Pratique du Shadowing: Why You Can't Focus: Is It ADHD or Just Stress? - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
154 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Why can one socially stressful interaction make you forget what you were doing, lose your train of thought, and feel as though your ADHD suddenly got worse?
2
Or, if you've never been diagnosed, make you wonder whether you have ADHD?
3
Maybe these sound familiar.
4
You leave a tense meeting, and you can't settle into the next task.
5
You read the same sentence several times without taking it in.
6
You walk into a room and forget why you were there.
7
You had something to say, and a few seconds later, it's gone.
8
Those are examples of executive function being disrupted.
9
Social stress can temporarily interfere with some of the same functions that are difficult in ADHD.
10
That overlap can be confusing because the problems may come and go depending on the amount of social pressure you're under.
11
I'm Dr. Tracy Marks, a psychiatrist, and I teach practical neuroscience to help you think clearly and stay steady under pressure.
12
Today, I want to explain how social threat can affect executive function, how to look for the larger pattern without trying to diagnose yourself from one bad day,
13
and what can help when you need to return to a task.
14
This video can't diagnose you with ADHD or rule it out, and stress doesn't cause ADHD.
15
A stressful period can make existing ADHD symptoms more noticeable,
16
and it can temporarily disrupt attention and working memory in someone who doesn't have ADHD.
17
The broader pattern helps you sort out which explanation or combination fits you.
18
Executive function is the brain's capacity to direct attention and behavior toward a goal.
19
It includes several skills, but I'm going to organize this discussion around three of them.
20
Shifting, updating, and inhibition.
21
Shifting is moving from one task, thought, or perspective to another.
22
Updating is monitoring what you're holding in working memory and replacing information that's no longer relevant to what matters right now.
23
Working memory is more than just storage.
24
It's an active mental workspace that has to keep changing as the situation changes.
25
So that's shifting and updating.
26
The third function is inhibition.
27
Inhibition is suppressing information or responses that interfere with the goal.
28
That could mean ignoring a notification, holding back an immediate reaction, or keeping an unrelated thought from taking over the task.
29
Executive function difficulties are common in ADHD, but ADHD is broader than executive function alone.
30
These same functions can also be affected by stress, sleep, interest, structure, and the demands of a new situation.
31
Now, imagine you're in a meeting with someone who's criticizing your work.
32
Maybe the feedback is fair.
33
Maybe the tone was snippier than it needed to be.
34
Maybe you can't tell what the person meant.
35
The meeting ends and you're expected to open a document and continue working, but you're sitting at your desk staring at the screen or fiddling on your phone.
36
The first problem you're having may be shifting.
37
The meeting is over on the calendar, but your attention is still assigned to it.
38
Your mind reviews the wording, the facial expressions, what you've said, and what you wish you had said.
39
And you may also be trying to predict what happens next.
40
Is this a small correction?
41
Is someone disappointed in me?
42
Is there a larger problem that hasn't been stated directly?
43
Those questions can keep circling in your mind well after the meeting's over.
44
Then you open and read the first paragraph and just nothing registers.
45
You check your email, return to the document, and replay the meeting again, perhaps with a more satisfying version of what you could have said.
46
From the outside, this can look like procrastination or distractibility, but internally, the brain hasn't completed the transition.
47
You're physically in the next task while your attention is still working on the previous interaction.
48
The second problem may be updating.
49
Working memory can only keep a limited amount of information active at one time.
50
Think of it as a mental whiteboard.
51
Part of the board is occupied by what was said, what it might mean, and what you need to do about it.
52
The information needed for the task that you have to complete now has to compete for that leftover space.
53
This can be what's happening when you lose the thread of a conversation.
54
Forget what you were about to say miss a part of a multi-step instruction, or walk into a room and forget why you went there.
55
The new information may enter working memory, but not stay there long enough to guide you into what you're supposed to be doing next.
56
Then the third thing that could be happening is problems with inhibition.
57
After a socially stressful interaction, it may be harder to filter out competing thoughts and distractions.
58
You may keep getting pulled toward a notification, someone's facial expression, or a pause in the conversation,
59
or even, you know, get stuck on the urge to explain yourself.
60
That can make some people interrupt more,
61
over-explain, ask for reassurance, or respond before they've had time to fully process what happened.
62
Now, stress doesn't affect this filtering system the same way for everyone.
63
Some people react more quickly or say more than they intended.
