शैडोइंग अभ्यास: How I Study SMARTER, Not HARDER (10 Science-Based Tips) - वीडियो के साथ अंग्रेजी बोलना सीखें
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144 वाक्य
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Today we are discussing how to study and learn. That is,
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what the scientific data say is the best way to study in order to remember information
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and to be able to use that information effectively in different areas of your life.
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Most of what we believe about the best ways to study are absolutely false.
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Fortunately, today you will learn the best ways to study.
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Now let's talk about how the best students structure their days.
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There's a really nice paper, in fact, that surveyed close to 700 students.
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These were medical students, approximately equal number of male and female students, and analyzed the most useful learning habits.
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There are at least 10 study habits that the highly effective students use.
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I'm going to focus on the top five or six
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because it turns out
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that most of the effect it appears of being a better student can be attributed to these top five or six habits.
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First of all, they set aside time to study.
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They literally schedule time to study.
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Now this probably serves several roles.
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The first one is that they are able to clear out other distractions.
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And in fact, that's the second thing that they do.
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They are very effective where they make it a point of putting their phone away and off of isolating themselves.
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That's right.
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They're not studying with other people.
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They study alone.
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They put their phone away.
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They tell their friends and families that they are not going to be able to be reached during that time.
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Yes, they study for three or four hours per day, but they break that up into a couple of different sessions, typically two or three sessions.
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So they're not doing a three or four hour studying about all in one shot.
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So they're managing their time.
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They're eliminating distractions that is sure to help them anchor their focus and attention.
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They know that they're going to need to use their focus and attention during that time.
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Scheduling time where you know you're going to need to be focused
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and attending is perhaps one of the most important things toward being able to focus and attend to the material.
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To the extent that you have any control over the time in which you're going to study, keeping that at a regular time or times,
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perhaps one block early in the day, one block later in the day, perhaps two blocks early in the day,
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and so on, is going to be beneficial.
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It turns out that's also supported by the research literature.
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If you regularly, meaning for the course of about three days, make it a point to focus and study at particular times,
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again, pulling your attention back, it's not an automatic process, but pulling your attention back to a specific location,
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perhaps on a page or that you're listening to in a lecture, your body and brain will start to entrain to that rhythm such
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that you will be able to focus
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and attend better simply by virtue of the regularity of the timing of the exposure to the material.
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Okay, so you probably need about two
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or three days to break into a regular schedule of focusing and attending and studying at a given time.
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Allow yourself that transition period, but then make it a point to schedule those times to study, set aside your phone, tell people you're going offline,
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turn off the wifi if you need to or have to.
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You may need it for your studying.
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I don't know.
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It depends on what you're studying, but limit distractions at all costs and learn to just focus on the material.
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And this is a skill.
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This is the most important thing to understand.
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It's a skill to be able to focus and study.
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And it's a skill that you can learn very quickly, especially if you schedule it for regular times and you give yourself two
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or three days in which to adapt to those schedules and times, and then try and stick to them as regularly as possible.
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Perhaps even on the weekends, if you're approaching the end of the quarter or semester,
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keeping those regular times will entrain your nervous system to study and learn at its best at those particular times.
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If ever there was a strongly research -supported tool in the literature, in the peer -reviewed literature about how students can learn information better, it's testing.
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I know, I know, I know we think of tests as a way to evaluate our knowledge,
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but it turns out that testing is one of the best ways to build our knowledge, to retain our knowledge, and again, to offset forgetting.
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The study of testing as a learning tool, not just as a way to evaluate how much information we've learned, goes back over a hundred years.
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There's a classic study that was done in 1917 where grade school aged children read biographies.
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So they read biographies and then the kids were divided into different groups.
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One group read and reread and reread those biographies over and over.
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Another group read the biographies once and then were tested on those biographies.
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But get this, they tested themselves on those biographies simply by having to think about the information
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that they had read and trying to remember the information.
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Like what was the biography?
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Who was the person?
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Who are they married to?
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What did they do?
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When did they go to school?
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What did they do in school?
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What did they do in the world?
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What role did they play in life?
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So they essentially tested their own knowledge simply by going into their own head
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and asking themselves what they could remember about those biographies.
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Now keep in mind here that even though it's.. fairly apparent that reading a biography two,
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three, four times might seem more passive than testing oneself on a biography that they had read just once, right?
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You could imagine that thinking about the biography involves more effort, and indeed it does.
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But keep in mind also that kids in the second group were only exposed to the biography once.
