シャドーイング練習: American English Connected Reading 美式英语连读（上）｜TV（part one) - 動画で英語スピーキングを学ぶ

レッスンを作成中...
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Hey, what's up?
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It's Alex.
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Today we're going to look at a sample IELTS part 2 answer to the question, Describe a TV show that you watched but didn't enjoy.
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Let's take a look.
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Honestly, I don't watch a lot of TV.
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Honestly.
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We don't say honestly, that T disappears.
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Honestly, honestly, I don't watch a lot of TV. So don't watch.
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Don't watch.
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That T becomes a glottal stop.
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I don't watch a lot of TV.
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A lot of.
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So here I mentioned in a previous video that you can say a lot of TV or a lot of TV, depending on your mood and how formal you're being.
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Here, I'm not speaking very formally.
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This is a more relaxed answer, and it might be better to speak a little more formally in an IELTS exam.
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Here I'm saying a lot of TV, just to give you an example of relaxed, casual speech.
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A lot of TV.
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Honestly, I don't watch a lot of TV, and I actually can't remember the name of this particular show.
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An-I-actually.
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An-I-actually.
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So we're not saying and I.
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We're linking and I to an I, and we're putting a y here.
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I actually, I actually.
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And I actually can't remember.
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Can't remember.
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That T becomes a glottal stop.
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Can't remember.
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The.
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This the is spoken in a very low tone and it's reduced.
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Can't remember the name.
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Can't remember the name of this particular show.
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Of this particular show.
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Here I could say, the name of this, but that's a little bit too informal even for me.
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The name of this particular show.
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Particular.
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Particular.
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It's not particular, it's per.
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Particular.
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The name of this particular show.
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But I do remember, but I.
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These words are connected together, but I, with a tapped T, but I.
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But I do remember that a few years ago, that a, same thing, the T is tapped, it's not a glottal stop.
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I'm not saying but I, or that a, I'm saying but I, that a.
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I do remember that a few years ago, I was watching TV with my friend, and we came across.
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So the D in friend doesn't disappear.
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It's not a glottal stop, but it's spoken really lightly.
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Friend-en.
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Friend-en.
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But the d in and does disappear.
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Friend and we came. And we. And we.
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With my friend and we came across a new show.
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Came across a.
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Came across a.
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This a connects to a cross.
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Came across a new show that both of us just hated.
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That both of us just hated.
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That, here the word that is reduced.
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That both of us, of us, is connected together.
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Both of us just hated.
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Just hated.
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Since hated is stressed in the sentence, I don't reduce anything around it.
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Just hated.
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Full full pronunciation of just, just hated.
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It was a cartoon about a family in the 1970s.
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It was, this it is a glottal stop.
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It was, it was a cartoon about a family, about a.
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This t in about connects to the a, and it's a tap. About a. About a.
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About a family in the 1970s.
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In the is reduced.
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In the 1970s. In the.
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A family in the 1970s.
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And I think the dad might have been a factory worker.
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and I think the dad might have been a factory worker.
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Might have been a.
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I don't say might have been a.
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I'm speaking more informally.
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Might have been a factory worker.
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Might have been a factory worker.
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You can use this in a lot of sentences.
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Might have been a.
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I think the dad might have been a factory worker.
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I don't remember much of the plot.
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I don't remember.
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Don't remember.
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That's a glottal stop.
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Don't remember.
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Much of the.
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I'm not saying much of the.
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I'm saying much of the.
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Much of the plot.
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This is more reduced because much of the is de-stressed in the sentence.
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Much of the plot.
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But I do remember.
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But I do.
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But I do.
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Those words are connected together. But I.
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That's a tap.
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But I do remember.
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But I do remember that none of the characters were interesting at all.
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That, remember that, it's not that, remember that, that, that none of the characters,
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I'm not saying none of the, none of the, none of the, none of the characters were interesting at all.
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It's not interesting, interesting, interesting,
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interesting at all, at all, at all.
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It's not at all, it's at all, at all, with a tap for the T, at all, at all.
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And none of the jokes, same thing, none of the becomes none of the.
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None of the jokes really landed.
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If a joke lands, it means that it has a good reaction from the audience.
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None of the jokes really landed.
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We sat through a few episodes.
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We sat through.
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There's a glottal stop first here, then I say through.
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Sat through.
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Sat through.
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Sat through-a.
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Through-a.
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I add a wuh here.
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Sat through-a.
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Sat through a few episodes to see. To see. To. To see.
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It's not to see. To see.
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to see if it would get better.
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It would.
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Another glottal stop for it.
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It would get better.
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Get better.
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Another glottal stop for get.
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It would get better.
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And instead, the D here disappears.
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It's not a glottal stop.
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It's not an instead.
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It's an instead.
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An instead.
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An instead, it just got worse.
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So just got becomes just got in a glottal stop, the T disappears.
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Just got worse.
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The T in got becomes a glottal stop.
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Got worse.
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Got worse.
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Honestly, I don't watch a lot of TV, and I actually can't remember the name of this particular show.
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But I do remember that a few years ago I was watching TV with my friend, and we came across a new show that both of us just hated.
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It was a cartoon about a family in the 1970s, and I think the dad might have been a factory worker?
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I don't remember much of the plot, but I do remember that none of the characters were interesting at all, and none of the jokes really landed.
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We sat through a few episodes to see if it would get better, and instead it just got worse.

コンテキストと背景

このビデオでは、アメリカ英語の連結読みに焦点を当て、特にIELTSスピーキングテストに関連する例を通して、話者のカジュアルな会話スタイルを紹介しています。話者は、テレビ番組の感想について語り、英語の発音や日常会話の中での言葉の繋がりを示しています。これにより、英語学習者は実際の会話で使われる自然なフレーズを学んでいくことができます。

日常コミュニケーションのためのトップ5フレーズ

  • Honestly, I don’t watch a lot of TV.（正直言って、私はあまりテレビを見ません。）
  • Can’t remember the name.（名前を思い出せません。）
  • But I do remember that.（でも、私はそれを覚えています。）
  • A few years ago, I was watching TV.（数年前、私はテレビを見ていました。）
  • We came across.（私たちは出会いました。）

これらのフレーズは、英語スピーキング練習において非常に頻繁に使われ、会話を流暢に進めるために役立つものです。

ステップバイステップ・シャドウイングガイド

このビデオの内容は少し難しいかもしれませんが、以下のステップで取り組むことで、英語の発音を良くすることができます。

  1. ビデオを視聴：まずはビデオを通して見て、内容を理解します。話者がどのように発音しているかに注目してください。
  2. フレーズをピックアップ：日常的に使えるフレーズを選び、それを繰り返し練習します。特に言葉の連結や軽い発音に注意を払いましょう。
  3. シャドウイングの実践：聞いたフレーズを真似するシャドウスピーチを行います。この方法を使うことで、自然なアクセントとリズムが身につきます。
  4. 録音と再評価：自分の声を録音し、元の話者と比べてみましょう。このフィードバックが、さらなる改善につながります。
  5. IELTSスピーキング対策に活用：これらのフレーズをIELTSのスピーキング練習に取り入れ、自信を持って試験に挑みましょう。

シャドウイングは、英語スピーキング練習において非常に効果的な手法であり、特にIELTS試験の対策にも役立ちます。言葉の流れや発音を体得し、英語を話す力を高めていきましょう。

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。