64
Others become super hesitant or overly cautious or stuck trying to respond in just the right way.
65
So impulsivity alone isn't the best sign to focus on.
66
You're more likely to notice that you get mentally stuck, lose your train of thought, forget details, or have trouble shifting to the next task.
67
And this can be confusing because it can look like inattention.
68
But your attention may be tied up with replaying the interaction.
69
and that leaves less room to focus on the report, the next conversation.
70
It can look like ADHD in the moment, but it doesn't tell you whether or not you have ADHD.
71
For that, you have to look at the pattern over time.
72
ADHD is a neurodevelopmental condition.
73
For an ADHD diagnosis, the pattern has to be persistent.
74
Several symptoms need to have been present before age 12, even if no one recognized the condition until you were an adult.
75
The symptoms also need to show up in more than one setting and interfere with daily life.
76
A clinician has to consider whether something else explains the symptoms better.
77
You can think about the pattern in four parts, timeline, context, persistence, and baseline.
78
And this isn't a self-test.
79
It just helps you sort out whether the problem looks temporary, longstanding, or worth evaluating.
80
So first, when did these problems start?
81
Were you having similar problems before the stressful period?
82
Did you regularly lose things, miss instructions, struggle to finish routine tasks, or need a lot of reminders to stay on track?
83
If you don't remember much about your childhood, you can look at old school reports or talk to family members about what they observed.
84
Then, where does it happen?
85
Is it showing up at work and at home, during routine tasks and relationships, and even when you're relatively calm?
86
Or does it mainly happen after criticism, or when you feel watched, when you're not sure where you stand with someone?
87
Next, how long does it last?
88
Does it keep happening after you've slept, had time to recover, or stepped away from the stressful situation?
89
Or does your thinking improve once the pressure passes?
90
And what is your attention at baseline when you feel safe, rested, interested, and unobserved?
91
Looking at how long it lasts helps, but it doesn't completely settle the diagnosis.
92
People with ADHD can focus much better under some conditions, especially when something is interesting, urgent, new, or highly structured.
93
So after you look at the overall pattern, three possibilities are still on the table.
94
One, the executive function problem may be temporary and mainly related to social stress.
95
Two, you may have ADHD and the stress may be making a long-standing pattern more noticeable.
96
Or three, you may have both, a long-standing ADHD pattern and a separate temporary drop in executive function from the social stress.
97
One difficult afternoon can't tell you which explanation fits.
98
What matters is how the problem behaves over time and across settings.
99
If these problems keep showing up across settings, interfere with your life, or go back to childhood, that's a reason to consider a formal evaluation.
100
But what can you do in the moment when the interaction is over and you still can't get back to work?
101
Before you push yourself into the next task, give your brain a chance to come down from the interaction.
102
If it's still replaying what happened and watching for what comes next, you'll have a harder time shifting, remembering, planning, and filtering distractions.
103
So here's what you can do.
104
First, make a physical break.
105
Stand up.
106
Change rooms.
107
Put down the phone.
108
Turn your chair away from the screen.
109
The moment helps separate what just happened from what you're doing next.
110
Then use a brief reset.
111
This is where I use a practice called look up.
112
Lift your head and look away from the screen and let your eyes take in more of the room.
113
Notice the edges of the room, like the view through a window or the horizon if you can see it.
114
You're not really looking for anything.
115
You're just letting your focus widen.
116
You can pair this with a slower breath or another brief reset that works for you.
117
The goal is to interrupt that narrowed, stuck state before you go back to the task.
118
Sometimes 90 seconds is enough.
119
Sometimes it isn't.
120
You may still need to think about the interaction or decide whether to follow up.
121
You're not ignoring it.
122
You're just keeping it from taking over everything that comes next.
123
Then get the next task out of your head and put it somewhere where you can see it.
124
Write one sentence.
125
My next task is to finish the paragraph.
126
Or I need to verify three numbers.
127
Or I need to send one reply before confirming the appointment.
128
Your working memory already has a lot in it, so don't make it carry the whole plan for you.
129
That sentence gives you something clear to return to if your attention drifts.
130
Then take the first step in that task.
131
Open the document.
132
Read the first instruction.
133
Put the first item on the desk.
134
You're not trying to complete the whole task just yet.
135
You're making it easier to get started.
136
After you've had a little time to settle, check again.
137
Can you follow the task now?
138
Can you hold the next step in mind?
