Pratica di Shadowing: Why You Didn't Learn English in School - Impara a parlare inglese con i video
Creazione lezione...
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English learners I had the idea today of walking around while doing today's video.
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I'm here at a park.
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and I'm gonna do a video where I speak at normal speed.
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Hopefully you guys like this format, hopefully you can hear me okay.
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obviously there might be some ambient sounds there's uh landscapers here mowing the lawn there's kids playing
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and stuff like that
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so hopefully you can hear me well uh today i want
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to talk about reasons why you probably didn't learn english very well
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when you took classes in school
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when you took english classes in high school middle school elementary school whatever it may be
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this is a strange format for me so excuse me if i'm just like looking around i'm trying to like here.
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I think people are watching me so this is a little bit new for me so bear with me here.
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But today I want to talk about why you might not have learned English very well in school.
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I'm also going to release a podcast episode about this.
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It's probably going to come out in a couple months or so.
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I'm way more ahead on podcast episodes than I am on YouTube videos
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but I wanted to talk about this today because it's a topic that is pretty relevant to probably
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most of you maybe almost all of you i'm sure most of you learned English in school, um maybe you took four years of english classes in high school
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or maybe you took even more than that
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if you started english classes in middle school elementary school whatever it may be
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but i hear this story again and again and again every time i talk to students
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about their experience learning English in school, especially in public schools.
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I'm not really talking here about private schools.
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There's a lot of good private schools, but in public schools, what tends to happen is
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that people take years and years of English classes and they never learn English.
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So why is that?
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Let's talk about some of the issues.
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These are just my opinions.
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Obviously, other people might disagree with me.
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They might think that there are other issues or they might not.
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see it the way I see it,
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but these are the things that I see that might contribute to the reasons why people don't learn English in school.
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I don't have my notes with me.
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Usually I have like my notes on my computer to kind of keep me organized.
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So I'm just kind of going off the speak naturally,
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spontaneously, and try to remember the ideas that I have in mind So I think the main idea
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the not the main idea but the main point the main problem that i would say of why
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English classes aren't that useful in school.
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They're useful, but not as useful as we'd like them to be.
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is because they don't teach you how to learn English, right?
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It would be great if English classes in high school English teachers taught students how to actually learn a language,
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how to actually go about learning English because the majority of our learning comes outside of the classroom, right?
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The classroom is not where we're getting like most of our practice, most of our listening practice, perhaps not even most of our speaking practice depending on your situation.
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So because of that, I'm going to turn around here.
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I'm going to like do laps at this park.
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Sorry, this is like completely natural video, not edited or anything like that.
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So bear with me.
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Like I said, one of the big problems with English classes in high school, middle school, or whatever, is that students kinda just show up hoping to learn English.
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They don't actually know uh.. that actually learned how to learn a language.
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You know, whatever subject it may be, it's great to learn how to learn something, right?
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And when you learn how to learn, then you can do it on your own, right?
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You don't need someone to guide you through every step of the way or whatever.
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But that's not the case in high school English classes in most countries, right?
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People don't learn how to actually learn English.
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They just show up
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and hopefully you know the knowledge just like gets transferred to their head from the teacher
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or whatever and that's not how it works in most cases right.
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So that's a big issue is that students aren't taught how to learn.
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Another issue I would say is that the content
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that is used is not always the best and so I always talk about this idea of having
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comprehensible input that's the term that's used nowadays to describe this.
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Input referring to things that you listen to or that you read
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you know and having this content and have it be comprehensible meaning you understand it.
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So the idea is to use content that you can understand but is still challenging for you.
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So it's still like a little above your level so that you're learning new words, you're learning new phrases, you're learning new vocabulary,
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your brain is having to kind of fill in the gaps of things
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that you don't understand when you read or you listen to whatever the content is.
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So that's basically what you're doing right now, right?
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You're watching this video, maybe you listen to my podcast, and what it is is specific level.
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This is a more advanced video because I'm speaking at normal speed, but you got the subtitles, right?
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And so that's a little bit more comprehensible.
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You're able to like read the subtitles while you're listening.
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So that makes it more understandable.
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But for example, if you watch
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my in a lower level videos or
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if you listen to my podcast you're listening to content that's
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made for a specific level that's lower than just native level
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so what that's good for is that you actually you know use content
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that you can understand
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and you are still being challenged you're still learning new words you're still learning new phrases
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but it's understandable it's not something that's
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some textbook like whatever text they put in there that's not very interesting, right?
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So unfortunately in schools a lot of what you consume in
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your English class is going to be like really boring like textbook style stories
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that don't really interest anyone or they're like little videos that you might watch that really aren't that interesting.
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I remember watching these in I didn't have Spanish in middle school.
