Pratique du Shadowing: Why You Didn't Learn English in School - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
1
English learners I had the idea today of walking around while doing today's video.
2
I'm here at a park.
3
and I'm gonna do a video where I speak at normal speed.
4
Hopefully you guys like this format, hopefully you can hear me okay.
5
obviously there might be some ambient sounds there's uh landscapers here mowing the lawn there's kids playing
6
and stuff like that
7
so hopefully you can hear me well uh today i want
8
to talk about reasons why you probably didn't learn english very well
9
when you took classes in school
10
when you took english classes in high school middle school elementary school whatever it may be
11
this is a strange format for me so excuse me if i'm just like looking around i'm trying to like here.
12
I think people are watching me so this is a little bit new for me so bear with me here.
13
But today I want to talk about why you might not have learned English very well in school.
14
I'm also going to release a podcast episode about this.
15
It's probably going to come out in a couple months or so.
16
I'm way more ahead on podcast episodes than I am on YouTube videos
17
but I wanted to talk about this today because it's a topic that is pretty relevant to probably
18
most of you maybe almost all of you i'm sure most of you learned English in school, um maybe you took four years of english classes in high school
19
or maybe you took even more than that
20
if you started english classes in middle school elementary school whatever it may be
21
but i hear this story again and again and again every time i talk to students
22
about their experience learning English in school, especially in public schools.
23
I'm not really talking here about private schools.
24
There's a lot of good private schools, but in public schools, what tends to happen is
25
that people take years and years of English classes and they never learn English.
26
So why is that?
27
Let's talk about some of the issues.
28
These are just my opinions.
29
Obviously, other people might disagree with me.
30
They might think that there are other issues or they might not.
31
see it the way I see it,
32
but these are the things that I see that might contribute to the reasons why people don't learn English in school.
33
I don't have my notes with me.
34
Usually I have like my notes on my computer to kind of keep me organized.
35
So I'm just kind of going off the speak naturally,
36
spontaneously, and try to remember the ideas that I have in mind So I think the main idea
37
the not the main idea but the main point the main problem that i would say of why
38
English classes aren't that useful in school.
39
They're useful, but not as useful as we'd like them to be.
40
is because they don't teach you how to learn English, right?
41
It would be great if English classes in high school English teachers taught students how to actually learn a language,
42
how to actually go about learning English because the majority of our learning comes outside of the classroom, right?
43
The classroom is not where we're getting like most of our practice, most of our listening practice, perhaps not even most of our speaking practice depending on your situation.
44
So because of that, I'm going to turn around here.
45
I'm going to like do laps at this park.
46
Sorry, this is like completely natural video, not edited or anything like that.
47
So bear with me.
48
Like I said, one of the big problems with English classes in high school, middle school, or whatever, is that students kinda just show up hoping to learn English.
49
They don't actually know uh.. that actually learned how to learn a language.
50
You know, whatever subject it may be, it's great to learn how to learn something, right?
51
And when you learn how to learn, then you can do it on your own, right?
52
You don't need someone to guide you through every step of the way or whatever.
53
But that's not the case in high school English classes in most countries, right?
54
People don't learn how to actually learn English.
55
They just show up
56
and hopefully you know the knowledge just like gets transferred to their head from the teacher
57
or whatever and that's not how it works in most cases right.
58
So that's a big issue is that students aren't taught how to learn.
59
Another issue I would say is that the content
60
that is used is not always the best and so I always talk about this idea of having
61
comprehensible input that's the term that's used nowadays to describe this.
62
Input referring to things that you listen to or that you read
63
you know and having this content and have it be comprehensible meaning you understand it.
64
So the idea is to use content that you can understand but is still challenging for you.
65
So it's still like a little above your level so that you're learning new words, you're learning new phrases, you're learning new vocabulary,
66
your brain is having to kind of fill in the gaps of things
67
that you don't understand when you read or you listen to whatever the content is.
68
So that's basically what you're doing right now, right?
69
You're watching this video, maybe you listen to my podcast, and what it is is specific level.
70
This is a more advanced video because I'm speaking at normal speed, but you got the subtitles, right?
71
And so that's a little bit more comprehensible.
72
You're able to like read the subtitles while you're listening.
73
So that makes it more understandable.
74
But for example, if you watch
75
my in a lower level videos or
76
if you listen to my podcast you're listening to content that's
77
made for a specific level that's lower than just native level
78
so what that's good for is that you actually you know use content
79
that you can understand
80
and you are still being challenged you're still learning new words you're still learning new phrases
81
but it's understandable it's not something that's
82
some textbook like whatever text they put in there that's not very interesting, right?
