It's going to feel really difficult and like a lot of work.
37
And so if more and more people find reading difficult, then they're just going to stop reading.
38
Now, whole language learning and balanced literacy, these were never uncontested ideas.
39
Despite the fact that they were adopted in so many countries, there were always people who were pushing back.
40
And this was something that became known as the reading wars.
41
In some states, it was described as the most vicious debate in politics.
42
Journalists and scientists have been reporting on the damaging effects of whole language learning
43
and actually we might be able to say
44
that COVID-19 is going to lead to a change in how kids learn to read.
45
Because during the pandemic, when more kids were learning at home, their parents got to see how ineffective whole language learning really was,
46
and that added a lot of political will to solving the problem.
47
More and more states and even countries are bringing back phonics into their reading programs.
48
And while some of the insights from whole language learning might stay in the classroom,
49
least kids are going to be learning those basic building blocks which the data do seem to indicate actually would help them.
50
So maybe we'll see a turn in the future where more people want to read for pleasure again.
51
For the students who were never taught phonics though, much of the damage is already done.
52
And I don't know how to fix that problem.
53
Now this is speculation, but I would be willing to bet
54
that kids who make it into a school like Columbia or other elite universities are probably able to read at grade level,
55
but they were still telling their professors that they didn't feel capable of reading a book in even a week.
56
And these are kids, remember, who are mostly full-time students.
57
They have a lot of free time and actually their studies should be their main focus.
58
So just pointing out sort of the disastrous effects of whole
59
language learning isn't going to adequately explain why fewer people are reading.
60
But part of the explanation does still seem to come from the way that these kids were taught in school.
61
And it has to do with education reforms, most infamously things like No Child Left Behind and Common Core.
62
Those are at least the names for education reforms in the United States.
63
Other countries have different systems.
64
I'm not talking about those here.
65
The push to reform education in the United States emphasized two things, informational text and standardized testing.
66
When students were being taught how to engage with the text, they were learning how to extract information from it.
67
You would even see people say that books were outdated and
68
that we needed to teach kids about the text that they would actually encounter in real life, like articles or web pages.
69
So as an exercise, a student might be presented with an excerpt from a longer text.
70
They would be asked to analyze the argument
71
or talk about what evidence was presented in the text or even what the thesis statement was.
72
And a lot of this would happen in English classes where traditionally you would be first exposed to reading longer
73
and more difficult books.
74
So instead of learning things like analyzing symbolism or theme or being able to practice your close reading of text,
75
you were mostly focused on extracting information from those excerpts.
76
Doing that traditional English stuff like close reading builds something that we could call your reading stamina.
77
And when a student who is fully capable of reading says that they can't read a whole book in a week, it's likely because they haven't had a chance to develop their reading stamina.
78
And in fact, some professors and teachers even in high schools
79
or middle schools say that kids' reading stamina has been declining steadily over the years as well.
80
If you're trying to build your reading stamina, one of the things you can do is just read books.
81
Just sit down
82
and try to see how many pages you can get through before you have to go
83
and do something else but students increasingly aren't actually being given those opportunities in the classroom
84
or even in assignments in one survey only 17 of educators said
85
that they were teaching primarily with whole text so
86
when it comes to those students at elite colleges and universities
87
or even just colleges and universities in general who say
88
that they can't read a whole book i think it has
89
more to do with this than it does with problems with whole language learning.
90
I think this is the better explanation for why students at Columbia or other great universities aren't able to read whole books.
91
These students were able to get into some of the best colleges and universities in the world, but they were never taught how to be great readers.
92
They were taught how to be great test takers.
93
So when these students get to college and they're asked to read whole books, they can't do it because this is a completely different skill than they've been told
94
that they need to develop in high school.
95
So much of their education has been about optimizing themselves for standardized tests
96
and then eventually to take something like the SAT or the ACT.
97
And if you're just trying to do really well on a standardized test, you need to focus on reading excerpts
98
and being able to answer multiple choice questions or maybe write a five paragraph essay about what you just read.
99
You don't have to focus on analyzing themes in Tolstoy, Dostoevsky, Dickens.
