शैडोइंग अभ्यास: Participants in the learner Persistence study were all drawn from the same - YouTube के साथ अंग्रेजी बोलना सीखें
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Now turn to Section 4 on page 7.
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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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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,
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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
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third-year undergraduate students 295 in all who obviously had already stayed
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the course pretty well the sample was drawn from a range of ages
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but there was deliberately a significant number of mature students 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,
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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 It 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,
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social and environmental factors, other factors,
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and intrinsic or personal characteristics.
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I identified three levels of importance for each of these.
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At the first level, those points identified by participants as most important in learner persistence.
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For social factors, many respondents said how crucial it had been to have good support,
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though there was no one specific source.
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It could be family or friends.
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As regards other factors, students are heartened not so much by high grades,
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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 that this was regarded as very significant.
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At the second level of importance,
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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 factor.
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In the second column, Other Factors,
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a number of people said that what was of most importance was decent health.
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This had a fairly strong influence on their persistence in their studies.
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And then, under the heading of Personal Characteristics,
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there were quite a large percentage of respondents
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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,
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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 3,
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they identified an ability to juggle several roles,
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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 when starting the course.
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This is really our overriding concern.
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secondly I recommend we look into ways of offering induction courses
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for some selected students to allow them to take on the
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role 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
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rather than wait for them to come to us now are there any questions about the point
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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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इस वीडियो के दौरान, एक विश्वविद्यालय के व्याख्याता ने विद्यार्थियों की स्थिरता पर एक शोध अध्ययन के बारे में चर्चा की। उन्होंने बताया कि क्यों कुछ लोग शैक्षणिक अध्ययन में बेहतर टिकते हैं। यह समझना महत्वपूर्ण है कि छात्रों की प्रतिक्रियाएँ विभिन्न कारकों पर निर्भर करती हैं, और यह अध्ययन ऐसे विद्यार्थियों की पहचान करने पर केंद्रित है जो कठिन परिस्थितियों का सामना करते हुए भी अध्ययन जारी रखते हैं।
दैनिक संचार के लिए शीर्ष 5 वाक्यांश
- “आपका समर्थन मेरे लिए महत्वपूर्ण था।” - यह वाक्यांश आपके दोस्तों या परिवार से सहायता के महत्व को दर्शाता है।
- “मैंने अध्ययन में सफलता प्राप्त की।” - यह कहने से आप अपनी उपलब्धियों को साझा कर सकते हैं।
- “मेरे लिए चुनौती का आनंद लेना जरूरी है।” - इसका प्रयोग कर आप यह व्यक्त कर सकते हैं कि आप चुनौतियों का सामना करना पसंद करते हैं।
- “स्वास्थ्य अध्ययन के लिए महत्वपूर्ण है।” - यह दिखाता है कि कैसे शारीरिक स्वास्थ्य शिक्षा के साथ जुड़ा है।
- “मुझे अपने हितों का होना आवश्यक है।” - यह वाक्यांश आपकी दैनिक गतिविधियों के महत्व को दर्शाता है।
स्टेप-बाय-स्टेप शैडोइंग गाइड
वीडियो के कठिनाइयों को समझने के लिए, शैडोइंग तकनीक का उपयोग करना सहायक हो सकता है। यहाँ एक सरल गाइड है:
- ध्यान से सुनें: पहले वीडियो को एक बार ध्यान से सुनें ताकि आपको सामग्री का सामान्य विचार मिल सके।
- फिर से सुनें: अब, वीडियो को फिर से सुनें, और पिछले वाक्यांशों को ध्यान में रखते हुए उन पर ध्यान केंद्रित करें।
- शैडोइंग तकनीक का उपयोग करें: एक बार फिर से सुनें और जैसे ही व्याख्याता बोलते हैं, आप भी उसी समय उनका अनुसरण करें। इसके लिए "अंग्रेजी शैडोइंग" करें।
- बोलने का अभ्यास करें: वीडियो की धारणा के अनुसार वाक्यों का उच्चारण करें। इससे आपके "अंग्रेजी उच्चारण में सुधार" होगा।
- वीडियो के साथ संयोजन करें: अंत में, अपनी आवाज़ को वीडियो के वाक्यांशों के साथ मिलाएं। इससे आपको "shadowspeak" में निपुणता मिलेगी।
इन प्रक्रियाओं का पालन करने से आप अपनी "अंग्रेजी बोलने का अभ्यास" अच्छी तरह कर पाएंगे और शैडोइंग तकनीक का उपयोग करके अपने संवाद कौशल में सुधार कर पाएंगे।
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।
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