Shadowing Practice: Part 4 A study on learning persistence - Learn English Speaking with Video

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Part 4.
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You will hear part of a lecture on learner persistence.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Now, listen carefully and answer questions 31 to 40.
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Today, I'm going to talk about my research on learner persistence.
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Let me first introduce why I wanted to carry out such research.
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As a university teacher, I found learners' responses to certain things vary a lot.
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For example, some students may completely give up their degree studies because of a temporary illness,
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while others may overcome all kinds of difficulties and try their best to continue their studies.
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The latter are the students with learner persistence, and this is the group that I'm particularly interested in.
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To do the research, first I selected my undergraduate students as the research sample, with a total of 200 people.
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All the students selected were seniors, and they had already stayed in the course very well.
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Although the sample was drawn from a range of ages, there were deliberately a large number of mature students.
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And there was one thing in common.
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All of those students were living at home in the local region.
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I wanted to maintain this element of consistency, so I didn't include those coming from outside this area.
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Then I designed a questionnaire that aimed to find out what their concerns had been when they began the course,
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and then what had made them stick at the three-year studies in university.
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Findings from the first section pointed out that there were different concerns when they started their university studies.
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For example, some worried about the financial circumstances, while others were concerned about their careers after graduation.
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However, the research found the biggest concern for mature students tended to be the relationship with their children at home.
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Next, I wanted to find out what had made those students persist with their university studies.
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So in the second part, I designed my questionnaire under three main headings, social and environmental factors, other factors,
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and personal characteristics, and I included three levels of importance for each of these three headings.
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At the first level, those points identified by the respondents were regarded as the most important in learner persistence.
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Let's look at them one by one.
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For the first column, that's the social and environmental factors, a significant number of students said it was crucial to have effective support,
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whether from their tutors or friends or friends.
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For other factors, students were driven not so much by high grades, but by what they regarded as a success in their studies.
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This was quite different from what I'd expected.
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Regarding personal characteristics, a sizeable percentage of participants said they liked to take up a challenge, which was seen as a very important factor.
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Then at the second level of importance, in the first category, many of the respondents regarded the life they enjoyed at school as an important social factor
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because this gave them good experiences.
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In the second column, Other Factors, a lot of people said that the most significant thing was decent health, which was also conducive to their persistence in the studies.
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And then, under the third column, quite a number of respondents had the same view
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that they should have a range of interests in their everyday lives
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because this could broaden their minds and give them a sense of perspective, which less persistent learners might lack.
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And then on to the third level of importance.
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Under Social Factors, several respondents said that they had been keeping close to their tutors in their three-year university studies.
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In the second column, for Other Factors, they mentioned it was very important to live in a family without any problems.
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And finally, under Column 3, they talked about the capacity for multitasking, which was the ability to simultaneously deal with different problems.
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From these findings, I've concluded some recommendations on how to promote students' learner persistence.
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Primarily, I suggest that we should distribute questionnaires to the freshmen
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so as to make clear of their maturity when they begin the course.
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This This is really our most important concern.
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Secondly, I propose
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that we should find ways to offer some training sessions to
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the students who are selected to encourage them to play the role of advisors.
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The purpose of this is to make support much more approachable to other students.
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Thirdly, in the evening and night, when offices are closed, students may have no one to turn to for help.
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As a result, I think we should provide online services to those in need.
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have pointed out that this service is actually more accessible than traditional services.
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And finally, if students don't submit their assignments before the deadlines,
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I think we teachers should contact the students first rather than waiting for the students to come to us.
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So, this is all I want to share on my research.
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Now, let's turn to the next part.
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Are there any questions about...
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That is the end of part four.
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You now have one minute to check your answers to part four.

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Vocabulary and speaking notes for this lesson

This video has 60 sentences and 847 words to shadow. The speech runs for 6:27. The speaker talks at a steady 131 words per minute, a comfortable pace for shadowing. 85% of the words are among the 3,000 most common in English; the rest is worth studying before you start.