83
So unfortunately in schools a lot of what you consume in
84
your English class is going to be like really boring like textbook style stories
85
that don't really interest anyone or they're like little videos that you might watch that really aren't that interesting.
86
I remember watching these in I didn't have Spanish in middle school.
87
I was just high school.
88
But in my high school Spanish classes, I remember watching videos that weren't that interesting or whatever.
89
You know the type of content that we use is extremely important
90
because if you use content that's interesting for you that's engaging for you
91
that you can understand
92
but it's still challenging for you that's going to be like the optimal type of content that you want to use.
93
It might be too easy for you, it might be too hard for you, whatever it may be, that content tends to be just less useful overall, right?
94
So the type of content used in schools is often not the best.
95
Right.
96
What else?
97
What other problems?
98
Let me think.
99
I've got a few other ones that I had in mind, but I don't have my notes in front of me, so I kind of have to scour my brain to try to remember what they were.
100
Yes, another issue is the speaking practice is not very helpful.
101
right obviously speaking is like the hardest part of learning a language for most people right
102
and so you would hope
103
that in these classes you would have some good well -designed effective speaking practice
104
but that's usually not the case at least in my experience it was typical to do like role playing
105
and this role playing was not very interesting it's like all right let's pretend
106
that you're the cashier i'm the person shopping here at the supermarket let's interact right
107
useful about that obviously you can learn useful phrases useful words for
108
that specific situation maybe I'll slow down here so I'm not walking
109
so fast so I can talk more easily yeah obviously you're learning things
110
that are good for that situation
111
but let's be honest that's not the most interesting type of speaking practice
112
and those types of things like the words that you learn through that exercise or whatever,
113
they're not going to stay in your head as like easily as something that's much more relevant to you.
114
Like, for example, if you were to do speaking practice.
115
about something that's actually really important to you, it's really engaging for you, it's really relevant to your life,
116
you're probably going to learn and remember those new words more easily.
117
I notice this a lot, for example, when I do speaking practice, when I'm learning other languages,
118
What happens is I tend to focus a lot of my early efforts on speaking about things
119
that are really important to me, that are really relevant to my life.
120
For example, I might speak a lot about language learning, or I might speak a lot about online business, content creation, things that I do that I talk about on a regular basis,
121
even in English, and that are interesting for me, they're relevant for me.
122
things because those things stay in my head i repeat them a lot
123
because these are things
124
that i talk about a lot i have a lot to say about them
125
so it kind of helps out with the repetition where i'm
126
speaking more about them these phrases are sticking in my mind more i don't know
127
if you guys want to kind of see the view
128
because you're kind of under me here
129
but got a nice big old park here uh pretty close to my house
130
so this is uh pretty nice there's some kids over on the playground so of speaking practice,
131
the speaking practice in these schools, in these classes, it's just not that relevant, not that useful.
132
And because of that, it's not very memorable.
133
The stuff that you're learning doesn't stay with you as easily, right?
134
So that's a big issue.
135
So speaking practice is, you know, that's something that's lacking.
136
Like there is speaking practice, but it's not very good.
137
It's not very effective.
138
And It just doesn't help you learn as much, right?
139
And then one other thing
140
that I can think of is just kind of the lack of freedom when it comes to these classes, because as you probably know, when it comes to learning a language,
141
it's really useful to be able to kind of have flexibility
142
and use content that's good for you that perhaps might not be interesting for someone else, but you like it or, you know, whatever it might be,
143
having this freedom to customize so that it's interesting for you.
144
This is something that's obviously lacking
145
in schools right
146
so obviously everyone's kind of forced to read the same thing
147
uh listen to the same thing do the same thing you know all this kind of stuff
148
and yeah i get it because we want structure but unfortunately that means
149
that a lot of people are just kind of tuned out
150
they're not really you know engaged with what they're um they're
151
interacting with in the class in terms of the content
152
and it probably means that they're not retaining as much information it's just not good
153
forced you to use just like really boring content for English, right?
154
You probably wouldn't be that excited to learn English, right?
155
I hope that this type of video is more interesting for you than just some random boring textbook
156
or whatever it may be, right?
157
So I'm not saying that we need to just like have no rules in the English class.
158
All I'm saying is there should be a little more flexibility.
159
Perhaps students can use different types of content, not always have to use the same exact thing if it's interesting for one person, but not for another person, right?
160
And speaking of textbooks, that's one other issue.
161
I think there's just an over -reliance on textbooks in English classes.
162
Don't get me wrong, there's nothing wrong with textbooks.
