Pratica di Shadowing: Contemporary Topics 1 Unit 2 LINGUISTICS A time to learn - Impara a parlare inglese con i video
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102 frasi
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How many of you have studied a new language, not the language you grew up speaking?
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Okay.
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Well, today we're going to look at second language acquisition.
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That is, learning a second language.
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And one question that linguists like myself have tried to answer for many years is,
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why is it considerably easier for kids to learn a second language than adults?
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And we're going to look at a few different theories about this.
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First, we'll look at a theory that says there's a critical period or phase or ideal time in life for language learning.
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And then we'll talk about other factors such as the learning environment, attitude, and motivation.
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Now, from the show of hands, I see that many of you had your own personal experience with language learning, and I have recently too.
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I started studying
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Mandarin Chinese, Putonghua, just last year.
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And so I've been going to class, you know, listening to language CDs, and I'm learning, but it's tough.
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It's tough to learn a new language.
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And then today I went into my son's class.
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He's in first grade now.
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And one of my son's friends, Ji Wei, he goes by Stephen now, he He just moved here last fall from China.
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And when he first came into the class, he didn't speak a word of English.
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I mean, not one word.
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But now he's talking away in English, not always perfectly, but very easily, very fluent.
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And I'm like, wow, this is so unfair.
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We've both been studying a new language for the same amount of time, but he's learning it so much more quickly.
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This is in fact something that linguists are very interested in,
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understanding this difference between how kids and adults learn a new language.
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Now one explanation is that there's a critical period for language learning.
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And this theory was first introduced in the 1960s by a linguist named Eric Leneberg.
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And Lenneberg's theory says that during childhood language learning is very easy.
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Basically our brains are just ready for language learning.
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But later, starting in adolescence and as we get older, our brains change.
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We lose this childhood ability and it becomes more difficult to learn language.
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And that's why adults have trouble learning a new language.
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Well, if you're an adult, that's a bit discouraging, right?
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You can look at my son's friend
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Steven, who is six years old, and me, who's 29 plus, and say, well, okay, Steven is still in the critical phase.
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His brain works perfectly right now for language learning, but you, you're way past the critical phase and your brain's already changed,
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so too bad, I'm sorry.
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But wait a minute, is this comparison between me and Stephen really fair?
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I mean, there's an age difference, but there are a lot of other differences as well.
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Can we really say that my lack of progress learning Chinese is only because I've passed the critical phase?
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No, no. Many people, including linguist Robert DeKaiser,
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would say no. So, you have to look at other factors.
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Okay.
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Now, one obvious factor in second language acquisition is environment, the place where the person is learning.
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So Stephen is here in an all English environment where he's speaking English all day at school, and all of his friends speak English.
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Me on the other hand, I'm just taking a class two hours a week.
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So, sure, I listen to my Chinese CDs in my car on the way to work,
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but other than that, I'm not in an environment where I hear a lot of Chinese.
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And I wonder, what if it were the other way around?
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What if I went to China and was in school all day hearing Chinese, and Stephen was studying English only two hours a week?
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Do you think that would change how well we were each learning the language?
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Yeah, I'm sure it would.
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So environment plays a significant role in language acquisition.
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Another factor in second language acquisition is a person's attitude about learning the new language.
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How do you feel about learning?
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Now, when I was watching Stephen in the classroom playing with his friends,
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it was clear he didn't feel at all embarrassed about his English language abilities.
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You know, he can't speak perfectly yet, but when he made a mistake, he didn't care.
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Neither did his friends, they just kept on playing.
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Me on the other hand, I find it very difficult to speak Chinese when I'm not sure what I'm saying.
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I get very nervous and embarrassed and as a result, I don't practice speaking as much as I should.
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So clearly a person's attitude about learning is very important in acquiring a second language.
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Finally, the last factor we'll look at is motivation.
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Why is the person learning the language?
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Now, Stephen is probably very motivated to learn English.
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All his friends speak it, so he needs to learn it in order to play with them.
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I, on the other hand, want to learn Chinese, but I don't need to.
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So we're both motivated to learn, but perhaps my motivation isn't quite as strong.
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All right, so what do we understand about second language acquisition?
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Well, there does seem to be a critical period in childhood when language learning is much easier, but it's important to look at all the factors,
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and there are several, including environment,
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attitude, and motivation, which help decide if someone's going to be a successful language learner.
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As for me, I'm not ready to give up on Chinese just yet.