100
You don't have to worry about reading great books.
101
So then if you have a required freshman class that's about great novels in the Western tradition, well, this might be your first time being exposed to many of those great novels in the Western tradition.
102
And it's going to be hard because you're not used to it.
103
So when we look at the big picture, we have some students who were never taught how to read properly because of things like whole language learning.
104
And then we have students who were never taught how to read books because of an emphasis on standardized testing.
105
But when we're going to talk about why other people have stopped reading for fun
106
or just stopped reading in general there's one more thing we have to talk about
107
and it's the phones so something
108
that gets overlooked in a lot of these discussions is
109
that many people actually do spend their days reading it's just
110
that they're not reading books if you're scrolling on youtube
111
or twitter then you are actually encountering an endless stream of
112
text more text than many people throughout history would have encountered in a week or a month.
113
TikTok is maybe the most addictive of these platforms.
114
And practically every video has burned in captions.
115
So people are constantly reading something when they are online.
116
And if you're driving, you're seeing road signs, you're seeing billboards, you're seeing advertisements.
117
The world wants you to read.
118
It just doesn't really want to give you the time that it takes to read a good book.
119
So this is my backyard.
120
And occasionally I'll come and I'll bring a book and I'll try to get some reading done.
121
It's peaceful and it's quiet and it's one of the places that I really love.
122
So maybe I start reading the book and I'll feel really good.
123
And then within just a few seconds, this thing wants my attention.
124
So if I want to get any reading done, I have to be disciplined and I have to decide
125
that my phone needs to stay inside someplace where it can't distract me.
126
Now imagine that you're a college student
127
and you've never read a full book in a week
128
or really ever been asked to read a hard or long book for your education.
129
and your professor says, hey, I want you to read Homer's Iliad in a week.
130
Let's say you're a good sport too.
131
And so you go to your dorm room, you get your book and you say, you know what, I'm going to do it.
132
Now think about all the things that are there ready to distract you.
133
Other people or your phone or your laptop, anything with a screen really is there and it's ready to just make you feel more stimulated.
134
Because let's face it, even if we're people who really like to read compared to doing and other things, the act of reading is really boring.
135
It is the antithesis of our sort of constant need to be overstimulated.
136
A lot of schools, high schools, middle schools, things like that, have decided to start banning smartphones from the classroom.
137
And my reaction, of course, is like, what took you so long?
138
Of course, students aren't gonna be able to read or learn properly if they're constantly distracted by their phones.
139
So not only have we systematically failed students as we've taught them to read or not taught them to read
140
some cases we've also just designed a world
141
that is there to constantly demand our attention and
142
that takes us away from those deep
143
or reflective sort of focus heavy practices like reading good books so
144
when adults try to say why they don't read anymore usually
145
cite three things they don't have time they can't pay attention long enough
146
or they blame social media and i suspect
147
that all of these are related the fact that we don't have time
148
or that we can't focus is in part because of things Things like social media, other forms of easy entertainment are there to take up all of our time.
149
I often like to read before bed and occasionally I'll tell myself
150
that I need to check my phone before I start reading
151
and I'll find that I end up scrolling for an hour without even realizing it.
152
Time seems to flow differently when I'm on my phone compared to when I'm trying to do something more demanding like reading.
153
It's easier.
154
It's more instantly pleasurable even though at the end of the day I feel terrible about it.
155
So I expect that a lot of the things that I found are true for me, could be true for you, or for many other people, and are part of this broader explanation of why nobody reads anymore.
156
So the result of all this is that fewer and fewer people read books.
157
You have your super readers who read tons of books, and they keep the average numbers up.
158
But you have more and more people who decide that reading just isn't for them.
159
I don't know exactly what we're supposed to do about that.
160
But that's where we are.
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
FOR YOU
Vidéo recommandée
B240 phrases
SEtalk: Why Deep Reading Still Matters
British AccentIELTS PrepUniversity StudentsWorking Adults
B22
79 phrases
IELTS Listening Section-3(Paper on Public Libraries) with answers
IELTS PrepTOEFL PrepUniversity Students
C214
46 phrases
Why Parents Were Climbing Walls - Sir Ken Robinson on What Education Does to Children
IELTS PrepTOEFL PrepUniversity Students
B255
16 phrases
How Do I Improve My Reading and Listening?