163
Textbooks are great.
164
They're great like resources.
165
You can reference them if you want to learn things about grammar, you want to learn rules, you want to practice with things, maybe learn vocabulary.
166
Sometimes there is.
167
like they do have like good interesting stories that could be good, comprehensible input.
168
Not always, but sometimes they have that as well.
169
So textbooks are great.
170
However, these classes tend to be like dependent on these textbooks
171
as like the primary source of information for like our primary source of interaction with the language, you know, for the students.
172
And I don't think it should be like that.
173
Textbook should be supplementary.
174
So obviously it's good to reference a textbook, to learn different things, practice with different rules if that's what you're trying to do.
175
But the main foundation of your learning, of course, is not going to come from the textbook.
176
It's not like, "Alright, I'm going to learn all the rules in the textbook
177
and then I can use all these rules naturally in my own speech." It just doesn't work that way.
178
You guys probably know what I'm talking about.
179
Instead of that, you know, why not make, you know, comprehensible input the foundation of the learning experience,
180
even within the context of the classroom, have some
181
relevant type of speaking practice that's actually useful and engaging
182
and then also use the textbook as like a supplementary thing to help with like certain grammar points
183
and help kind of give just a little bit of
184
guided structure through the the fundamentals of the language or whatever right
185
so I think that would be a better approach than like using the textbook as the main learning resource
186
because I don't think anyone really likes that that much.
187
And it just deprives people of the time, like during class, to do other things that are more important,
188
like the listening comprehension and the relevant speaking practice, all that.
189
One other issue, and this one is kind of hard to really remedy, but the other issue is that obviously most teachers in public schools,
190
if they're teaching an English class in some other country, they're not a native speaker.
191
right and so because of
192
that they're obviously not going to pronounce words correctly all the time they're obviously going to say things
193
that are wrong
194
and you know that's just kind of how it goes that's
195
not like a knock on these english teachers i'm not trying
196
to insult these english teachers obviously you know they're doing the best they can right
197
but obviously there is the issue of people in these classes
198
that just repeat what they hear the teacher say and obviously if the teacher They're looking at the teacher as the authority,
199
so they're going to say it wrong.
200
like the teacher does.
201
But again, that's a little bit harder to remedy because you can't have a native teacher in all these classes.
202
But what I would say is if you are like a teacher, an English teacher in one of these classes, it's really important to acknowledge this right we don't want to get
203
so prideful like
204
if i were teaching spanish let's say in the us i would never want to be
205
so prideful to say like oh no like i'm you know the way
206
that i'm saying it is exactly the way
207
that someone from mexico would say it
208
because it's not right even though i don't have a terrible accent
209
when i speak spanish i do not say things the same way
210
that a mexican does right and there's nothing wrong with that i'm a second you know,
211
someone teaching English in another country and they're not a native speaker, they should have that same attitude of not thinking, "Well, I'm the teacher, so everything I say is right and correct."
212
that's just not the case right we need to acknowledge that
213
and so if you can acknowledge that and
214
if you can also like communicate that to the students
215
and perhaps use other content like that would be from native speakers like videos
216
and audios and things like that that would serve as like instructional you know material
217
or just listening practice beyond just your own
218
speaking obviously that would be good as well like
219
if i were teaching spanish in the u .s in a
220
class i wouldn't want their listening practice to be like just
221
all just from me like it wouldn't it shouldn't be 100 me speaking right
222
because obviously i'm not a native speaker they're going to be missing a lot
223
if i'm the one that's like 100 of their listening content
224
right whereas in english obviously i have no problem doing that because i'm a native speaker Okay, so I think the same thing goes for someone teaching English in another country.
225
It'd be good for them to just, you know, be humble, obviously know that they're not going to say everything correctly, and then also kind of utilize other content.
226
to supplement you know what they're saying to the students you know like native content
227
and you know help them help students find native content that's good for them
228
that will serve as good listening practice for them my thoughts
229
are really scattered right now it's kind of nice to do videos like this it's just a little bit
230
A little bit outside my comfort zone, but if you guys like this, I'll try to do this a little bit more often But there's a few other people walking around.
231
I'm trying to avoid them trying to go to places where I can just walk freely and not not
232
need to lower my voice
233
because I It makes me a little bit embarrassed to talk really loud here at the park filming myself or whatever.
234
But yeah, those are some of the issues that I think.
235
And then the remedies would just be to kind of mitigate those issues, make those issues less of a problem.
236
Don't rely too much on textbooks.
237
Use comprehensible input.
238
Teach students how to learn English.