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I was just high school.
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But in my high school Spanish classes, I remember watching videos that weren't that interesting or whatever.
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You know the type of content that we use is extremely important
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because if you use content that's interesting for you that's engaging for you
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that you can understand
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but it's still challenging for you that's going to be like the optimal type of content that you want to use.
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It might be too easy for you, it might be too hard for you, whatever it may be, that content tends to be just less useful overall, right?
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So the type of content used in schools is often not the best.
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Right.
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What else?
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What other problems?
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Let me think.
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I've got a few other ones that I had in mind, but I don't have my notes in front of me, so I kind of have to scour my brain to try to remember what they were.
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Yes, another issue is the speaking practice is not very helpful.
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right obviously speaking is like the hardest part of learning a language for most people right
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and so you would hope
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that in these classes you would have some good well -designed effective speaking practice
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but that's usually not the case at least in my experience it was typical to do like role playing
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and this role playing was not very interesting it's like all right let's pretend
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that you're the cashier i'm the person shopping here at the supermarket let's interact right
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useful about that obviously you can learn useful phrases useful words for
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that specific situation maybe I'll slow down here so I'm not walking
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so fast so I can talk more easily yeah obviously you're learning things
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that are good for that situation
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but let's be honest that's not the most interesting type of speaking practice
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and those types of things like the words that you learn through that exercise or whatever,
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they're not going to stay in your head as like easily as something that's much more relevant to you.
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Like, for example, if you were to do speaking practice.
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about something that's actually really important to you, it's really engaging for you, it's really relevant to your life,
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you're probably going to learn and remember those new words more easily.
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I notice this a lot, for example, when I do speaking practice, when I'm learning other languages,
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What happens is I tend to focus a lot of my early efforts on speaking about things
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that are really important to me, that are really relevant to my life.
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For example, I might speak a lot about language learning, or I might speak a lot about online business, content creation, things that I do that I talk about on a regular basis,
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even in English, and that are interesting for me, they're relevant for me.
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things because those things stay in my head i repeat them a lot
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because these are things
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that i talk about a lot i have a lot to say about them
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so it kind of helps out with the repetition where i'm
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speaking more about them these phrases are sticking in my mind more i don't know
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if you guys want to kind of see the view
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because you're kind of under me here
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but got a nice big old park here uh pretty close to my house
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so this is uh pretty nice there's some kids over on the playground so of speaking practice,
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the speaking practice in these schools, in these classes, it's just not that relevant, not that useful.
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And because of that, it's not very memorable.
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The stuff that you're learning doesn't stay with you as easily, right?
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So that's a big issue.
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So speaking practice is, you know, that's something that's lacking.
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Like there is speaking practice, but it's not very good.
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It's not very effective.
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And It just doesn't help you learn as much, right?
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And then one other thing
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that I can think of is just kind of the lack of freedom when it comes to these classes, because as you probably know, when it comes to learning a language,
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it's really useful to be able to kind of have flexibility
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and use content that's good for you that perhaps might not be interesting for someone else, but you like it or, you know, whatever it might be,
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having this freedom to customize so that it's interesting for you.
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This is something that's obviously lacking
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in schools right
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so obviously everyone's kind of forced to read the same thing
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uh listen to the same thing do the same thing you know all this kind of stuff
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and yeah i get it because we want structure but unfortunately that means
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that a lot of people are just kind of tuned out
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they're not really you know engaged with what they're um they're
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interacting with in the class in terms of the content
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and it probably means that they're not retaining as much information it's just not good
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forced you to use just like really boring content for English, right?
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You probably wouldn't be that excited to learn English, right?
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I hope that this type of video is more interesting for you than just some random boring textbook
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or whatever it may be, right?
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So I'm not saying that we need to just like have no rules in the English class.
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All I'm saying is there should be a little more flexibility.
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Perhaps students can use different types of content, not always have to use the same exact thing if it's interesting for one person, but not for another person, right?
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And speaking of textbooks, that's one other issue.
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I think there's just an over -reliance on textbooks in English classes.
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Don't get me wrong, there's nothing wrong with textbooks.
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Textbooks are great.
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They're great like resources.
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You can reference them if you want to learn things about grammar, you want to learn rules, you want to practice with things, maybe learn vocabulary.
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Sometimes there is.
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like they do have like good interesting stories that could be good, comprehensible input.
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Not always, but sometimes they have that as well.
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So textbooks are great.
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However, these classes tend to be like dependent on these textbooks
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as like the primary source of information for like our primary source of interaction with the language, you know, for the students.
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And I don't think it should be like that.
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Textbook should be supplementary.
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So obviously it's good to reference a textbook, to learn different things, practice with different rules if that's what you're trying to do.
