शैडोइंग अभ्यास: Vol 1 - test 10 - section 4 - वीडियो के साथ अंग्रेजी बोलना सीखें

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Part 4.

You will hear part of a lecture on learner persistence.

First, you have some time to look at questions 31 to 40.

Thank you.

Now, listen carefully and answer questions 31 to 40.

Today, I'm going to talk about my research on learner persistence.

Let me first introduce why I wanted to carry out such research.

As a university teacher, I found learners' responses to certain things vary a lot.

For example, some students may completely give up their degree studies because of a temporary illness,

while others may overcome all kinds of difficulties and try their best to continue their studies.

The latter are the students with learner persistence, and this is the group that I'm particularly interested in.

To do the research, first I selected my undergraduate students as the research sample, with a total of 200 people.

All the students selected were seniors, and they had already stayed in the course very well.

Although the sample was drawn from a range of ages, there were deliberately a large number of mature students, and there was one thing in common.

All of those students were living at home in the local region.

I wanted to maintain this element of consistency, so I didn't include those coming from outside this area.

Then I designed a questionnaire that aimed to find out what their concerns had been when they began the course,

and then what had made them stick at the three-year studies in university.

Findings from the first section pointed out that there were different concerns when they started their university studies.

For example, some worried about the financial circumstances, while others were concerned about their careers after graduation.

However, the research found the biggest concern for mature students tended to be the relationship with their children at home.

Next, I wanted to find out what had made those students persist with their university studies.

So in the second part, I designed my questionnaire under three main headings, social and environmental factors, other factors,

and personal characteristics, and I included three levels of importance for each of these three headings.

At the first level, those points identified by the respondents were regarded as the most important in learner persistence.

Let's look at them one by one.

For the first column, that's the social and environmental factors, a significant number of students said it was crucial to have effective support,

whether from their tutors or friends.

For other factors, students were driven not so much by high grades, but by what they regarded as a success in their studies.

This was quite different from what I'd expected.

Regarding personal characteristics, a sizable percentage of participants said they liked to take up a challenge, which was seen as a very important factor.

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

because this gave them good experiences.

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.

And then under the third column, quite a number of respondents had the same view that they should have a range of interests in their everyday lives,

because this could broaden their minds and give them a sense of perspective, which less persistent learners might lack.

And then on to the third level of importance.

Under social factors, several respondents said that they had been keeping close to their tutors in their three-year university studies.

In the second column, for other factors, they mentioned it was very important to live in a family without any problems.

And finally, under column 3, they talked about the capacity for multitasking, which was the ability to simultaneously deal with different problems.

From these findings, I've concluded some recommendations on how to promote students' learner persistence.

Primarily, I suggest that we should distribute questionnaires to the freshmen

so as to make clear of their maturity when they begin the course.

This is really our most important concern.

Secondly, I propose

that we should find ways to offer some training sessions to

the students who are selected to encourage them to play the role of advisors.

The purpose of this is to make support much more approachable to other students.

Thirdly, in the evening and night, when offices are closed, students may have no one to turn to for help.

As a result, I think we should provide online services to those in need.

Researchers have pointed out that this service is actually more accessible than traditional services.

And finally, if students don't submit their assignments before the deadlines,

I think we teachers should contact the students first rather than waiting for the students to come to us.

So, this is all I want to share on my research

now let's turn to the next part are there any questions about

that is the end of part four you now have one minute to check your answers to part four

you

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इस पाठ के बारे में

इस पाठ में, आप छात्र की दृढ़ता (learner persistence) पर एक व्याख्यान सुनेंगे। यह आपको समझने में मदद करेगा कि कैसे विभिन्न छात्रों में अध्ययन के प्रति प्रतिबद्धता में भिन्नता होती है। आप जानेंगे कि छात्रों की पढ़ाई में बने रहने की प्रेरणाएँ क्या हो सकती हैं, और आप यह भी सीखेंगे कि कैसे इन विद्यार्थियों का मनोबल तैयार करने के लिए माहौल और व्यक्तिगत विशेषताएँ महत्वपूर्ण होते हैं। इस पाठ के माध्यम से, आप अंग्रेजी में सुनने और बोलने के कौशल को बेहतर बना सकेंगे।

