Pratique du Shadowing: Why You Understand English But Can't Speak Fluently - Apprendre l'anglais à l'oral avec la vidéo
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286 phrases
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So there is something I've wanted to talk about properly for a long time
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because I see it constantly with intermediate English learners
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and I don't think we're good as English teachers at explaining what's actually going on.
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If you've been learning English for years, maybe three,
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maybe ten, and you've got this slightly horrible feeling that you used to improve quite quickly but now you just don't.
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There's a reason for that.
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And I don't mean you've stopped learning things.
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You probably know more vocabulary now than you did a year ago.
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Your listening might be better.
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You might be able to understand virtually everything I'm saying right now without really having to concentrate.
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But then you open your mouth to speak and the English
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that comes out sounds much more basic than the English that exists in your head.
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You know what you want to say.
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Sometimes you even know how you should have said it 20 minutes after the conversation has ended, which is particularly helpful.
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And I think the problem is that learners at this stage have spent years getting very good at knowing English,
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but they haven't spent nearly enough time practicing how to retrieve it and use it automatically.
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Those sound like quite similar things.
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Knowing English, retrieving English automatically, but they are not.
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So I want to show you what I mean and later in the video we're actually going to practice it together.
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Once you feel the difference rather than just hearing me describe it, this will make a lot of sense.
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Quick word on who I am if you don't know me.
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I'm Hannah, I've taught English for well over a decade.
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And these days, I make videos for intermediate learners who want to sound like themselves in English, not like a textbook.
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There's a very strange stage in language learning when from the outside, you're doing brilliantly.
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You can have conversations, you can work in English, you can watch television, maybe you read novels.
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You've got enough vocabulary that you can talk about the things that matter most to you.
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If somebody tested you, you'd probably come out at a perfectly respectable level.
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And yet, speaking can still feel oddly disappointing because you know how articulate you are in your first language.
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You know that you're funny or opinionated or nuanced, complex, whatever you happen to be.
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And then you speak English and you become a slightly cautious version of yourself who'll say things like,
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yes, I agree with your opinion.
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It is very interesting.
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And afterwards you think, I had so much more to say than that.
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Honestly, this is one the hardest stages
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because at the beginning progress is very obvious you learn the past tense
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and suddenly you can tell someone what you did at the weekend once you're intermediate
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that becomes much harder to see you're not trying to get from nothing to communication anymore
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you're trying to get from communication that works to communication
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that feels natural and quick and like you
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and quite often learners respond to this difference in measuring progress by doing whatever it was
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that got them this far so they study more grammar they consume enormous amounts of english
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or they think themselves oh i just need to speak more
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so they book lessons or find conversation partners all in the hope
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that with enough hours something will just click
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now all of those things can help i'm not going to tell you
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that watching english films
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or speaking english is somehow bad for your english learning what is missing
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i think is a particular kind of practice
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and without it you can carry on accumulating english for years
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while your actual speaking changes surprisingly little let's take grammar
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because this is probably the clearest example you can know the second conditional perfectly.
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You know that you say, if I had more time, I would travel more.
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You could probably do 20 grammar exercises on it and get 19 of them correct.
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But then somebody says to you, what would you do if you didn't have to work?
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And there is still this tiny delay.
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you know the grammar.
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Nothing is missing from your knowledge.
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Your brain is just having to assemble the answer while you're speaking.
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And speaking is very unforgiving because nobody freezes politely for eight seconds while you search through your mental grammar book.
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So we tend to fall back on whatever comes most easily.
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Maybe you avoid the structure altogether.
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Maybe you simplify it or maybe you use a phrase
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that you've used hundreds of times before because that's the one
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that is ready for you in the moment
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this distinction is fairly well established in language learning there's the english you can consciously think about
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and explain and then there's the english that's become familiar enough that you can use it without doing much conscious disassembly.
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I don't want to turn this into a neuroscience lecture,
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but researchers distinguish between memory that's involved in consciously knowing things and the memory involved in skills becoming automatic.
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And speaking, ultimately, is a skill.
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That's why you can understand the grammatical explanation and still not use that grammar naturally in everyday conversation.
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It's also why you can hear an expression hundreds of times, recognize it, understand what it means,
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but somehow never think to use it yourself.
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That happens constantly with languages that aren't your mother tongue, and it happens to me with my Italian.
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I'll hear a phrase over and over again, but it will never be one that I automatically reach for in conversation.
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Let's give you an example in English, you'll hear someone say, I wouldn't worry about it.
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You understand every word.
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There's nothing difficult there.
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But six hours later, someone is worried that they have sent an email with a typo in it.
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And instead of reaching for that phrase, you say something like, you don't need to worry, which is completely fine in English.