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But the main foundation of your learning, of course, is not going to come from the textbook.
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It's not like, "Alright, I'm going to learn all the rules in the textbook
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and then I can use all these rules naturally in my own speech." It just doesn't work that way.
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You guys probably know what I'm talking about.
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Instead of that, you know, why not make, you know, comprehensible input the foundation of the learning experience,
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even within the context of the classroom, have some
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relevant type of speaking practice that's actually useful and engaging
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and then also use the textbook as like a supplementary thing to help with like certain grammar points
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and help kind of give just a little bit of
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guided structure through the the fundamentals of the language or whatever right
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so I think that would be a better approach than like using the textbook as the main learning resource
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because I don't think anyone really likes that that much.
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And it just deprives people of the time, like during class, to do other things that are more important,
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like the listening comprehension and the relevant speaking practice, all that.
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One other issue, and this one is kind of hard to really remedy, but the other issue is that obviously most teachers in public schools,
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if they're teaching an English class in some other country, they're not a native speaker.
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right and so because of
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that they're obviously not going to pronounce words correctly all the time they're obviously going to say things
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that are wrong
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and you know that's just kind of how it goes that's
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not like a knock on these english teachers i'm not trying
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to insult these english teachers obviously you know they're doing the best they can right
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but obviously there is the issue of people in these classes
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that just repeat what they hear the teacher say and obviously if the teacher They're looking at the teacher as the authority,
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so they're going to say it wrong.
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like the teacher does.
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But again, that's a little bit harder to remedy because you can't have a native teacher in all these classes.
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But what I would say is if you are like a teacher, an English teacher in one of these classes, it's really important to acknowledge this right we don't want to get
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so prideful like
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if i were teaching spanish let's say in the us i would never want to be
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so prideful to say like oh no like i'm you know the way
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that i'm saying it is exactly the way
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that someone from mexico would say it
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because it's not right even though i don't have a terrible accent
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when i speak spanish i do not say things the same way
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that a mexican does right and there's nothing wrong with that i'm a second you know,
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someone teaching English in another country and they're not a native speaker, they should have that same attitude of not thinking, "Well, I'm the teacher, so everything I say is right and correct."
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that's just not the case right we need to acknowledge that
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and so if you can acknowledge that and
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if you can also like communicate that to the students
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and perhaps use other content like that would be from native speakers like videos
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and audios and things like that that would serve as like instructional you know material
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or just listening practice beyond just your own
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speaking obviously that would be good as well like
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if i were teaching spanish in the u .s in a
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class i wouldn't want their listening practice to be like just
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all just from me like it wouldn't it shouldn't be 100 me speaking right
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because obviously i'm not a native speaker they're going to be missing a lot
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if i'm the one that's like 100 of their listening content
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right whereas in english obviously i have no problem doing that because i'm a native speaker Okay, so I think the same thing goes for someone teaching English in another country.
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It'd be good for them to just, you know, be humble, obviously know that they're not going to say everything correctly, and then also kind of utilize other content.
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to supplement you know what they're saying to the students you know like native content
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and you know help them help students find native content that's good for them
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that will serve as good listening practice for them my thoughts
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are really scattered right now it's kind of nice to do videos like this it's just a little bit
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A little bit outside my comfort zone, but if you guys like this, I'll try to do this a little bit more often But there's a few other people walking around.
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I'm trying to avoid them trying to go to places where I can just walk freely and not not
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need to lower my voice
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because I It makes me a little bit embarrassed to talk really loud here at the park filming myself or whatever.
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But yeah, those are some of the issues that I think.
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And then the remedies would just be to kind of mitigate those issues, make those issues less of a problem.
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Don't rely too much on textbooks.
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Use comprehensible input.
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Teach students how to learn English.
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classroom would be to actually teach students how to learn on their own right
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if you can teach how Teach a student how they can actually utilize their time at home
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that they have to learn English utilize it the right way you know that's
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Golden right
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that would be a really really good thing for someone to learn how to learn English on their own
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because the majority of our learning doesn't come from
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that high school English class it comes from all the stuff
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that we're listening to that we're reading that we're watching on our own
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and of course the speaking practice
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that we do you know whether it be you know with other people in our daily lives other people online
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or whoever it is right those are the things that really you know, it's the foundation of our learning.
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Right.