Key vocabulary in this video

15 less common words from the video, with pronunciation and meaning:

  • persistence /pəˈsɪst(ə)ns/ (noun) — The property of being persistent.
  • column /ˈkɒləm/ (noun) — A solid upright structure designed usually to support a larger structure above it, such as a roof or horizontal beam, but sometimes for decoration.
  • select /sɪˈlɛkt/ (verb) — To choose one or more elements of a set, especially a set of options.
  • regard /ɹɪˈɡɑːd/ (noun) — A steady look, a gaze.
  • heading /ˈhɛdɪŋ/ (noun) — The title or topic of a document, article, chapter, or of a section thereof.
  • mature /məˈt͡ʃʊ(ə)ɹ/ (adjective) — Fully developed; grown up in terms of physical appearance, behaviour or thinking; ripe.
  • characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/ (noun) — A distinguishing feature of a person or thing, a part of mental or physical behavior.
  • tutor /ˈtjuːtəː/ (noun) — One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction.
  • percentage /pə(ɹ)ˈsɛntɪd͡ʒ/ (noun) — The amount, number or rate of something, regarded as part of a total of 100; a part of a whole.
  • primarily /ˈpɹaɪ.mə.ɹə.li/ (adverb) — Of a primary or central nature, first and foremost.
  • temporary /ˈtɛmp(əˌɹ)ɛɹi/ (adjective) — Not permanent; existing only for a period or periods of time.
  • everyday /ˈɛvɹiˌdeɪ/ (adjective) — Appropriate for ordinary use, rather than for special occasions.
  • carefully /ˈkɛɹf(ə)li/ (adverb) — With care; attentively, circumspectly.
  • element /ˈɛləmənt/ (noun) — One of the simplest or essential parts or principles of which anything consists, or upon which the constitution or fundamental powers of anything are based.
  • encourage /ɪnˈkʌɹ.ɪd͡ʒ/ (verb) — To mentally support; to motivate, give courage, hope or spirit.

Phrasal verbs you will hear

  • find out (verb) — To discover, as by asking or investigating.
  • look at (verb) — To observe or watch.
  • point out (verb) — To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
  • carry out /ˈkæ.ɹi aʊt/ (verb) — To hold while moving it out.
  • come from (verb) — To have as one's origin, birthplace or nationality.
  • deal with (verb) — To handle verbally or in some form of artistic expression; to address or discuss as a subject.
  • give up (verb) — To surrender (someone or something); to inform on (someone).
  • live in (verb) — To reside on the premises of one's employer (used especially of domestic staff such as nannies, cooks, maids, etc.)

Pronunciation to watch

The speaker uses 6 contractions and reduced forms, such as I'm, didn't, don't. Say them the short way, as you hear them.

  • The “sh” and “zh” sounds: crucial /ˈkɹuː.ʃəl/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/, freshman /ˈfɹɛʃ.mən/
  • Long words — get the stress right: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, primarily /ˈpɹaɪ.mə.ɹə.li/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, difficulty /ˈdɪfɪkəlti/, accessible /əkˈsɛs.ɪ.bəl/

How to practise with this video

  1. Listen to the whole video once without speaking and note the words you do not know.
  2. Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
  3. Record yourself and compare with the original, paying attention to words like persistence, column, select.

דקדוק בסרטון הזה

המבנים שהדובר משתמש בהם הכי הרבה, עם המילים המדויקות מהסרטון:

מבנהבסרטון
סביל (Passive voice) be + past participle — הדגש הוא על מה שקורה, לא על מי שעושה את הפעולהwas drawn · were regarded · were driven
משפטי זיקה (Relative clauses) who / which + clause — מידע נוסף על אדם או דברchallenge, which was · health, which was · multitasking, which was
הווה מושלם (Present perfect) have/has + past participle — פעולה שקרתה בעבר ועדיין יש לה חשיבות או השפעה עכשיוI've concluded · have pointed

מהי טכניקת השאדואינג?

שאדואינג היא טכניקת למידת שפה מבוססת מדע שפותחה במקור להכשרת מתורגמנים מקצועיים ופופולרית על ידי הפוליגלוט ד"ר אלכסנדר ארגואלס. השיטה פשוטה אך עוצמתית: אתה מקשיב לאודיו באנגלית ילידית וחוזר עליו בקול רם מיד — כמו צל העוקב אחרי הדובר עם עיכוב של 1–2 שניות בלבד. בניגוד להאזנה פסיבית או תרגילי דקדוק, שאדואינג מכריח את המוח והשרירים בפה לעבד ולשחזר דפוסי דיבור אמיתיים בו זמנית. מחקרים מראים שזה משפר משמעותית את דיוק ההגייה, האינטונציה, הקצב, הדיבור המחובר, הבנת השמיעה ושטף הדיבור — מה שהופך אותו לאחת השיטות היעילות ביותר להכנה לIELTS Speaking ולתקשורת באנגלית בעולם האמיתי.

טכניקת Shadowing: קרא את המדריך המלא שלב אחר שלב →