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It just means that the natural phrase, I wouldn't worry about it,
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is sitting in the part of your English that you recognize rather than in the part that your mouth reaches for automatically.
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And that gap explains a huge amount about the intermediate plateau.
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You often don't need much more English.
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You need better access to the English you already have.
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There's another piece of advice that intermediate learners hear constantly, which is just to speak more.
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And speaking more is useful, of course it is, but there's a problem if all you are doing is having lots and lots of free conversation.
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Your brain gets faster at what it repeatedly does.
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So if you already have certain habits in English, those habits tend to become easier to produce.
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And yes, by habits, I can mean mistakes.
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This is how people can have extremely fluent mistakes.
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You meet learners who say something like, I'm agree, and have been saying that for years, who never hesitate when they say it.
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It comes out beautifully, very confident, completely automatic, because fluency and accuracy aren't the same thing.
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And this is why correction itself can sometimes be frustrating your teacher says no not i'm agree i agree
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and you nod because you know that you might have known
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that for years but the very next week there it is again i'm agree
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because the problem was never
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that nobody explained the rule the old version the wrong version was simply much better rehearsed
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so what tends to help is not endlessly adding more material
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and it's not hoping general conversation will somehow one day reorganize your English.
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You need to spend time deliberately rehearsing the language you actually want to become automatic.
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Not hundreds of isolated words, useful chunks, sentence frames, little patterns that come up over
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and over again in conversation once those are familiar enough
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they start doing a lot of the work for you you're no longer building every sentence from the foundations
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while somebody waits patiently you already have the pieces available
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if you listen to native speakers we recycle an extraordinary amount of language
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we don't invent every sentence from scratch we say things like i was wondering
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if if you don't mind i don't know if probably
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it's a bit the thing is to be fair
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and then we put what we actually want to communicate around those familiar bits you're still thinking
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and choosing words you're just reducing how much work your brain has to do in real time
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and i think intermediate learners are often taught these things in completely the wrong way
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you get a vocabulary list maybe a grammar point you do some exercises
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and then you move on
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which means you've met the language you just haven't necessarily trained it
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so what i want to do now is train a few of these with you
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and if you can actually speak don't just watch me doing it
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because then we are back where we started
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if you're on the bus maybe don't start loudly repeating i was wondering
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if because you will irritate the person next to you, maybe save the video and watch it later.
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But if you're somewhere reasonably private, have a go.
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This is the process I want you to notice.
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You hear a useful pattern in context.
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You repeat it enough that your mouth gets used to it and then you have to retrieve it yourself.
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We will do just that with four patterns now.
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Pattern one, you need to ask someone you don't know very well for a favor
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you could say can you help me with this absolutely fine
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but in a situation where you want to sound softer
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or more polite you'll very often hear this i was wondering
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if you could help me with this in
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that sentence the useful bit is i was wondering
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if say it with me I was wondering if again I was wondering
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if and once more but don't make every word equally strong this time I was wondering if
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when you do this yourself you should repeat
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it as many times as you can to make it yours
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now I will give you an ending say it after me I was wondering if you had a minute it.
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I was wondering if you could send that again.
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I was wondering if it would be possible to change the time.
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Now imagine you booked a table at a restaurant for 7pm and now you need to move it to 8pm.
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Use the pattern.
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Don't make it perfect.
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Start with I was wondering if.
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Go.
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You might have said, I was wondering if I could change my reservation.
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And if you did, well done.
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You've just done something different from reading it on a page.
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You've had to retrieve it.
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You recognized it.
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You've repeated it.
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You used it.
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With the next pattern, let's try something that comes up constantly when you're giving an opinion or a suggestion.
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Someone asks, do you think I should drive or get the train?
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And I might say, I'd probably get the train, to be honest.
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Again, the bit I'd want is, I'd probably.
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Not, I would probably.
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In ordinary conversations, we contract constantly.
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And those contractions make an enormous difference to rhythm.
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I'd probably say it.
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I'd probably, again.
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I'd probably.
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Pause, repeat it, repeat it, repeat it now again i will say a phrase repeat it after me i'd probably leave a bit earlier
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i'd probably speak to her first i'd probably wait until tomorrow
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now somebody asks you i'm visiting london for the day should i drive or take a train to the center
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Give your answer, starting with that pattern.
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Go.
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I'd probably take the train, to be honest.
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But the important part isn't how sensible you were about your recommendation for London transport.
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The important part was that you retrieved this frame yourself.
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You retrieved it without building it word by word.
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Pattern three.
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Now, this one is small but does an enormous amount of work, especially if you want to sound more specifically British.
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Listen to these.
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The soup is cold.
