シャドーイング練習: American English Connected Reading | A Painting - 動画で英語スピーキングを学ぶ
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175 文
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1
Hey, what's up?
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It's Alex.
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Today I'd like to talk about the connected sounds in a sample answer to the prompt, describe a painting you've seen.
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Let's take a look.
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I remember I was in Boston a couple of years ago.
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I remember.
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When we speak quickly, at the beginning of sentences, sometimes those short, unstressed sounds tend to become even shorter.
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I remember.
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I remember.
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I remember.
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I I remember, I remember, I remember I was in Boston.
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I was in, I was in Boston.
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We're gonna connect I was in into one little phrase and we're gonna reduce that uh in was.
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I was in Boston.
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I remember I was in Boston.
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At the end of in, before the b in Boston, it actually turns into a m sound to connect with the b sound.
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I was in Boston.
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I remember I was in Boston.
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I was in Boston.
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I remember I was in Boston a couple of years ago.
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A couple, a couple of years ago.
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Couple, so we take out the the in of.
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A couple of years ago.
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And I went to, and I went to.
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Almost every time you see and, you're gonna take out the D in connected speech.
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And I, and I went to.
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We're gonna connect the n, t, t here, went to.
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You can see that the NTT turns into just NT.
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Went to.
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Went to.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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One of the art museums.
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So here, the.
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We have the Y sound at the end of the in order to get ready for the AH in art.
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Then we have art museums.
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I'm not saying a T there at the end of the word art.
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I'm saying a glottal stop.
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Art.
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Art.
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museums.
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It's cutting off in my throat instead of finishing the T sound.
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Art museums.
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One of the art museums there.
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And don't forget to take the the out of the word of there.
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One of the art museums there.
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Huge place.
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Tons of paintings.
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We're going to take out the the in of.
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Tons of paintings.
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Tons of.
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And remember we're going to connect these sounds as much as we can.
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Ton zuh, zuh, zuh.
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I'm not adding anything between the z and uh sounds.
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Huge place, tons of paintings, and one I remember in particular, and one and one, take out that d and and,
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one nigh, nigh, we're going to connect one and I.
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One I remember in particular, in particular, in very fast speech, just like in Boston, in particular,
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that N turns into an M.
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In particular, in particular.
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One I remember in particular was a painting from the 1880s, was a painting from the 1880s.
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From the 18, the 18, we have that sound connecting the 18,
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the 1880s, of four young girls, of four.
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So here we have the in of, but it's connected to in four, so of four, of four.
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A painting from the 1880s of four young girls.
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Connect that ng sound at the end of young with g in girls.
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Four young girls.
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A painting from the 1880s of four young girls playing in a huge house.
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In a huge house.
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Connect in a into one little chunk.
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playing in a huge house.
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It's a little hard to describe.
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It's a little hard to connect the d
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and the t there hard to
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and we're going to reduce the vowel in two hard to
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hard to describe describe why describe why you can see
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that at the end of describe gets weakened before a sound hard to describe why it.. why?
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Why?
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Hard to describe why it was so memorable.
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It's kind of a funny sound when I slow down and say it in its connected form.
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Describe why?
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Why?
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Describe why it was so memorable.
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Why it was so.
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Why it?
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So here we have a glottal stop for the t in it.
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Why it was?
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So was, that vowel in the word was gets reduced, why it was so.
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Then we're going to connect the s in so with the z in the word before it was.
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Why it was so.
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Hard to describe why it was so memorable.
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The light was really impressive.
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Again we have a glottal stop for the t in light.
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The light was really impressive.
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Like the foreground was naturally lit that nd in foreground, foreground ones, reduces and it's just kind of like foreground was.
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foreground was naturally lit foreground was naturally lit and the background slowly faded
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so here lit we have a glottal stop there in lit lit lit
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and the background drop the D in and
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and connect the end of the th lit
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and the background slowly faded again we kind of drop
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that D or weaken
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that D at the end of background background slowly faded into darkness kind of showing how large the house was.
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Kinda showing.
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So here, kind of.
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We could connect that to kinda.
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You could also connect it even further to kinda.
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Kinda showing, kinda showing how large the house was.
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And the color was great too.
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And the, and the color.
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Drop the D, connect the end of the TH.
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And the color was great too.
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Great too.
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Connect the two T sounds there, the end of great and the beginning of too.
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and the color was great too.
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It looked very realistic.
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It looked.
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We have a glottal stop there for the T.
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It looked.
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It looked very realistic.
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Now if I say it looked a little faster, that L can kind of even delete the T entirely.
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No glottal stop.
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If I speak it at a regular pace, it looked.
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That's fine.
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But if I say it even faster, it looked.
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It looked.
