शैडोइंग अभ्यास: Critical Thinking Lecture: an introduction to critical thinking - वीडियो के साथ अंग्रेजी बोलना सीखें
पाठ बनाया जा रहा है...
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Hello and welcome to my short lecture today on an introduction to critical thinking at university.
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So just to begin, I think I should say
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that critical thinking is a huge area and to cover all elements will take a significant amount of time,
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so I'm just going to look at the basic key aspects associated with reading and writing at university.
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Now I've divided my lecture today into five key parts.
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I'll begin by defining critical thinking, then I'll use recent research to discuss alternative thinking styles.
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I'll then use Bloom's Taxonomy to highlight higher order thinking skills,
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which leads into a simple approach to help activate your critical thinking.
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And finally, I'll demonstrate critical thinking questioning on this lecture.
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OK, so let's begin with a definition.
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Thank you.
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Critical thinking is a systematic evaluation of the arguments, ideas and theories of others.
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The basic premise of critical thinking involves asking critical questions to form an educated opinion of whether
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or not those resources are credible.
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On a basic level, we are questioning the things we read and hear to see if they are objective
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truthful and supported by appropriate evidence.
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However, one of the main challenges is
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that each of us carries a set of beliefs and opinions that may interfere with our willingness to alter these beliefs,
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even when faced with concrete evidence that refutes them.
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Generally, everyone has an opinion about most things, but of course these opinions can be founded in unreliable and invalid information.
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OK, so moving on to my second point, which is alternative thinking styles.
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I'm going to refer to the research by Brown
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and Keely 2013 as in my opinion their analogy provides a clear explanation of thinking types.
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So, according to them, there are two distinct thinking styles: the sponge and panning for gold.
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So, the sponge involves the basic premise of passively absorbing information without the use of critical thinking.
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The two benefits of this style are
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that the person can absorb large amounts of information to view the world from different perspectives
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and it does not require huge amounts of mental exertion.
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However, this process of thinking offers no dependable procedure for determining which opinions or information to trust and which ones to reject.
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The second approach which is referred to as panning for gold
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uses the river mining metaphor of separating particles of gold from soil by washing in a pan with water.
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It highlights that critical thinking is carefully inspecting and examining the information you read.
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This process is beneficial as it asks active readers
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and listeners to frequently ask critical questions and take time to contemplate whether the information is reliable and factual.
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Obviously, this type of thinking is challenging and often repetitive,
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but failure to do this will lead to a passive acceptance of ideas without critical analysis.
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Okay, this leads nicely into Bloom's taxonomy.
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This is a classification pyramid of learning levels which maps the way we think and process information.
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The lower levels of learning are remembering, understanding and applying.
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These can be seen as the sponge or lower order thinking skills, where information is given and absorbed.
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The higher order thinking skills are analysing, evaluating and creating.
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These are planning for gold or your critical thinking skills.
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So let's focus on the higher order thinking skills starting with analysing.
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So, analysing is breaking the information down into separate components and looking for relationships between ideas and overall structures.
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Through analysing content, you will recognise unstated assumptions, logical reasoning and relevancy of data.
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So, at this level, you can answer questions like why, how and what if.
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Moving on to Evaluating.
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Evaluating is judging, assessing and criticising information through using what you know to make a decision and support your views.
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To be successful at this, you need a profound understanding of the topic or idea you are evaluating.
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At this level you can answer questions like "So what?" and "What's next?"
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Creating is the highest level where you combine all elements of the taxonomy to produce new or original work.
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It requires inventiveness and originality to form new opinions and structures.
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At this level you can answer questions like: How can it be improved or how can it be changed or adapted?
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Now, there are many critical thinking question sheets and resources on the internet
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and in your universities that are all very beneficial and helpful.
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But, I find it more productive to focus on analysing
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and evaluating rather than going through a whole list of questions
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every time I find a point in a text I want to question.
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So, my advice is this: when starting out with critical thinking, just use the simple question tools of analysing which are why,
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how and what if.
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and evaluating which are 'so what' and 'what's next'.