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The soup's a bit cold.
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It's the same fact really, but the second one you will hear constantly here.
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The soup's a bit cold, not the soup is cold.
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And that's because in British English especially, we tend to soften many things with a bit.
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Not because we don't have opinions, we do quite strong ones in fact.
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But because saying things too directly sounds a bit rude to us.
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There we go, I just did it.
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It can sound rude to us.
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It's a bit cold.
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It's a bit late.
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He's a bit annoying.
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Say them with me.
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It's a bit cold.
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It's a bit late.
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He's a bit annoying.
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and here's a slightly odd part a bit is almost never literal
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if i describe something as a bit sore it's not a bit sore it usually is very painful
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or very sore i'm just choosing not to make the fuss about it
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because yes we bricks are known for understatement so when it comes to the phrase a bit.
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The softening isn't softening the meaning, it's softening the delivery.
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The last one.
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This is useful because it gives you something to say while you're organising the rest of your sentence, which native speakers do constantly.
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The thing is, I'm not sure we've got enough time.
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The thing is, is a very common expression in English.
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And the thing is the phrase itself isn't carrying
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that much meaning do you see what i did there it's giving your brain a bit of runway
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you've started speaking the conversation is moving and meanwhile
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you've bought yourself a second or two to organize your actual point say it with me the thing is
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the thing is the thing is pause and repeat it now let's add something to the end of it
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The thing is, it's a bit expensive.
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The thing is, I've already made plans.
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The thing is, I'm not sure that would work.
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Now, time for you to retrieve it.
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I want you to disagree with this statement.
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Everyone should work from home.
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Disagree with it and start with, the thing is, go.
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There you are.
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And with each of those, what I hope you started to notice was that they began to feel normal.
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The thing is, the thing is, I'm a bit tired.
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It's a bit sore.
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That is what you want.
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Not intellectually impressive.
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Things that are familiar.
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Familiar language is much easier to retrieve when you're under pressure.
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So if you've been stuck for a while here's what I'd actually change.
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I wouldn't stop watching English or reading or learning new vocabulary because quite frankly that would be silly.
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I'd just stop assuming that exposure automatically becomes speaking and I'd think about them as three shifts.
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Shift one, stop thinking about learning English and start thinking about training the English you already have to come out faster.
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Those sound similar but they are not the same, they're not the same project.
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Shift 2, stop adding new material, start rehearsing what you've already got.
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When you hear a useful sentence don't just think, oh that's nice, I understand that.
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Steal it, use it, change a word then use it again the next day say it again
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and again until it becomes automatic for you shift three stop chasing correctness
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and start chasing automaticity this is the counterintuitive one
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because automaticity actually produces more correctness than correctness produces automaticity
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if you are always focusing on just being correct of course things aren't going to come out automatically
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but if you automatically say the correct thing over
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and over again the correctness builds itself the patterns running automatically
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in a fluent speaker's head are often the correct ones and particularly
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look for language with a lot of mileage in it i was wondering
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if is useful
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because you can use
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it in dozens of situations every week a very specific sentence
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you'd only need once every few years doesn't deserve the same rehearsal.
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Pay attention, especially to the English you already understand but don't yet produce.
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That is such a useful place to work because you're not learning something from scratch, you're just moving it from, oh I recognize that, to,
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oh that's something I say automatically.
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That's the bit most intermediate learners are missing.
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Before I go on, there is one thing I want to mention just
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because it would be a bit odd if I didn't.
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i do sell a course
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which is built around this exact problem i just didn't want
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it coming out of nowhere in a minute's time this all of this is the reason
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that i built unlock real english
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because i kept seeing the same problem with students they'd learned an enormous amount of english over the years
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and yet when we spoke they were relying on a much smaller pool of language than the language they understood.
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So the course is built around getting
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that useful spoken English out of the pool of passive understanding and making it easier to access.
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What we did together in this video is a small example of the method inside it.
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You meet the language in context first, then you practice saying it, and then you use it yourself.
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Recognize, repeat use.
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And so by the end, you're not just recognising my English, you're producing your own.
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Inside, we do this much more systematically.
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Longer practice sessions, audio you can come back to and shadow, written exercises if you need them,
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and speaking activities that are designed to help you retrieve the language rather than just observe it.
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It isn't really a course about collecting more vocabulary.
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It's for people who already have quite a lot of English
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but who are frustrated that it isn't coming out naturally when they speak.
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One of the things I found genuinely encouraging from the students who have first gone through it is
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that they haven't talked about learning new things, they've talked about becoming more aware of how spoken English actually works
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and noticing things they've been hearing for years but haven't actually used themselves.