139
Is the interaction taking up most of your attention?
140
If you can focus better after these steps, that suggests that stress was part of what was getting in the way.
141
It doesn't rule out ADHD, and if you can't focus, that doesn't confirm ADHD either.
142
You can still be tired, upset, short on sleep, or need more time to settle after the interaction.
143
This is why recovery matters so much for thinking.
144
If your brain spent the last hour monitoring tone, conflict, or judgment, you may have less attention available, even after the conversation is over.
145
You can leave the room both peopled out and mentally disorganized.
146
So social pressure can disrupt executive function, and work can amplify that.
147
Hierarchy, evaluation, and uncertainty can keep the threat response active longer and make it harder to regain your focus.
148
In the next video, I'll talk about why your brain can start treating your boss like a threat.
149
So here's the takeaway for today.
150
If social stress seems to scramble your focus, don't assume one bad afternoon tells you what the problem is.
151
It could be a temporary state effect, ADHD, or both.
152
Looking at the larger pattern helps you decide what to do next.
153
Thanks for watching today.
154
See you next time.
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
B21
How to Deal with Negative Emotions - Distress Tolerance
Daily ConversationWorking Adults
C11
Mental Debugging: How to Build Resilience After Failure
Daily ConversationUniversity StudentsWorking Adults
B23
Why You Snap at Small Things (It’s Not Your Fault)
Daily ConversationWorking Adults
C15
Why Knowing Better Doesn’t Help in the Moment
Daily ConversationWorking Adults
B26
How To Build a Strong Mind: New Focus on Resilience
American AccentBusiness EnglishUniversity StudentsWorking Adults
B22
Why You Can't Stop Worrying About the Future
Daily ConversationWorking Adults
B22
Want a Stronger Mind? Start With These 3 Micro Habits
American AccentBusiness EnglishUniversity StudentsWorking Adults
B24
How To Visualize Your Success: Mental Rehearsal To Build Resilience
American AccentBusiness EnglishUniversity StudentsWorking Adults
C115
A Psychiatrist Explains "Quiet Cracking" (While Your Work Still Looks Fine)
American AccentBusiness EnglishUniversity StudentsWorking Adults
B26
Why You Still Feel Drained After Taking Time Off
American AccentBusiness EnglishUniversity StudentsWorking Adults
B23
Why You're Exhausted After Meetings (Even If You Didn't Speak)
American AccentBusiness EnglishWorking Adults
B22
The Science of How Your Brain Forms Habits (and How to Take Control)
American AccentBusiness EnglishUniversity StudentsWorking Adults
B24
Which Exercise Actually Wins for Brain Health?
American AccentBusiness EnglishUniversity StudentsWorking Adults
B23
Setbacks vs. Failure: Why Your Brain Gets Trapped in Negative Loops
American AccentBusiness EnglishUniversity StudentsWorking Adults
B24
Always Angry? Try This Technique Before The Next Blow Up
American AccentBusiness EnglishUniversity StudentsWorking Adults
B26
5 Signs Chronic Stress Is Damaging Your Brain
American AccentBusiness EnglishUniversity StudentsWorking Adults
B22
The Real Reason You Always Imagine the Worst
American AccentBusiness EnglishDaily ConversationUniversity Students
C1Poor Communicator or The Silent Treatment? How to Deal With It
Daily ConversationWorking Adults
B2Why Can’t You Sleep When Work Seems to Be Going Fine?
American AccentBusiness EnglishUniversity StudentsWorking Adults
FOR YOU
Vidéo recommandée
B29
23 phrases
How You Feel and What You Do Don't Need to Correlate
American AccentBusiness EnglishUniversity StudentsWorking Adults
B21
209 phrases
English Word Stress - 5 Reasons you MUST learn to stress words correctly.