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This keeps your critical thinking strategies simple, focused and effective.
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And more importantly, Analysis and evaluation are key components of university assessment criteria.
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However, it is important to remember that critical thinking is a higher level skill and needs time to develop and mature.
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It is not something you will become good at overnight as it can take months
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or even years of practice to fully develop this skill.
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In fact, recent research by Stanford University 2018 states that critical thinking is a lifelong process.
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Okay.
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So now I'm going to demonstrate how you may apply the critical thinking questioning of analysing and evaluating to this lecture today.
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So let's start with analysing and the why questions.
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The kind of questions you may ask could be, why did he do this lecture?
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Why did he choose the Brown and Keely research and Bloom's taxonomy?
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Why were only three sources used?
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And then you go on to the how questions.
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Possible questions are: How do we know this is reliable?
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How is this similar to other critical thinking concepts?
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How does this apply to me and my university study?
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And then the what if questions.
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Examples are: What if these concepts are wrong?
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And what if it is too simplistic?
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Then we move on to the evaluating questions.
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And examples of so what would be Is this significant to me?
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Is this convincing?
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Do I agree?
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What's wrong with it?
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And then the what's next questions such as, will I use what I have learnt today?
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How can it be improved?
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And has this been disproved?
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Okay, let's move on to the summary.
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So today I have provided a basic definition of critical thinking.
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I've used recent research to highlight the two alternative thinking styles of the sponge and panning for gold.
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I focused on Bloom's taxonomy pyramid and drawn attention to the top three levels of higher thinking skills.
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And in this part, I have focused on the importance of questioning words like Why,
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How, What If, So What and What's Next to aid critical analysis.
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The last part was to apply the higher thinking skills to today's lecture.
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So, I hope today's lecture has been really beneficial in simplifying critical thinking skills for use in reading and writing at university.
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My final point today is that I'd like to finish with something that was mentioned earlier.