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And yet, when you look at the percent of accurate recall of information from those biographies, the children that read the biography once
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and then made a deliberate point to think about
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that biography in their own mind to effectively test themselves on
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that material just within their heads over and over vastly outperformed the kids that read the biographies over and over.
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Put differently, reading and rereading material and rereading material is far less effective than reading material and then thinking about that material,
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testing yourself on that material, forcing yourself to bring that material to mind in your own mind.
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And this is not just for sake of remembering more volume of material, but also accuracy of recall of that material.
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The more times you test yourself or that you are tested on material, the better your retention of that material.
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Now, some people will immediately say, well, goodness, what if I learned it and then I'm tested and I'm somehow consolidating the wrong or inaccurate material,
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but it doesn't appear to be the case.
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As long as you learn what the correct answers to the tests are, even if you're getting, you know,
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40 or 50 % or less accurate on those tests that you take immediately after the studying period,
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that's still going to be a better strategy than rereading the material, which ought to be somewhat surprising.
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It certainly was surprising to me, but you know, what's even more surprising and a little scary and that we all should know.
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And I wish I had learned when I was like in the second grade is that if you ask students,
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how confident are you in the material that you just learned?
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The students who studied the material, that is who are exposed to the material four times,
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think that they are going to perform best on the ultimate exam.
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However, the students that study the material once and then are tested three times on that material,
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they think that ultimately they're going to perform least well.
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And guess what?
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The exact opposite is true.
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Put differently, when you're exposed to material over and over and over again, you think you've learned the material.
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In fact, your confidence that you've learned the material increases with each subsequent exposure to the material.
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But actually, you haven't learned it at all compared to the people
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that are exposed to the material and then take tests on the material, oftentimes straining to get the answers right on those tests.
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In fact, sometimes getting those answers dead wrong
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and then realizing they get those answers dead wrong or sometimes they just sense it.
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But guess what?
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Testing yourself once, twice, maybe three times prior to the ultimate test of your knowledge of that material.
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is far and away the best way to lock that material into those neural circuits.
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The other thing that they do and this is very important is
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that they make an effort to then teach their peers to teach other students in the class.
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Now some of you may be thinking that
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if you spend all this time learning the information
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and you are in a competitive scenario with the other students
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that teaching them the information is kind of a freebie for them
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and it's harder for you meaning you're putting yourself at a competitive disadvantage
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or you're giving them an unfair advantage for not having done the work.
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It's very clear that students who make it a point to learn material in isolation then bring
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that material to other students in the same course and teach them perform exceedingly well in comparison to the other students.
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So don't be afraid to be a teacher of your peers in order to test, this is key, to test and develop mastery of the material.
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now there are other components to learning and neuroplasticity
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that i've talked about on previous podcasts
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that are just too interesting not to mention
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but i'm just going to mention them in brief things like gap effects gap effects are oh so cool
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and they've been demonstrated for lots of different forms of learning gap effects are what i just did
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which is to take periodic pauses in the learning of material as short as five to ten seconds
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but even as long as 30 seconds, during which, guess what?
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Your hippocampus, the neurons in your hippocampus, repeat information that you've been exposed to for the first time at a rate 20 to 30 times faster,
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just as it does during rapid eye movement sleep.
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So if you are a teacher and or if you are a learner periodically throughout an episode,
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a class or whatever of trying to learn new motor skills or music skills or whatever kind of learning,
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pause and let your hippocampus generate more repetitions of that material than it would otherwise if you just tried to barrel through.
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There's one other point
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that I wanted to pass along from this really nice study on the study habits of highly effective medical students,
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and that is when one examined or these people were asked about their motivation for studying, the best performing students had an interesting answer.
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They had a very long -term understanding.
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of how, or belief rather, about how their success in medical school would impact their family, how it would impact their life arc,
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how it would change them.
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And they weren't particular about the ways in which it would change them or their family.
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In fact, it was a rather broad, abstract, aspirational way of thinking about their study efforts.
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So the high -level aspirational stuff within you, whatever that is for you, it's going to be highly individual,
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is certainly important and it offers a bookend to the nuts and boltsy kind of stuff that you're going to do,
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I would hope, in order to best study and learn the specific material.
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So the specific actions that you're going to take each day to learn specific bits of information
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that will pull you toward those important aspirations.