American AccentBusiness EnglishUniversity StudentsWorking Adults
![How Bad Is Your Attention Span? (self test) [CC]](https://img.youtube.com/vi/m13DD61-dy8/mqdefault.jpg)
C12
74 phrases
How Bad Is Your Attention Span? (self test) [CC]
Business EnglishUniversity StudentsWorking Adults
C14
182 phrases
ADHD Isn’t Just Low Dopamine: Why More Stimulation Can Backfire
Business EnglishUniversity StudentsWorking Adults
B23
318 phrases
10 Tiny Micro Habits to Start Regulating Your Nervous System
American AccentBusiness EnglishUniversity StudentsWorking Adults
B22
87 phrases
Thinking Too Much About The Past? This One Strategy Can Help
Business EnglishDaily ConversationUniversity Students
B28
382 phrases
If YOU Can’t Focus, You NEED to See This (Science Backed)
Business EnglishDaily ConversationUniversity Students
B22
40 phrases
English shadowing | Time Management | Level B2 | How to improve English
Business EnglishUniversity StudentsWorking Adults
B22
106 phrases
Why I'm Always So Calm
American AccentBusiness EnglishDaily ConversationUniversity Students
B21
285 phrases
The Crucial Emotional Skill Most Adults Were Never Taught
Business EnglishUniversity StudentsWorking Adults
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Why You Can't Focus: Is It ADHD or Just Stress? ». Les mots qui reviennent le plus souvent : Adhd, task, function, interaction, pattern. Cette vidéo contient 154 phrases et 1977 mots à répéter en shadowing. La partie parlée dure 11:52. Le locuteur parle à un rythme naturel d’environ 167 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
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| distress nom | /dɪˈstɹɛs/ | détresse |
| stressful adjectif | /ˈstɹɛsfəl/ | stressant |
| inhibition nom | /ɪnhɪˈbɪʃən/ | inhibition |
| symptom nom | /ˈsɪm(p)təm/ | symptôme |
| interfere verbe | /ˌɪn.tɚˈfɪɚ/ | se mêler (de), entraver |
| diagnose verbe | /ˈdaɪ.əɡˌnoʊs/ | diagnostiquer |
| disrupt verbe | /dɪsˈɹʌpt/ | perturber, déranger |
| instruction nom | /ɪnˈstɹʌkʃən/ | instruction |
| interrupt verbe | /ˌɪntəˈɹʌpt/ | interrompre, couper |
| confuse verbe | /kənˈfjuːz/ | rendre perplexe, confondre |
| baseline nom | /ˈbeɪslaɪn/ | référence |
| noticeable adjectif | /ˈnəʊtɪsəbl̩/ | repérable, détectable |
| distraction nom | /dɪsˈtɹæk.ʃən/ | distraction |
| reset verbe | /ɹiːˈsɛt/ | remettre à zéro, réinitialiser |
| notification nom | /ˌnoʊtɪfɪˈkeɪʃn̩/ | notification |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| sort out verbe | résoudre |
| take over verbe | reprendre |
| put down verbe | médire |
| rule out verbe | barrer, biffer |
| show up verbe | apparaître, se montrer se pointer |
| stand up verbe | se lever, se mettre debout |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Is someone disappointed in me?
- Were you having similar problems before the stressful period?
- Can you follow the task now?
- Can you hold the next step in mind?
- Is the interaction taking up most of your attention?
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 | you've never been diagnosed · you've said · hasn't been stated |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | been diagnosed · being disrupted · be affected |
Prononciation à surveiller
Le locuteur utilise 48 contractions et formes réduites, comme you're, doesn't, can't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: inhibition /ɪnhɪˈbɪʃən/, instruction /ɪnˈstɹʌkʃən/, distraction /dɪsˈtɹæk.ʃən/, notification /ˌnoʊtɪfɪˈkeɪʃn̩/, socially /ˈsoʊʃəli/
- Mots longs — placez bien l’accent: inhibition /ɪnhɪˈbɪʃən/, notification /ˌnoʊtɪfɪˈkeɪʃn̩/, temporarily /ˌtɛmpəˈɹɛɹəli/, disorganized /dɪsˈɔːɡənaɪzd/, procrastination /pɹəʊˌkɹæs.tɪˈneɪ.ʃən/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: inhibition /ɪnhɪˈbɪʃən/, hesitant /ˈhɛzɪtənt/, hierarchy /ˈhaɪ.ə.ɹɑː(ɹ).ki/, behave /bɪˈheɪv/, horizon /həˈɹaɪ.zən/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: urge /ɜːd͡ʒ/, urgent /ˈɜː.d͡ʒənt/
- /r/ anglais — langue recourbée, sans frotter la gorge: distress /dɪˈstɹɛs/, stressful /ˈstɹɛsfəl/, disrupt /dɪsˈɹʌpt/, replay /ˈɹiːpleɪ/, instruction /ɪnˈstɹʌkʃən/
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 distress, stressful, inhibition.
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.