Shadowing Practice: Vol 3 - test 4 - section 4 - Learn English Speaking with Video

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65 משפטים
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Now turn to Section 4 on page 7.
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Section 4.
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You will hear part of a talk about research into learner persistence given by a university lecturer to her colleagues.
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First, you have some time to look at questions 31 to 40 on pages 7 and 8.
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Thank you.
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Now listen carefully and answer questions 31 to 40.
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My talk is about a research study I did over a period of five years on learner persistence,
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why some people stick at academic study better than others.
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As teachers, you will know that there is a tremendous variation in the learner's response to certain things.
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For example, a short period of illness might completely destabilize some students and cause them to give up their degree studies.
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Other learners might overcome tremendous difficulties to stay the course.
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I am particularly interested in this second group, who are the ones with learner persistence.
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What I decided to do was design a research study using a sample of my university's third-year undergraduate students,
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295 in all who obviously had already stayed the course pretty well.
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The sample was drawn from a range of ages, but there was deliberately a significant number of mature students,
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and all respondents were living at home in the local region.
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I wanted to have this element of consistency, not having some coming from outside the area and living in university accommodation.
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It should be noted, though, that there was significant variation in home background to reflect the variation in our student population.
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I designed questionnaires which were devised to elicit what their concerns had been as they started the course
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and what had sustained them throughout the three years.
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Findings from the first section indicated that their worries when they started varied from financial concerns,
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though this had not been as strong as I expected, to career prospects.
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but mature students with children tended to emphasize uncertainties about their relationship with them
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the second section of my questionnaire looked at learner persistence under three main headings social
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and environmental factors other factors and intrinsic
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or personal characteristics I identified three levels of importance for each
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of these at the first level those points identified by participants
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as most important in learner persistence for social factors many respondents
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said how crucial it had been to have good support though
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there was no one specific source it could be family
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or friends as regards other factors students are heartened not
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so much by high grades but by what they regard as success in study
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and for personal characteristics many respondents reported that they took pleasure in challenge and
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that this was regarded as very significant at the second level
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of importance in the first category a sizable percentage talked about the fact
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that they had enjoyed themselves in school as an important social
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factor in the second column other factors a number of people said
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that what was of most importance was decent health this had
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a fairly strong influence on their persistence in their studies
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and then under the heading of personal characteristics there were quite
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a large percentage of respondents who who mentioned they felt it was important to have lots of interests in their everyday lives.
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This gave them a depth and sense of perspective, which less persistent learners might lack.
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And then, on to the third level.
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Under social factors, several respondents talked about good relationships with their tutors.
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For other factors, they mentioned lack or absence of any problems in their families
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and Finally under column three they identified an ability to juggle several roles what we might call their capacity for multitasking
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Now these findings obviously helped inform the design of activities as I mentioned
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But in addition a number of further recommendations emerged
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firstly I propose
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that the department distributes questionnaires to first-year students to help get an idea of their maturity
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when starting the course this is really our overriding concern secondly
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I recommend we look into ways of offering induction courses for
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some selected students to allow them to take on the role
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of advisors we think they are the best people to act in
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that role this policy will make support much more accessible to
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our students thirdly this help is often most needed in the evening
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and night when offices are closed and
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so we should set up online services instead of the more traditional telephone services research has shown
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that these services are actually more accessible to the majority of students.
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And finally, it is often important to be proactive.
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If students are not meeting deadlines, then someone should contact them rather than wait for them to come to us.
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Now, are there any questions about the points that you have to ask?
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That is the end of Section 4.
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You now have half a minute to check your answers.
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Thank you.

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אוצר מילים והערות הגייה לשיעור הזה

שיעור הדיבור הזה ברמה C1 מבוסס על הסרטון “Vol 3 - test 4 - section 4”. המילים שחוזרות הכי הרבה: student, factor, learner, persistence, respondents. בסרטון הזה יש 65 משפטים ו-804 מילים לתרגול Shadowing. הדיבור נמשך 6:46. הדובר שומר על קצב יציב של כ-119 מילים בדקה, קצב נוח לתרגול Shadowing. 84% מהמילים נמצאות בין 3,000 המילים הנפוצות ביותר באנגלית; כדאי ללמוד את השאר לפני שמתחילים.

אוצר מילים מרכזי בסרטון הזה

15 המילים המתקדמות ביותר בסרטון, עם ההגייה והמשמעות שלהן:

מילההגייהמשמעות
characteristic שם עצם/ˌkæɹ(ə)ktəˈɹɪstɪk/סממן
tremendous שם תואר/tɹɪˈmɛndəs/עָצוּם
devise פועל/dɪˈvaɪz/הוריש
tutor שם עצם/ˈtjuːtəː/מורה פרטי
lecturer שם עצם/ˈlɛkt͡ʃəɹə/מַרְצֶה, מַרְצָה
participant שם עצם/pɑːɹˈtɪsəpənt/מִשׁתַתֵף
distribute פועל/dɪˈstɹɪbjuːt/חילק
maturity שם עצם/məˈtjʊəɹɪti/בַּגְרוּת
emerge פועל/ɪˈmɝd͡ʒ/צץ, התגלה
persistent שם תואר/pəˈsɪstənt/עקשן
colleague שם עצם/ˈkɒliːɡ/עָמִית, עמיתה
advisor שם עצם/ædˈvaɪ.zə(ɹ)/יוֹעֵץ
deliberately תואר הפועל/dɪˈlɪb.(ə.)ɹət.li/בכוונה
accommodation שם עצם/əˌkɒm.əˈdeɪ.ʃən/לִינָה, מְגוּרִים
recommendation שם עצם/ˌɹɛkəmɛnˈdeɪʃən/הַמְלָצָה

Phrasal verbs שתשמעו

מילהמשמעות
give up פועלוִתֵּר

הגייה ששווה לשים לב אליה

  • הצלילים של “sh” ו-“zh”: variation /ˌvɛəɹiˈeɪʃn̩/, induction /ɪnˈdʌkʃən/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/
  • מילים ארוכות — שימו לב להטעמה: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, destabilize /diːˈsteɪbɪlaɪz/, participant /pɑːɹˈtɪsəpənt/, maturity /məˈtjʊəɹɪti/, consistency /kənˈsɪs.tən.si/

צלילים שדוברי עברית מתקשים בהם:

  • /æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, proactive /pɹoʊˈæk.tɪv/, advisor /ædˈvaɪ.zə(ɹ)/
  • /r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: learner /ˈlɜɹnəɹ/, respondent /ɹɪˈspɑn.dənt/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, variation /ˌvɛəɹiˈeɪʃn̩/, tremendous /tɹɪˈmɛndəs/
  • עיצור קולי בסוף מילה — /b/, /d/, /g/, /z/, /v/ בלי להפוך אותם לאטומים: destabilize /diːˈsteɪbɪlaɪz/, devise /dɪˈvaɪz/, override /oʊ.vɚˈɹaɪd/, proactive /pɹoʊˈæk.tɪv/, emphasize /ˈɛm.fə.saɪz/

איך לתרגל עם הסרטון הזה

  1. הקשיבו לכל הסרטון פעם אחת בלי לדבר, ורשמו את המילים שאתם לא מכירים.
  2. תרגלו Shadowing משפט אחר משפט במהירות רגילה, וחזרו על כל משפט עד שהקצב שלכם תואם את הדובר.
  3. הקליטו את עצמכם והשוו למקור, תוך תשומת לב למילים כמו characteristic, tremendous, devise.

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 →