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इस पाठ की शब्दावली और बोलने के सुझाव
यह स्पीकिंग पाठ वीडियो “How I Study SMARTER, Not HARDER” पर आधारित है। सबसे ज़्यादा दोहराए गए शब्द ये हैं: material, study, student, learn, test। इस वीडियो में शैडोइंग के लिए 144 वाक्य और 2033 शब्द हैं। बोला गया हिस्सा 10:36 लंबा है। वक्ता तेज़ बोलता है, लगभग 192 शब्द प्रति मिनट, इसलिए जुड़ी हुई और कमज़ोर ध्वनियाँ ज़्यादा मिलेंगी। 89% शब्द अंग्रेज़ी के 3,000 सबसे आम शब्दों में से हैं, इसलिए शब्दावली आसान है।
इस वीडियो की मुख्य शब्दावली
वीडियो के 15 सीखने लायक शब्द, उच्चारण और अर्थ के साथ:
| शब्द | उच्चारण | अर्थ |
|---|---|---|
| biography संज्ञा | /baɪˈɑɡɹəfi/ | जीवनी, जीवनकथा |
| skill संज्ञा | /skɪl/ | कुशलता, कौशल |
| expose क्रिया | /ɪkˈspoʊz/ | खोलना, उघाड़ना |
| habit संज्ञा | /ˈhæb.ɪt/ | अभ्यास, आदत |
| peer संज्ञा | /pɪɹ/ | समकक्ष |
| extent संज्ञा | /ɪkˈstɛnt/ | विस्तार |
| belief संज्ञा | /bɪˈliːf/ | विश्वास, धारणा |
| scary विशेषण | /ˈskɛə.ɹi/ | भयानक, डरावना |
| automatic विशेषण | /ˌɔː.təˈmæt.ɪk/ | स्वचालित, ऑटोमैटिक |
| apparent विशेषण | /əˈpæɹənt/ | दृश्य, प्रत्यक्ष |
| generate क्रिया | /ˈd͡ʒɛn.ə.ɹeɪt/ | उपजाना |
| motivation संज्ञा | /ˈmoʊ.tə.veɪ.ʃən/ | अभिप्रेरण, प्रेरणा |
| scenario संज्ञा | /sɪˈnɛəɹioʊ/ | परिदृश्य |
| examine क्रिया | /ɪɡˈzæmɪn/ | जाँचना, जाँच करना |
| barrel संज्ञा | /ˈbæɹəl/ | पीपा |
वीडियो में आने वाली फ़्रेज़ल वर्ब
| शब्द | अर्थ |
|---|---|
| turn off क्रिया | बंद करना |
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 attributed · be reached · were divided |
| Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी है | we've learned · you've learned · haven't learned |
| Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारी | students who studied · students who make |
ध्यान देने योग्य उच्चारण
वक्ता 33 बार संक्षिप्त रूपों का प्रयोग करता है, जैसे you're, they're, I'm। इन्हें वैसे ही छोटा बोलें जैसा आप सुनते हैं।
- “sh” और “zh” की ध्वनियाँ: distraction /dɪsˈtɹæk.ʃən/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, transition /tɹænˈzɪʃ.ən/, essentially /ɪˈsɛnʃəli/, motivation /ˈmoʊ.tə.veɪ.ʃən/
- लंबे शब्द — बलाघात सही रखें: biography /baɪˈɑɡɹəfi/, differently /ˈdɪf.ə.ɹənt.li/, essentially /ɪˈsɛnʃəli/, automatic /ˌɔː.təˈmæt.ɪk/, accuracy /ˈæk.jɚ.ə.si/
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/, subsequent /ˈsʌbsɪkwənt/, involve /ɪnˈvɑlv/, motivation /ˈmoʊ.tə.veɪ.ʃən/, divide /dɪˈvaɪd/
- /z/ — इसे “ज” (/dʒ/) न बनाएँ: expose /ɪkˈspoʊz/, pause /pɔːz/, transition /tɹænˈzɪʃ.ən/, exam /ɪɡˈzæm/, examine /ɪɡˈzæmɪn/
- शब्द की शुरुआत में s + व्यंजन — पहले “इ” न जोड़ें: skill /skɪl/, strongly /ˈstɹɔŋli/, scary /ˈskɛə.ɹi/, strain /stɹeɪn/
इस वीडियो से अभ्यास कैसे करें
- पहले बिना बोले पूरा वीडियो एक बार सुनें और जो शब्द नहीं आते उन्हें लिख लें।
- 0.75× गति से शुरू करें, एक-एक वाक्य की शैडोइंग करें, और सहज लगने पर सामान्य गति पर लौटें।
- अपनी आवाज़ रिकॉर्ड करें और मूल से तुलना करें, ख़ासकर biography, skill, expose 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।