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So I think that
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even though it's not my expertise like the classroom setting i'm
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more of a one -on -one type teacher i think
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that these are still valid ideas even though i'm not an expert i think that
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i'm speaking just kind of from experience from what i've heard from students
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that have talked to me like about issues with their english class experience
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or whatever so i don't know what you guys think maybe you can leave a comment down below
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and let me know what you think about that
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in a high school classroom setting or whatever
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and let me know what you think about this type of
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video obviously i'm breathing a little bit more heavily i think i just need to walk more slowly
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and that would be better so i was like walking really fast before uh
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so if i walk more slowly maybe it'll be a little a little bit more natural
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but uh this is fun for me
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so hopefully you guys like this uh remember that
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if you want more advanced content if you want all of my advanced episodes
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so i've already recorded like a hundred of them or something like that you can get them
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just by becoming a listening time family member.
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And you'll still get two new ones every single month after that.
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So it's a really, really great deal.
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The link down below, if you go down and click on that, you can sign up to become a listening time family member and you'll get those.
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Also check out my U .S.
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Conversations podcast.
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In that podcast, I talk to different English teachers from all over the country.
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It's a lot of fun.
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It's great practice for your listening.
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These are authentic conversations.
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I give you the transcript for it so you can follow along more easily.
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If you want that, that link is also down below.
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All right, thank you all for listening.
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I'll talk to you in the next video.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello B2 si basa sul video “Why You Didn't Learn English in School”. Le parole che ritornano più spesso: english, learn, content, speaking, practice. Questo video contiene 281 frasi e 3579 parole da ripetere con lo shadowing. Il parlato dura 20:07. Chi parla ha un ritmo naturale di circa 178 parole al minuto, vicino a una conversazione quotidiana. Il 90% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è facile da seguire.
Vocaboli chiave di questo video
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| textbook sostantivo | /ˈtɛkst.bʊk/ | libro di testo |
| comprehensible aggettivo | /kɒmpɹəˈhɛnsɪbəl/ | comprensibile |
| podcast sostantivo | /ˈpɑdˌkæst/ | podcast, audioprogramma |
| classroom sostantivo | /ˈklɑːsɹʊm/ | classe, aula |
| remedy sostantivo | /ˈɹɛmədi/ | rimedio |
| bore verbo | /boɹ/ | annoiare, tediare |
| acknowledge verbo | /əkˈnɑ.lɪd͡ʒ/ | riconoscere, ammettere |
| prideful aggettivo | /ˈpɹʌɪdfəl/ | orgoglioso, fiero |
| subtitle sostantivo | /ˈsʌbtaɪtəl/ | sottotitolo |
| supplementary aggettivo | supplementare, addizionale | |
| understandable aggettivo | comprensibile | |
| vocabulary sostantivo | /vəˈkæb.jə.lə.ɹi/ | vocabolario |
| flexibility sostantivo | /ˌflɛksɪˈbɪlɪti/ | flessibilità |
| interact verbo | /ɪn.təˈɹækt/ | interagire |
| grammar sostantivo | /ˈɡɹæm.ə(ɹ)/ | grammatica |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| check out verbo | investigare |
| go off verbo | esplodere |
| slow down verbo | rallentare, decelerare |
| turn around verbo | girare, girarsi |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- I'm here at a park.
- I'm not really talking here about private schools.
- Let's talk about some of the issues.
- I don't have my notes with me.
- I'm going to like do laps at this park.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Frasi condizionali if + frase, will/would + verbo — una condizione e il suo risultato | if you guys like this, I'll try · if i walk more slowly maybe it'll be |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | i've heard · have talked · i've already recorded |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | aren't taught · being challenged · are really scattered |
Pronuncia a cui fare attenzione
Chi parla usa 118 contrazioni e forme ridotte, come I'm, they're, don't. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: repetition /ˌɹɛp.əˈtɪʃ.ən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, cashier /kaˈʃɪə/
- Parole lunghe — attenzione all’accento: comprehensible /kɒmpɹəˈhɛnsɪbəl/, vocabulary /vəˈkæb.jə.lə.ɹi/, flexibility /ˌflɛksɪˈbɪlɪti/, repetition /ˌɹɛp.əˈtɪʃ.ən/, spontaneously /spɑnˈteɪ.ni.əs.li/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: comprehensible /kɒmpɹəˈhɛnsɪbəl/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, humble /ˈhʌmbəl/
- Consonante finale — senza aggiungere una vocale dopo: textbook /ˈtɛkst.bʊk/, podcast /ˈpɑdˌkæst/, utilize /ˈjuː.tɪ.laɪz/, acknowledge /əkˈnɑ.lɪd͡ʒ/, interact /ɪn.təˈɹækt/
- /æ/ — più aperta della “e”: podcast /ˈpɑdˌkæst/, vocabulary /vəˈkæb.jə.lə.ɹi/, interact /ɪn.təˈɹækt/, grammar /ˈɡɹæm.ə(ɹ)/, landscaper /ˈlænd.skeɪp.ɚ/
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 textbook, comprehensible, podcast.
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.