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So what does everyone think about this critical period theory?
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Like the big thing is that it's harder to learn a language if you're an adult, right?
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Actually speaking from my own experience, I'd say the other factors he mentioned are just as important.
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What other factors?
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Attitude, environment and motivation.
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Those were big for me.
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Really?
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How so?
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Like what was your experience?
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Oh, okay.
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Well, I came to United States from Russia as a teenager.
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And every time I spoke I got so nervous.
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I was afraid people would make fun of me.
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Oh, really?
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I thought kids learned easily.
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Well, I was in high school, so little older.
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Anyway, I made some friends, I watched a lot of TV, and now I feel pretty comfortable talking to anyone.
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Good.
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Amen, what about you?
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What was it like for you?
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Oh, well, to me the critical period explains a lot.
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My niece, who is four, came over here when I did two years ago.
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And she sounds like you guys.
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Really?
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She talks like a native speaker and I'm so jealous.
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Well, you'll get there.
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It's just a matter of time and practice.
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I mean, for two years you sound good, definitely.
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Yeah.
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I wouldn't worry about it.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “Contemporary Topics 1 Unit 2 LINGUISTICS A time to learn”. Le parole che ritornano più spesso: language, learning, learn, factor, critical. Questo video contiene 102 frasi e 1139 parole da ripetere con lo shadowing. Il parlato dura 7:37. Chi parla ha un ritmo naturale di circa 150 parole al minuto, vicino a una conversazione quotidiana. Il 88% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è facile da seguire. 21 delle sue 102 frasi sono domande: un buon esercizio per l’intonazione interrogativa e le risposte brevi.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| acquisition sostantivo | /ˌæk.wɪˈzɪʃ.ən/ | acquisizione |
| motivation sostantivo | /ˈmoʊ.tə.veɪ.ʃən/ | motivazione |
| embarrassed aggettivo | /ɪmˈbæɹ.əst/ | imbarazzato |
| motivate verbo | /ˈmoʊ.tɪ.veɪt/ | motivare |
| explanation sostantivo | /ˌɛkspləˈneɪʃən/ | spiegazione, esplicazione |
| ideal aggettivo | /aɪˈdi(ə)l/ | ideale |
| introduce verbo | /ˌɪntɹəˈdus/ | presentare |
| jealous aggettivo | /ˈd͡ʒɛl.əs/ | geloso, gelosa |
| unfair aggettivo | /ʌnˈfɛɚ/ | scorretto, sleale |
| classroom sostantivo | /ˈklɑːsɹʊm/ | classe, aula |
| acquire verbo | /əˈkwaɪɚ/ | acquisire |
| teenager sostantivo | /ˈtiːnˌeɪ̯d͡ʒə/ | giovane, adolescente |
| considerably avverbio | /kənˈsɪdəɹəbli/ | considerevolmente, notevolmente |
| amen | /(ˌ)ɑːˈmɛn/ | amen, così sia |
| niece sostantivo | /nis/ | nipote |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| grow up verbo | crescere |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- How do you feel about learning?
- Finally, the last factor we'll look at is motivation.
- All right, so what do we understand about second language acquisition?
- Amen, what about you?
- What was it like for you?
Pronuncia a cui fare attenzione
Chi parla usa 32 contrazioni e forme ridotte, come I'm, didn't, we'll. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: acquisition /ˌæk.wɪˈzɪʃ.ən/, motivation /ˈmoʊ.tə.veɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/
- Parole lunghe — attenzione all’accento: acquisition /ˌæk.wɪˈzɪʃ.ən/, motivation /ˈmoʊ.tə.veɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/, considerably /kənˈsɪdəɹəbli/, adolescence /ˌædəˈlɛsəns/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: embarrassed /ɪmˈbæɹ.əst/, motivate /ˈmoʊ.tɪ.veɪt/, introduce /ˌɪntɹəˈdus/, jealous /ˈd͡ʒɛl.əs/, niece /nis/
- /æ/ — più aperta della “e”: acquisition /ˌæk.wɪˈzɪʃ.ən/, embarrassed /ɪmˈbæɹ.əst/, adolescence /ˌædəˈlɛsəns/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Inizia a velocità 0,75×, fai shadowing frase per frase e torna alla velocità normale quando diventa facile.
- Registrati e confronta con l’originale, facendo attenzione a parole come acquisition, motivation, embarrassed.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.