शैडोइंग अभ्यास: Part 4 A study on learning persistence - वीडियो के साथ अंग्रेजी बोलना सीखें

पाठ बनाया जा रहा है...
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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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इस पाठ की शब्दावली और बोलने के सुझाव

इस वीडियो में शैडोइंग के लिए 60 वाक्य और 847 शब्द हैं। बोला गया हिस्सा 6:27 लंबा है। वक्ता लगभग 131 शब्द प्रति मिनट की स्थिर गति से बोलता है, जो शैडोइंग के लिए आरामदायक है। 85% शब्द अंग्रेज़ी के 3,000 सबसे आम शब्दों में से हैं; बाकी शब्द अभ्यास से पहले देख लेना अच्छा रहेगा।

इस वीडियो की मुख्य शब्दावली

वीडियो के 15 कम प्रचलित शब्द, उच्चारण और अर्थ के साथ:

  • column /ˈkɒləm/ (संज्ञा) — स्तंभ, सुतून. 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/ (क्रिया) — चुनना, चयन करना. To choose one or more elements of a set, especially a set of options.
  • heading /ˈhɛdɪŋ/ (संज्ञा) — शीर्षक. The title or topic of a document, article, chapter, or of a section thereof.
  • mature /məˈt͡ʃʊ(ə)ɹ/ (विशेषण) — परिपक्व, विकसित. Fully developed; grown up in terms of physical appearance, behaviour or thinking; ripe.
  • tutor /ˈtjuːtəː/ (संज्ञा) — शिक्षक, शिक्षिका. One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction.
  • percentage /pə(ɹ)ˈsɛntɪd͡ʒ/ (संज्ञा) — प्रतिशतता. The amount, number or rate of something, regarded as part of a total of 100; a part of a whole.
  • temporary /ˈtɛmp(əˌɹ)ɛɹi/ (विशेषण) — अस्थायी. Not permanent; existing only for a period or periods of time.
  • everyday /ˈɛvɹiˌdeɪ/ (विशेषण) — दैनिक, रोज़ाना. Appropriate for ordinary use, rather than for special occasions.
  • element /ˈɛləmənt/ (संज्ञा) — तत्त्व. 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/ (क्रिया) — प्रेरित करना. To mentally support; to motivate, give courage, hope or spirit.
  • illness /ˈɪl.nəs/ (संज्ञा) — रोग, बीमारी. An instance (episode) of a disease or poor health.
  • decent /ˈdiː.sənt/ (विशेषण) — शोभनीय, उचित. Appropriate; suitable for the circumstances.
  • introduce /ˌɪntɹəˈdus/ (क्रिया) — परिचय. To cause (someone) to be acquainted (with someone else).
  • difficulty /ˈdɪfɪkəlti/ (संज्ञा) — कठिनाई, मुसीबत. The state of being difficult, or hard to do.
  • crucial /ˈkɹuː.ʃəl/ (विशेषण) — निर्णायक. Essential or decisive for determining the outcome or future of something; extremely important; vital.

वीडियो में आने वाली फ़्रेज़ल वर्ब

  • look at (क्रिया) — हेरना. To observe or watch.

ध्यान देने योग्य उच्चारण

वक्ता 6 बार संक्षिप्त रूपों का प्रयोग करता है, जैसे I'm, didn't, don't। इन्हें वैसे ही छोटा बोलें जैसा आप सुनते हैं।

  • “sh” और “zh” की ध्वनियाँ: crucial /ˈkɹuː.ʃəl/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/, freshman /ˈfɹɛʃ.mən/
  • लंबे शब्द — बलाघात सही रखें: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, primarily /ˈpɹaɪ.mə.ɹə.li/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, difficulty /ˈdɪfɪkəlti/, accessible /əkˈsɛs.ɪ.bəl/

इस वीडियो से अभ्यास कैसे करें

  1. पहले बिना बोले पूरा वीडियो एक बार सुनें और जो शब्द नहीं आते उन्हें लिख लें।
  2. सामान्य गति पर एक-एक वाक्य की शैडोइंग करें और हर वाक्य तब तक दोहराएँ जब तक आपकी लय वक्ता से न मिल जाए।
  3. अपनी आवाज़ रिकॉर्ड करें और मूल से तुलना करें, ख़ासकर column, select, heading जैसे शब्दों पर ध्यान दें।

इस वीडियो का व्याकरण

वक्ता जिन संरचनाओं का सबसे अधिक प्रयोग करता है, वीडियो के असली शब्दों के साथ:

संरचनावीडियो में
Passive voice be + past participle — ज़ोर इस पर कि क्या होता है, न कि कौन करता हैwas drawn · were concerned · were regarded
Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारीchallenge, which was · health, which was · multitasking, which was
Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी हैI've concluded · have pointed

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।

शैडोइंग तकनीक: पूरी चरण-दर-चरण गाइड पढ़ें →