Pratica di Shadowing: TOEFL Listening Practice | Lecture | Learning a Foreign Language - Impara a parlare inglese con i video
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Learning a foreign language is no easy task.
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Researchers into the field of language acquisition have been trying to establish the most efficient ways in
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which learners can retain new words.
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Kathy Wright reports.
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Language learning is all about exposure.
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For example, the more you see, hear, and use a word, the easier it will be to remember it.
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A certain amount of vocabulary acquisition occurs through what is known as incidental learning.
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whereby you pick up words without paying any special attention to them.
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But in order to achieve native speaker fluency, learners must adopt a variety of techniques.
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Professor Chris Johnson has been investigating what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
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We tend to classify such acquisition strategies on a scale ranging from shallow to deep.
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Shallow strategies, such as repetition of a word or memorizing a list of words, activate short -term memory.
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Though these methods are quick and easy, the words are forgotten again within a matter of days or weeks.
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Fixing a word or expression in long -term memory requires deeper strategies.
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As you pointed out, Kathy, repetitive exposure is essential, so a number of different strategies should be employed.
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These include reading a variety of articles on the same topic, where key vocabulary appears frequently.
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In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
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leads to long -term retention.
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Also, familiarizing yourself with word families or other words that combine with the one you're learning helps.
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Some students keep notebooks to help them organize this kind of information.
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More importantly, recent research indicates that fluent speakers have a large amount of prefabricated language at their disposal.
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In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
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These language chunks include a wide variety of phrases and expressions, such as, As far as I know,
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my point is that, Have a nice day!
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This challenges the traditional view of learning discrete words so students should develop deep strategies particularly for learning language chunks.
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But how can learners be sure they are activating long -term memory?
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Well there is a theory called decay theory which contends
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that unless we retrieve and utilize information stored in our memories on a fairly regular basis it will be forgotten.
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New words or phrases need to be encountered in a variety of forms.
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If you read a phrase, try and use it when speaking or in writing and review it at regular spaced intervals.
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After a few hours, the following day, a few days later, and so on.
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Long -term memory has a much greater capacity for storing information, including language items, than short -term memory.
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Furthermore, research has shown that
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But to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Strategies like these demand effort on the part of the learner, but according to the language experts,
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they do pay off and are crucial for anyone wishing to become truly fluent in a foreign language.
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Number 1.
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What are vocabulary acquisition strategies?
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Number 2.
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What is an example of a deep learning strategy?
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Number 3.
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What is a key finding of recent research?
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Number four.
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What does decay theory suggest?
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Number five.
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What does research into long -term memory indicate?
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Professor Chris Johnson has been investigating in what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
51
Fixing a word or expression in long -term memory requires deeper strategies.
52
In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
53
leads to long -term retention.
54
In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
55
These language chunks include a wide variety of phrases and expressions, such as, as far as I know,
56
my point is that, have a nice day.
57
This challenges the traditional view of learning discrete words, so students should develop deep strategies,
58
particularly for learning language chunks.
59
Well, there is a theory called decay theory,
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which contends that unless we retrieve and utilize information stored in our memories on a fairly regular basis, it will be forgotten.
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Furthermore, research has shown that to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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I love you.
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We'll be right back.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “TOEFL Listening Practice”. Le parole che ritornano più spesso: word, language, strategies, learning, chunk. Questo video contiene 69 frasi e 843 parole da ripetere con lo shadowing. Il parlato dura 11:13. Chi parla lo fa lentamente, circa 75 parole al minuto, quindi c’è tempo per imitare ogni suono. Solo il 79% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è impegnativo.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| chunk sostantivo | /t͡ʃʌŋk/ | pezzo, tocco |
| acquisition sostantivo | /ˌæk.wɪˈzɪʃ.ən/ | acquisizione |
| vocabulary sostantivo | /vəˈkæb.jə.lə.ɹi/ | vocabolario |
| phrase sostantivo | /ˈfɹeɪ̯z/ | espressione, polirematica |
| efficient aggettivo | /ɪˈfɪʃənt/ | efficiente, performante |
| exposure sostantivo | /ɪkˈspəʊ.ʒə(ɹ)/ | esposizione |
| indicate verbo | /ˈɪndɪˌkeɪt/ | indicare |
| investigate verbo | /ɪnˈvɛs.tə.ɡeɪt/ | investigare, indagare |
| furthermore avverbio | /ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/ | inoltre |
| conscious aggettivo | /ˈkɑn.ʃəs/ | cosciente, conscio |
| acquire verbo | /əˈkwaɪɚ/ | acquisire |
| shallow aggettivo | /ˈʃæloʊ/ | superficiale |
| dictionary sostantivo | /ˈdɪk.ʃəˌnɛ.ɹi/ | dizionario, lessico |
| retention sostantivo | /ɹɪˈtɛnʃən/ | conservazione |
| retrieve verbo | /ɹɪˈtɹiːv/ | recuperare, riguadagnare |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| pay off verbo | corrompere |
| pick up verbo | tirare su, sollevare |
| point out verbo | additare |
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect continuous have/has been + -ing — un’azione iniziata prima e ancora in corso | have been trying · has been investigating |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | is known · are forgotten · should be employed |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | has shown |
Pronuncia a cui fare attenzione
Chi parla usa 4 contrazioni e forme ridotte, come don't, we'll, you're. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: acquisition /ˌæk.wɪˈzɪʃ.ən/, efficient /ɪˈfɪʃənt/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, conscious /ˈkɑn.ʃəs/, shallow /ˈʃæloʊ/
- Parole lunghe — attenzione all’accento: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, dictionary /ˈdɪk.ʃəˌnɛ.ɹi/, importantly /ɪmˈpɔɹ.tənt.li/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: chunk /t͡ʃʌŋk/, phrase /ˈfɹeɪ̯z/, efficient /ɪˈfɪʃənt/, indicate /ˈɪndɪˌkeɪt/, investigate /ɪnˈvɛs.tə.ɡeɪt/
- /æ/ — più aperta della “e”: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, shallow /ˈʃæloʊ/, activate /ˈæktɪˌveɪt/, establish /ɪˈstæb.lɪʃ/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come chunk, acquisition, vocabulary.
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.