IELTS PrepUniversity StudentsWorking Adults
C15
115 phrases
The Unbelievable Science of How We Read
American AccentIELTS PrepTOEFL PrepUniversity Students
B132
37 phrases
SEtalk: Why Children Ask Why
American AccentDaily ConversationUniversity StudentsWorking Adults
C17
872 phrases
Advance English Learning | The Mechanics of Fast Speech: Assimilation, Elision, and Intrusion
IELTS PrepTOEFL PrepUniversity Students
B21
160 phrases
How to Make Reading FUN Again in ESL Classes | Teacher Val
Daily ConversationWorking Adults
B24
213 phrases
The Most Ignored Social Skill (It Changed How People Treat Me)
Business EnglishDaily ConversationUniversity Students
B21
169 phrases
The Male Reading Crisis
Daily ConversationWorking Adults
B222
37 phrases
Luyện nghe tiếng anh để đạt 9 IELTS Reading cùng imleafsun | English Corner
IELTS PrepCambridge Exam PrepUniversity Students
B22
293 phrases
Why Kids Can't Read Anymore
Daily ConversationWorking Adults
Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 160 phrases et 2301 mots à répéter en shadowing. La partie parlée dure 10:59. Le locuteur parle vite, environ 210 mots par minute : attendez-vous à des liaisons et à des sons réduits. 89 % 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 |
|---|---|---|
| explanation nom | /ˌɛkspləˈneɪʃən/ | explication |
| elite nom | /ɪˈlit/ | élite |
| fewer | /ˈfjuː.ɚ/ | moins (de) |
| encounter verbe | /ɪnˈkaʊntɚ/ | rencontrer |
| classroom nom | /ˈklɑːsɹʊm/ | salle de classe |
| literacy nom | /ˈlɪtəɹəsi/ | littératie, littérisme |
| analyze verbe | /ˈæn.əˌlaɪz/ | analyser |
| distract verbe | /dɪˈstɹækt/ | distraire |
| excerpt nom | /ˈɛɡzɜː(p)t/ | extrait, passage |
| compare verbe | /kəmˈpɛɚ/ | comparer |
| occasionally adverbe | /əˈkeɪʒənəli/ | occasionnellement |
| reader nom | /ˈɹi.dɚ/ | lecteur, lectrice |
| adopt verbe | /əˈdɑpt/ | adopter |
| extract nom | /ˈɛkstɹækt/ | extrait |
| expose verbe | /ɪkˈspoʊz/ | exposer, dénoncer |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| bring back verbe | /ˈbɹɪŋ bæk/ | ramener, rapporter |
| come across verbe | avoir l'air de | |
| end up verbe | se terminer, se finir | |
| get through verbe | /ɡɛt ˈθɹu/ | franchir |
| go through verbe | traverser | |
| leave behind verbe | abandonner | |
| point out verbe | pointer | |
| sit down verbe | s'asseoir |
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 reporting · has been declining |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | are often expected · been required · were taught |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | have started · haven't had · they've been told |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | people who went · people who were · students who were |
Prononciation à surveiller
Le locuteur utilise 66 contractions et formes réduites, comme you're, can't, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: thesis /ˈθisɪs/, antithesis /ænˈtɪθ.ɪ.sɪs/
- Les sons « sh » et « zh »: explanation /ˌɛkspləˈneɪʃən/, occasionally /əˈkeɪʒənəli/, traditionally /tɹəˈdɪʃ.ə.nə.li/, speculation /ˌspɛk.jəˈleɪ.ʃən/, freshman /ˈfɹɛʃ.mən/
- Mots longs — placez bien l’accent: explanation /ˌɛkspləˈneɪʃən/, literacy /ˈlɪtəɹəsi/, occasionally /əˈkeɪʒənəli/, primarily /ˈpɹaɪ.mə.ɹə.li/, differently /ˈdɪf.ə.ɹənt.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.
- 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 explanation, elite, fewer.
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.