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This goes to what I was talking about earlier with reducing the sounds at the beginning of sentences.
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ELUKED.
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ELUKED.
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No T.
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No glottal stop.
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ELUKED.
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Now we can't do that in regular speed speech.
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It sounds a little weird if we don't have the glottal stops.
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Don't have the glottal stops.
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We need to have those sounds, but in very fast speech for certain very common phrases, you can take out that T especially at the beginning of sentences like this.
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It looked, it looked very realistic, like a color photo even, color photo even.
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We add a little wha sound to connect these two vowels, like a color photo even, color photo even.
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I think the main thing, main thing, connect the N and TH, I think the main thing was its size, its size.
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Connect these two S sounds here.
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Its size.
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I think the main thing was its size.
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It was like seven feet tall.
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Here, it was, is another example.
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At the beginning of a sentence, we can take out that T and not even have a glottal stop.
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It was, it was like seven feet tall, seven feet tall.
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So here that N and F blend together, and it's almost more of an M sound.
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Seven feet tall, seven feet tall.
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We connect these two T sounds at the end too.
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Feet tall.
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It was like seven feet tall.
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It was like seven feet tall.
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It completely dominated the room.
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It completely.
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Glottal stop T before the K incompletely.
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It completely dominated the room.
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Connect the D and the TH here.
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It completely dominated the.
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Dominated the.
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Dominated the room.
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I wish I could remember its name.
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I wish I could remember.
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So that D before the R gets a little bit weaker.
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Could remember, could remember.
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You can say the full D there if you like too.
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It's totally fine.
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I wish I could remember, could remember, but you can also drop it.
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I wish I could remember its name.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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Huge place, tons of paintings, and what I remember in particular was a painting from the 1880s of four young girls playing in a huge house.
168
It's a little hard to describe why it was so memorable.
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The light was really impressive, like the foreground was naturally lit and the background slowly faded into darkness, kind of showing how large the house was.
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And the color was great too.
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It looked very realistic, like a color photo even.
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I think the main thing was its size.
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It was like 7 feet tall.
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It completely dominated the room.
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I wish I could remember its name.
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コンテキストと背景
このビデオは、アメリカ英語の発音における「つながりの音」（connected sounds）に焦点を当てています。スピーカーのアレックスは、ボストンでの体験について話しながら、リスニングとスピーキングの訓練に役立つ具体的なフレーズや音のつながりを紹介しています。特に、発話の初めや文中の短縮音に注目し、実際の例を通じて観察することが重要です。このような英語シャドーイングの練習は、自然なスピーキング力を向上させ、IELTS スピーキング対策にも非常に有効です。
日常会話のためのトップ5フレーズ
- I remember I was in Boston.（ボストンにいたことを覚えています。）
- A couple of years ago.（数年前のことです。）
- I went to one of the art museums there.（そこで芸術館の一つに行きました。）
- Tons of paintings.（たくさんの絵がありました。）
- Art museums.（美術館です。）
ステップバイステップシャドーイングガイド
このビデオを利用して英語シャドーイングを行う際には、以下の手順に従って練習してみてください：
- 聞く：まず、アレックスの発音をよく聞き、彼の言うことに集中しましょう。特に「I remember」や「I was in」のように短縮されるフレーズに注意してください。
- 繰り返す：次に、ビデオのフレーズを声に出して繰り返します。この段階で、「I was in」のようなつながる音を意識して発音しましょう。
- 録音：自分の声を録音し、アレックスの発音と比較してみることで、自分の発音の違いを確認します。特に、音の連結や短縮の仕方に注目してください。
- 反復練習：複数回繰り返すことで、より自然なリズムとイントネーションで話せるようになりましょう。このプロセスは、shadow speak（シャドースピーク）の技術を高めるのに役立ちます。
- フィードバックを得る：可能であれば、英語のネイティブスピーカーからフィードバックを受け取ることで、さらに自分の発音を磨いていきます。
このように、アレックスのビデオを活用して英語を学ぶことで、実践的なスピーキングスキルを磨くことができます。特にIELTS スピーキング対策には非常に役立ちますので、ぜひ挑戦してみてください。
この動画の文法
話し手がよく使っている文型を、動画の実際の表現とともに紹介します。
| 文型 | 動画での表現 |
|---|---|
| 受動態 be + 過去分詞 — 誰がするかより、何が起きるかに焦点を当てる | was naturally lit |
| 「going to」の未来表現 be going to + 動詞 — 予定や、起こりそうだと分かること | gonna connect · gonna take · We're going to take |
| 現在進行形 am/is/are + -ing — 今まさに、または最近起きていること | I'm not saying · I'm saying · I'm not adding |
シャドーイングとは？英語上達に効果的な理由
シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。