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It is to try to be consciously aware of our own beliefs and preconceived opinions, as these are the thoughts that prevent true criticality.
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Thank you for listening to my lecture today.
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Goodbye.
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Thank you.
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Thank you.
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Thank you.
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इस पाठ की शब्दावली और बोलने के सुझाव
यह C1 स्तर का स्पीकिंग पाठ वीडियो “Critical Thinking Lecture: an introduction to critical thinking” पर आधारित है। सबसे ज़्यादा दोहराए गए शब्द ये हैं: thinking, critical, skill, analysing, evaluating। इस वीडियो में शैडोइंग के लिए 103 वाक्य और 1238 शब्द हैं। बोला गया हिस्सा 9:57 लंबा है। वक्ता लगभग 124 शब्द प्रति मिनट की स्थिर गति से बोलता है, जो शैडोइंग के लिए आरामदायक है। 82% शब्द अंग्रेज़ी के 3,000 सबसे आम शब्दों में से हैं; बाकी शब्द अभ्यास से पहले देख लेना अच्छा रहेगा। इसके 103 वाक्यों में से 16 प्रश्न हैं, इसलिए यह प्रश्नों के लहजे और छोटे जवाबों के अभ्यास के लिए अच्छा है।
इस वीडियो की मुख्य शब्दावली
वीडियो के 15 सबसे कठिन शब्द, उच्चारण और अर्थ के साथ:
| शब्द | उच्चारण | अर्थ |
|---|---|---|
| taxonomy संज्ञा | /tækˈsɑnəmi/ | वर्गिकी |
| sponge संज्ञा | /spʌnd͡ʒ/ | स्पंज, इस्फ़ंज |
| absorb क्रिया | /æbˈsɔɹb/ | सोखना |
| beneficial विशेषण | /ˌbɛn.ɪˈfɪʃ.əl/ | लाभदायक, हितकारी |
| pyramid संज्ञा | /ˈpɪɹ.ə.mɪd/ | पिरमिड, पिरामिड |
| premise संज्ञा | /ˈpɹɛm.ɪs/ | आधार, पूर्वाधार |
| contemplate क्रिया | /ˈkɑn.təmˌpleɪt/ | चिंतन, मनन |
| criterion संज्ञा | /kɹaɪˈtɪɹ.i.ən/ | मानदंड, मापदंड |
| refute क्रिया | /ɹɪˈfjuːt/ | दूषण |
| listener संज्ञा | /ˈlɪs(ə)nɚ/ | श्रोता |
| factual विशेषण | /ˈfæk.tʃ(u)əl/ | वास्तविक |
| inspect क्रिया | /ɪnˈspɛkt/ | जाँचना, जाँच करना |
| metaphor संज्ञा | /ˈmɛt.ə.fɚ/ | रूपक |
| lifelong विशेषण | /ˈlaɪf.lɔːŋ/ | आजीवन |
| altar संज्ञा | /ˈɔl.tɚ/ | वेदी |
इस वीडियो का व्याकरण
वक्ता जिन संरचनाओं का सबसे अधिक प्रयोग करता है, वीडियो के असली शब्दों के साथ:
| संरचना | वीडियो में |
|---|---|
| Passive voice be + past participle — ज़ोर इस पर कि क्या होता है, न कि कौन करता है | can be founded · is referred · can be seen |
| Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी है | I've divided · have learnt · have provided |
| Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारी | point, which is · approach which is · analysing which are |
ध्यान देने योग्य उच्चारण
वक्ता 10 बार संक्षिप्त रूपों का प्रयोग करता है, जैसे I'll, I'm, I've। इन्हें वैसे ही छोटा बोलें जैसा आप सुनते हैं।
- “sh” और “zh” की ध्वनियाँ: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, exertion /ɪɡˈzɝʃən/, assumption /əˈsʌm(p).ʃ(ə)n/
- लंबे शब्द — बलाघात सही रखें: taxonomy /tækˈsɑnəmi/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, criterion /kɹaɪˈtɪɹ.i.ən/, criticality /ˈkɹɪtɪˌkælɪti/, dependable [dɪˈpɛndəbəɫ]
हिंदी भाषियों के लिए मुश्किल ध्वनियाँ:
- /v/ और /w/ का फ़र्क़ — /v/ में ऊपर के दाँत निचले होंठ को छूते हैं, /w/ में होंठ गोल होते हैं: evaluate /ɪˈvaljʊeɪt/, disprove /dɪsˈpɹuv/, passively /ˈpæs.ɪv.li/, preconceived /ˌpɹiːkənˈsiːvd/, relevancy /ˈɹɛlɪvənsi/
- /æ/ — “ऐ” से ज़्यादा खुला: taxonomy /tækˈsɑnəmi/, absorb /æbˈsɔɹb/, criticality /ˈkɹɪtɪˌkælɪti/, originality /əˌɹɪd͡ʒɪˈnælɪti/, passively /ˈpæs.ɪv.li/
इस वीडियो से अभ्यास कैसे करें
- पहले बिना बोले पूरा वीडियो एक बार सुनें और जो शब्द नहीं आते उन्हें लिख लें।
- सामान्य गति पर एक-एक वाक्य की शैडोइंग करें और हर वाक्य तब तक दोहराएँ जब तक आपकी लय वक्ता से न मिल जाए।
- अपनी आवाज़ रिकॉर्ड करें और मूल से तुलना करें, ख़ासकर taxonomy, sponge, absorb जैसे शब्दों पर ध्यान दें।
शैडोइंग तकनीक क्या है?
शैडोइंग (Shadowing) एक विज्ञान-समर्थित भाषा सीखने की तकनीक है जो मूल रूप से पेशेवर दुभाषिया प्रशिक्षण के लिए विकसित की गई थी। विधि सरल लेकिन शक्तिशाली है: आप मूल अंग्रेज़ी ऑडियो सुनते हैं और तुरंत इसे ज़ोर से दोहराते हैं — जैसे वक्ता की छाया 1-2 सेकंड की देरी से। शोध से पता चलता है कि यह उच्चारण सटीकता, स्वर, लय, जुड़ी हुई ध्वनियाँ, सुनने की समझ और बोलने की प्रवाहशीलता में काफ़ी सुधार करता है।