シャドーイング練習: Cambridge Ielts 16 Reading test 2 Passage 3 - 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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of microbes so that babies get the best start in life.
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Passage 3.
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How to make wise decisions.
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Across cultures, wisdom has been considered one of the most revered human qualities.
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Although the truly wise may seem few and far between, empirical research examining wisdom suggests
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that it isn't an exceptional trait possessed by a small handful of bearded philosophers after all in fact, the latest studies suggest that most of us have the ability to make wise decisions,
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given the right context.
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It appears that experiential, situational, and cultural factors are even more powerful in shaping wisdom than previously imagined,
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says Associate Professor Igor Grossman of the University of Waterloo in Ontario, Canada.
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Recent empirical findings from cognitive,
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developmental, social, and personality psychology cumulatively suggest that people's ability to reason wisely varies dramatically across experiential and situational contexts.
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Understanding the role of such contextual factors offers unique insights into understanding wisdom in daily life, as well as how it can be enhanced and taught.
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It seems that it's not so much that some people simply possess wisdom and others lack it, but that our ability to reason wisely depends on a variety of external factors.
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It is impossible to characterize thought processes attributed to wisdom without considering the role of contextual factors, explains Grossman.
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In other words, wisdom is not solely an inner quality, but rather unfolds as a function of situations people happen to be in.
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Some situations are more likely to promote wisdom than others.
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Coming up with a definition of wisdom is challenging, but Grossman and his colleagues have identified four key characteristics as part of a framework of wise reasoning.
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One is intellectual humility or recognition of the limits of our own knowledge, and another is appreciation of perspectives wider than the issue at hand.
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Sensitivity to the possibility of change in social relations is also key, along with compromise or integration of different attitudes and beliefs.
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Grossman and his colleagues have also found
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that one of the most reliable ways to support wisdom in
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our own day-to-day decisions is to look at scenarios from a third-party perspective, as though giving advice to a friend.
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Research suggests that when adopting a first-person viewpoint we focus on the focal features of the environment
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and when we adopt a third person observer viewpoint we reason more broadly
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and focus more on interpersonal and moral ideals such as justice and impartiality.
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Looking at problems from this more expansive viewpoint appears to foster cognitive processes related to wise decisions.
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What are we to do then
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when confronted with situations like a disagreement with a spouse or negotiating a contract at work
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that require us to take a personal stake?
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Grossman argues that even when we aren't able to change the situation, we can still evaluate these experiences from different perspectives.
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For example, in one experiment that took place during the peak of a recent economic recession, graduating college seniors were asked to reflect on their job prospects.
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The students were instructed to imagine their career either, as if you were a distant observer, or, before your own eyes as if you were right there.
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Participants in the group assigned to the distant observer role displayed more wisdom-related reasoning, intellectual humility and recognition of change,
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than did participants in the control group.
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In another study, couples in long-term romantic relationships were instructed to visualize an unresolved relationship conflict either through the eyes of an outsider
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or from their own perspective.
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Participants then discussed the incident with their partner for 10 minutes, after which they wrote down their thoughts about it.
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Couples in the others' eyes condition were significantly more likely to rely on wise reasoning,
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recognizing others' perspectives and searching for a compromise compared to the couples in the egocentric condition.
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Ego decentering promotes greater focus on others and enables a bigger picture, conceptual view of the experience, affording recognition of intellectual humility and change, says Grossman.
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We might associate wisdom with intelligence or particular personality traits,
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but research shows only a small positive relationship between wise thinking and crystallized intelligence and the personality traits of openness and agreeableness.