मुख्य शब्दावली और वाक्यांश

दृढ़ता (Persistence): किसी कार्य में निरंतरता बनाए रखना।
सामाजिक कारक (Social Factors): वे तत्व जो व्यक्ति के सामाजिक जीवन पर प्रभाव डालते हैं।
व्यक्तिगत विशेषताएँ (Personal Characteristics): व्यक्तित्व के वे गुण जो किसी व्यक्ति को परिभाषित करते हैं।
समर्थन (Support): छात्रों को मदद या प्रोत्साहन देना।
स्वास्थ्य (Health): शारीरिक और मानसिक स्थिति का ध्यान रखना।
साक्षात्कार (Questionnaire): जानकारी एकत्र करने का एक तरीका।
कार्य-जीवन संतुलन (Work-Life Balance): व्यक्तिगत और पेशेवर जीवन के बीच संतुलन बनाए रखना।
चुनौतियों का सामना करना (Facing Challenges): कठिनाइयों का डटकर सामना करना।

अभ्यास टिप्स

इस पाठ के लिए अंग्रेजी शैडोइंग प्रक्रिया का पालन करें। इसे करते समय, व्याख्यान को ध्यान से सुनें और इसकी गति के साथ-साथ बोलने की टोन पर ध्यान दें। यहाँ कुछ सलाह दी गई है:

सुनने के साथ-साथ बोलने का प्रयास करें। यह सुनिश्चित करें कि आप शिक्षक की प्रत्येक वाक्य का पालन कर रहे हैं।
शुरुआत में धीरे-धीरे बोलें। फिर, जैसे-जैसे आपकी आदत बनती है, अपनी गति बढ़ाएं।
शब्दों पर ध्यान केंद्रित करें और उन्हें सही उच्चारण के साथ बोलने का प्रयास करें।
यदि संभव हो, तो अपने रिकॉर्डिंग का परीक्षण करें और उनकी तुलना व्याख्यान के साथ करें।
तुरंत प्रतिक्रिया प्राप्त करने के लिए shadowspeaks तकनीक का उपयोग करें, ताकि आप अपने विकास को माप सकें।

इन सुझावों का पालन करके, आप अपनी अंग्रेजी बोलने की क्षमता में सुधार कर सकते हैं और shadow speech के महत्व को समझ सकते हैं। निरंतर अभ्यास से आप और भी अधिक आत्मविश्वास से बातें कर पाएंगे।

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	was drawn · were regarded · were driven
Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारी	challenge, which was · health, which was · multitasking, which was
Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी है	I'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 →

शैडोइंग अभ्यास: Vol 1 - test 10 - section 4 - वीडियो के साथ अंग्रेजी बोलना सीखें

अभ्यास मोड चुनें

ऐप डाउनलोड करें

उसी चैनल से

Vol 1 - test 3 - section 3

Vol 2 - test 2 - section 3

Vol 3 - test 10 - section 3

Vol 1 - test 6 - section 4

Vol 5 - test 1 - section 2

Vol 3 - test 5 - section 4

Vol 3 - test 10 - section 4

Vol 3 - test 1 - section 4

Vol 3 - test 4 - section 2

Vol 3 - test 4 - section 3

Vol 3 - test 6 - section 2

Vol 2 - test 4 - section 4

Vol 1 - test 2 - section 3

Vol 3 - test 8 - section 4

Vol 1 - test 1 - section 1

Vol 2 - test 5 - section 3

Vol 1 - test 2 - section 1

Vol 2 - test 3 - section 3

Vol 3 - test 4 - section 4

Vol 1 - test 9 - section 4

अनुशंसित वीडियो

IELTS Speaking Part 3: Competition in Schools, Sport and Work (Band 8.0)

Part 4 A study on learning persistence

IELTS Listening Practice B2–C1 | The Importance of Lifelong Learning in Modern Society

IELTS Speaking Part 1: Hometown, Studies and Free Time

CAM 20 | IELTS LISTENING TEST | TEST 3 - SECTION 4 #english #listeningpractice #ielts #education

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TEST 30 PART 3 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP

Real IELTS Listening Test – Vol. 9 Test 1 | Full Practice Test with Transcripts

इस पाठ के बारे में

मुख्य शब्दावली और वाक्यांश

अभ्यास टिप्स

इस वीडियो का व्याकरण

शैडोइंग तकनीक क्या है?