239
classroom would be to actually teach students how to learn on their own right
240
if you can teach how Teach a student how they can actually utilize their time at home
241
that they have to learn English utilize it the right way you know that's
242
Golden right
243
that would be a really really good thing for someone to learn how to learn English on their own
244
because the majority of our learning doesn't come from
245
that high school English class it comes from all the stuff
246
that we're listening to that we're reading that we're watching on our own
247
and of course the speaking practice
248
that we do you know whether it be you know with other people in our daily lives other people online
249
or whoever it is right those are the things that really you know, it's the foundation of our learning.
250
Right.
251
So I think that
252
even though it's not my expertise like the classroom setting i'm
253
more of a one -on -one type teacher i think
254
that these are still valid ideas even though i'm not an expert i think that
255
i'm speaking just kind of from experience from what i've heard from students
256
that have talked to me like about issues with their english class experience
257
or whatever so i don't know what you guys think maybe you can leave a comment down below
258
and let me know what you think about that
259
in a high school classroom setting or whatever
260
and let me know what you think about this type of
261
video obviously i'm breathing a little bit more heavily i think i just need to walk more slowly
262
and that would be better so i was like walking really fast before uh
263
so if i walk more slowly maybe it'll be a little a little bit more natural
264
but uh this is fun for me
265
so hopefully you guys like this uh remember that
266
if you want more advanced content if you want all of my advanced episodes
267
so i've already recorded like a hundred of them or something like that you can get them
268
just by becoming a listening time family member.
269
And you'll still get two new ones every single month after that.
270
So it's a really, really great deal.
271
The link down below, if you go down and click on that, you can sign up to become a listening time family member and you'll get those.
272
Also check out my U .S.
273
Conversations podcast.
274
In that podcast, I talk to different English teachers from all over the country.
275
It's a lot of fun.
276
It's great practice for your listening.
277
These are authentic conversations.
278
I give you the transcript for it so you can follow along more easily.
279
If you want that, that link is also down below.
280
All right, thank you all for listening.
281
I'll talk to you in the next video.
📺 Même chaîne
A14,411
A1 English Listening Practice - Language Learning
American AccentDaily Conversation
A2740
A2 English Listening Practice - Reading and Books
American AccentDaily Conversation
A1421
A1 English Listening Practice - Transportation
American AccentTravel EnglishTeensDaily Conversation
A12,129
A1 English Listening Practice - Money
American AccentKidsTravel EnglishTeens
A269
A2 English Listening Practice - 4th of July
American AccentKidsTravel EnglishTeens
B163
B1 English Listening Practice - Immigration
American AccentTravel EnglishDaily ConversationHigh School Students
A22,261
A2 English Listening Practice - Travel
American AccentTravel EnglishTeensUniversity Students
A1566
A1 English Listening Practice - Free Time
American AccentKidsDaily Conversation
A1124
A1 English Listening Practice - Winter
American AccentKidsTravel EnglishTeens
B130
B1 English Listening Practice - Fads
American AccentKidsTeensDaily Conversation
A12,509
A1 English Listening Practice - Cooking
American AccentKidsTravel EnglishTeens
A11,247
A1 English Listening Practice - Daily Routine
American AccentKidsTeensDaily Conversation
A1108
A1 English Listening Practice - Technology
American AccentKidsTravel EnglishTeens
A1385
A1 English Listening Practice - The Internet
American AccentKidsTravel EnglishTeens
A157
A1 English Listening Practice - Favorites
American AccentKidsTeensDaily Conversation
A291
A2 English Listening Practice - Job Interviews
American AccentBusiness EnglishInterview EnglishHigh School Students
B135
B1 English Listening Practice - Favorite Memories
American AccentTeensDaily ConversationHigh School Students
A192
A1 English Listening Practice - Productivity
American AccentKidsTeensDaily Conversation
B241
B2 English Listening Practice - Airplanes and Flying
American AccentTravel EnglishDaily ConversationHigh School Students
A11,129
A1 English Listening Practice - Supermarket
American AccentKidsTravel EnglishTeens
✨ Vidéo recommandée
B22
217 phrases
Why English is SO Hard to Learn!