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It is remarkable how much people can vary in their wisdom from one situation to the next,
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and how much stronger such contextual effects are for understanding the relationship between wise judgment
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and its social and effective outcomes as compared to the generalized traits grossman explains
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that is knowing how wisely a person behaves in a given situation is more informative for understanding their emotions
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or likelihood to forgive or retaliate as compared to knowing whether the person may be wise in general
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このレッスンの語彙とスピーキングのポイント
このC1レベルのスピーキングレッスンは、動画「Cambridge Ielts 16 Reading test 2 Passage 3」を教材にしています。 繰り返し出てくる語は次のとおりです：wisdom, wise, grossman, situation, perspective。 この動画には、シャドーイング用の文が47文、単語が776語あります。 音声の長さは4:40です。 話す速さは1分あたり約167語で、日常会話に近い自然なペースです。 英語の頻出3,000語に含まれる単語は74%だけなので、語彙は難しめです。
この動画の重要語彙
動画の中で特に難しい単語15語を、発音と意味つきで紹介します。
| 単語 | 発音 | 意味 |
|---|---|---|
| trait 名詞 | /tɹeɪt/ | 特徴 |
| humility 名詞 | /hjuːˈmɪlɪti/ | 謙遜 |
| participant 名詞 | /pɑːɹˈtɪsəpənt/ | 参加者, 関与者 |
| observer 名詞 | /əbˈzɝvɚ/ | 観測者 |
| colleague 名詞 | /ˈkɒliːɡ/ | 同僚, 同業者 |
| possess 動詞 | /pəˈzɛs/ | 占有する, 所持する |
| microbe 名詞 | /ˈmaɪkɹoʊb/ | 微生物 |
| retaliate 動詞 | /ɹɪˈtæl.i.eɪt/ | 仕返し |
| revere 動詞 | /ɹɪˈvɪə(ɹ)/ | 敬う, 尊敬する |
| unfold 動詞 | /ʌnˈfoʊld/ | 広げる |
| visualize 動詞 | /ˈvɪʒuəˌlaɪz/ | 思い描く, 視覚化する |
| outsider 名詞 | /ˌaʊtˈsaɪdəɹ/ | アウトサイダー, 部外者 |
| conceptual 形容詞 | /kənˈsɛp.tjʊəl/ | 概念的 |
| assign 動詞 | /əˈsaɪn/ | 割り当てる |
| philosopher 名詞 | /fəˈlɑsəfɚ/ | 哲学者 |
動画に出てくる句動詞
| 単語 | 意味 |
|---|---|
| write down 動詞 | 書き留める, 記す |
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 | has been considered · can be enhanced · were asked |
| 現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係している | has been considered · have identified · have also found |
注意したい発音
- 「sh」と「zh」の音: experiential /ɪkˌspɪɹiˈɛnʃəl/, situational /sɪtjuːˈeɪʃənəl/, visualize /ˈvɪʒuəˌlaɪz/, recession /ɹɪˈsɛʃn̩/, negotiate /nəˈɡəʊ.ʃi.eɪt/
- 長い単語（アクセントの位置に注意）: humility /hjuːˈmɪlɪti/, participant /pɑːɹˈtɪsəpənt/, experiential /ɪkˌspɪɹiˈɛnʃəl/, situational /sɪtjuːˈeɪʃənəl/, empirical /ɪmˈpɪɹɪkəl/
日本語話者が苦手な音：
- /r/ と /l/ の区別 — /l/ は舌先を歯茎につけ、/r/ はどこにもつけない: experiential /ɪkˌspɪɹiˈɛnʃəl/, empirical /ɪmˈpɪɹɪkəl/, crystallize /ˈkɹɪstəlaɪz/, generalize /ˈd͡ʒɛn.(ə.)ɹə.laɪz/, retaliate /ɹɪˈtæl.i.eɪt/
- /v/ — /b/ にならないように、上の歯を下唇に当てる: viewpoint /ˈvjuː.pɔɪnt/, observer /əbˈzɝvɚ/, expansive /ɪkˈspænsɪv/, revere /ɹɪˈvɪə(ɹ)/, visualize /ˈvɪʒuəˌlaɪz/
- /f/ — 「フ」ではなく、上の歯と下唇で出す: unfold /ʌnˈfoʊld/, informative /ɪnˈfɔːmətɪv/, focal /ˈfoʊ.kl̩/, philosopher /fəˈlɑsəfɚ/, confront /kənˈfɹʌnt/
この動画での練習方法
- まず声を出さずに動画を最後まで聞き、知らない単語をメモします。
- まず0.75倍速で一文ずつシャドーイングし、慣れてきたら通常の速度に戻します。
- 自分の声を録音して元の音声と比べます。trait, humility, participantなどの単語に特に注意しましょう。
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。