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It is not for beginners, it is for intermediate to advanced learners, so B1 upwards.
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And I teach British English, so that is the variety you will hear throughout.
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You get lifetime access, so you can work through at your own pace and come back to the practice whenever you like.
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If what I was talking about in this video felt familiar, if you thought, yes, that is the gap I have,
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have a look at the course page.
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No pressure, the link is below.
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Have a read through what's included and see if that feels right for you.
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I built it for exactly the learner I've been talking to for the past half hour.
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So if that's you, if this felt familiar, I'd love to see you in there.
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And whether you join me in the course or not, I'd like you to try this differently next week.
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Pick a few phrases that you already understand easily but never seem to say.
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Don't collect 50.
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Choose a small number and keep coming back to them until they stop seeming like somebody else's English.
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say them aloud change them use them when you speak see what happens because
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if you've reached the intermediate level
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there is already an enormous amount of english in your head
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the next stage is about making more of it available
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when you actually need it if this was useful
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and you've ever had a moment
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when you've realized 20 minutes after a conversation has finished what you should have said tell me below
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and if you know another learner who finds themselves in the same plateau.
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Please feel free to send this to them too.
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Until then, I'll see you in the next one.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « Why You Understand English But Can't Speak Fluently ». Les mots qui reviennent le plus souvent : english, wondering, language. Cette vidéo contient 286 phrases et 3337 mots à répéter en shadowing. La partie parlée dure 23:21. Le locuteur parle à un rythme régulier d’environ 143 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
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| intermediate adjectif | /ɪn.tə(ɹ)ˈmi.di.ət/ | intermédiaire |
| retrieve verbe | /ɹɪˈtɹiːv/ | récupérer, retrouver |
| phrase nom | /ˈfɹeɪ̯z/ | expression |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
| enormous adjectif | /ɪˈnɔː.məs/ | énorme |
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| automatic adjectif | /ˌɔː.təˈmæt.ɪk/ | automatique |
| sore adjectif | /soɹ/ | douloureux |
| habit nom | /ˈhæb.ɪt/ | habitude |
| naturally adverbe | /ˈnæt͡ʃ.(ə.)ɹə.li/ | naturellement |
| chase verbe | /t͡ʃeɪs/ | poursuivre, chasser |
| collect verbe | /ˈkɑlɪkt/ | rassembler, recueillir |
| rude adjectif | /ɹuːd/ | impoli, malpoli |
| scratch verbe | /skɹæt͡ʃ/ | gratter |
| soup nom | /sup/ | potage, soupe |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| come out verbe | /ˌkʌm ˈaʊt/ | sortir |
| come up verbe | se montrer, sortir du bois | |
| go through verbe | traverser |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- You've had to retrieve it.
- Someone asks, do you think I should drive or get the train?
- I'd probably take the train, to be honest.
- The thing is, I've already made plans.
- The thing is, I'm not sure that would work.
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 | you've been learning · have been saying · they've been hearing |
| Phrases conditionnelles if + proposition, will/would + verbe — une condition et son résultat | If somebody tested you, you'd probably · if I had more time, I would travel |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've wanted · you've stopped · has ended |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | are often taught · are known · you've been stuck |
Prononciation à surveiller
Le locuteur utilise 116 contractions et formes réduites, comme don't, you're, you've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: altogether /ɔl.tuˈɡɛð.ɚ/, rhythm /ˈɹɪð.əm/
- Les sons « sh » et « zh »: explanation /ˌɛkspləˈneɪʃən/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, shadow /ˈʃædəʊ̯/, suggestion /səˈd͡ʒɛst.ʃən/, conscious /ˈkɑn.ʃəs/
- Mots longs — placez bien l’accent: intermediate /ɪn.tə(ɹ)ˈmi.di.ət/, vocabulary /vəˈkæb.jə.lə.ɹi/, automatic /ˌɔː.təˈmæt.ɪk/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: habit /ˈhæb.ɪt/, horrible /ˈhɔɹ.ɪ.bəl/, helpful /ˈhɛlp.fl̩/, nowhere /ˈnoʊ.(h)wɛɹ/, hesitate /ˈhɛz.ə.teɪt/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, chase /t͡ʃeɪs/, scratch /skɹæt͡ʃ/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, virtually /ˈvɚ.t͡ʃə.wə.li/
- /r/ anglais — langue recourbée, sans frotter la gorge: intermediate /ɪn.tə(ɹ)ˈmi.di.ət/, retrieve /ɹɪˈtɹiːv/, phrase /ˈfɹeɪ̯z/, grammar /ˈɡɹæm.ə(ɹ)/, vocabulary /vəˈkæb.jə.lə.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 intermediate, retrieve, phrase.
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.