American AccentBusiness EnglishDaily ConversationHigh School Students
B21
389 phrases
How To Go From B1 To B2 Level of English (What ACTUALLY Works)
Business EnglishDaily ConversationHigh School Students
B26
143 phrases
Why Studying More Isn't Making You Fluent
Business EnglishDaily ConversationUniversity Students
B21
55 phrases
Advanced English Listening Practice - 1 - English Lesson at Fast, Native Speed - Laundry in Japan
American AccentDaily ConversationUniversity StudentsWorking Adults
B1228 phrases
Effortless English Rule 7 Powerful English Speaking Stories
American AccentBusiness EnglishDaily ConversationHigh School Students
B22
97 phrases
How I Learned English (didn’t speak it until I was 18)
Business EnglishDaily ConversationUniversity Students
B22
331 phrases
English Podcast for Easy English Learning | Daily Life Conversation Practice B1- B2 | Education Talk
Business EnglishInterview EnglishDaily Conversation
B15
277 phrases
Why Your English Isn’t Improving (10 Real Reasons & Fixes) | English On The Way
Business EnglishDaily ConversationHigh School Students
B11
276 phrases
HOW TO SPEAK ENGLISH FLUENTLY | 2 SIMPLE STEPS TO SPEAK ENGLISH FLUENTLY & CONFIDENTLY LIKE A NATIVE
American AccentBusiness EnglishDaily ConversationHigh School Students
B22
263 phrases
9 English Learning Lies You Probably Believe
American AccentBusiness EnglishDaily ConversationUniversity Students
B21
253 phrases
English Listening Podcast - Why is it Hard to Become Advanced?
American AccentBusiness EnglishDaily ConversationUniversity Students
B23
427 phrases
7 Ways You're Overcomplicating English Learning
American AccentBusiness EnglishDaily ConversationUniversity Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Why You Didn't Learn English in School ». Les mots qui reviennent le plus souvent : english, learn, content, speaking, practice. Cette vidéo contient 281 phrases et 3579 mots à répéter en shadowing. La partie parlée dure 20:07. Le locuteur parle à un rythme naturel d’environ 178 mots par minute, proche d’une conversation courante. 90 % 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
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| textbook nom | /ˈtɛkst.bʊk/ | manuel, livre de classe |
| comprehensible adjectif | /kɒmpɹəˈhɛnsɪbəl/ | compréhensible |
| podcast nom | /ˈpɑdˌkæst/ | podcast, balado |
| classroom nom | /ˈklɑːsɹʊm/ | salle de classe |
| remedy nom | /ˈɹɛmədi/ | remède |
| bore verbe | /boɹ/ | ennuyer, barber |
| acknowledge verbe | /əkˈnɑ.lɪd͡ʒ/ | reconnaître |
| prideful adjectif | /ˈpɹʌɪdfəl/ | orgueilleux |
| subtitle nom | /ˈsʌbtaɪtəl/ | sous-titre |
| supplementary adjectif | supplémentaire | |
| understandable adjectif | compréhensible, comprenable | |
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| flexibility nom | /ˌflɛksɪˈbɪlɪti/ | souplesse, flexibilité |
| interact verbe | /ɪn.təˈɹækt/ | interagir |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| show up verbe | apparaître, se montrer se pointer |
| walk around verbe | déambuler |
| check out verbe | mater, regarder |
| go down verbe | descendre |
| go off verbe | exploser |
| look around verbe | regarder autour de soi |
| slow down verbe | ralentir, décélérer |
| turn around verbe | retourner |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- I'm here at a park.
- I'm not really talking here about private schools.
- Let's talk about some of the issues.
- I don't have my notes with me.
- I'm going to like do laps at this park.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Phrases conditionnelles if + proposition, will/would + verbe — une condition et son résultat | if you guys like this, I'll try · if i walk more slowly maybe it'll be |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | i've heard · have talked · i've already recorded |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | aren't taught · being challenged · are really scattered |
Prononciation à surveiller
Le locuteur utilise 118 contractions et formes réduites, comme I'm, they're, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: repetition /ˌɹɛp.əˈtɪʃ.ən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, cashier /kaˈʃɪə/
- Mots longs — placez bien l’accent: comprehensible /kɒmpɹəˈhɛnsɪbəl/, vocabulary /vəˈkæb.jə.lə.ɹi/, flexibility /ˌflɛksɪˈbɪlɪti/, repetition /ˌɹɛp.əˈtɪʃ.ən/, spontaneously /spɑnˈteɪ.ni.əs.li/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: comprehensible /kɒmpɹəˈhɛnsɪbəl/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, humble /ˈhʌmbəl/
- /r/ anglais — langue recourbée, sans frotter la gorge: comprehensible /kɒmpɹəˈhɛnsɪbəl/, classroom /ˈklɑːsɹʊm/, remedy /ˈɹɛmədi/, bore /boɹ/, prideful /ˈpɹʌɪdfəl/
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 textbook, comprehensible, podcast.
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.