Pratica di Shadowing: Participants in the learner Persistence study were all drawn from the same - Impara a parlare inglese con YouTube

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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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Informazioni su Questa Lezione

In questa lezione, ci concentreremo sull'importanza della perseveranza nell'apprendimento e su come vari fattori sociali ed intrinseci influenzano il successo accademico degli studenti. Attraverso l'ascolto di un intervento accademico, avrai l'opportunità di praticare la tua comprensione dell'inglese parlato e migliorare la tua capacità di espressione orale. Questo esercizio ti aiuterà anche a migliorare la pronuncia inglese utilizzando tecniche innovative come shadow speak e shadow speech.

Vocabolario e Frasi Chiave

  • learner persistence - persistenza nell'apprendimento
  • academic study - studio accademico
  • support - supporto
  • career prospects - prospettive di carriera
  • personal characteristics - caratteristiche personali
  • social factors - fattori sociali
  • environmental factors - fattori ambientali
  • enjoyment - divertimento

Consigli di Pratica

Quando pratichi il tuo inglese usando questo video, considera di utilizzare la tecnica di shadowing. Poiché il tono del relatore è riflessivo e moderato, cerca di imitare il suo ritmo. Dopo aver ascoltato una frase, pausa il video e ripeti la frase a voce alta, prestando attenzione alla tua intonazione e pronuncia. Questa attività è particolarmente efficace per imparare l'inglese con YouTube, in quanto ti consente di sentire un parlante nativo e di imitare il suo stile comunicativo. Ricorda di ascoltare attentamente anche le pause e i cambi di tonalità, che sono essenziali per migliorare la tua capacità di conversazione.

Sperimenta con diverse parti del discorso, focalizzandoti sui factors sociali e personali che promuovono la persistenza. Questo approccio ti permetterà non solo di apprendere vocabolario, ma anche di comprendere i concetti sottostanti che rendono alcuni studenti più resilienti di altri nel loro percorso formativo. Usa l'imitazione delle frasi chiave durante le tue sessioni di shadow speak per assorbire il contenuto e migliorare la fluidità in inglese.

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.

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