シャドーイング練習: Contemporary Topics 1 Unit 2 LINGUISTICS A time to learn - 動画で英語スピーキングを学ぶ

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How many of you have studied a new language, not the language you grew up speaking?

Okay.

Well, today we're going to look at second language acquisition.

That is, learning a second language.

And one question that linguists like myself have tried to answer for many years is,

why is it considerably easier for kids to learn a second language than adults?

And we're going to look at a few different theories about this.

First, we'll look at a theory that says there's a critical period or phase or ideal time in life for language learning.

And then we'll talk about other factors such as the learning environment, attitude, and motivation.

Now, from the show of hands, I see that many of you had your own personal experience with language learning, and I have recently too.

I started studying

Mandarin Chinese, Putonghua, just last year.

And so I've been going to class, you know, listening to language CDs, and I'm learning, but it's tough.

It's tough to learn a new language.

And then today I went into my son's class.

He's in first grade now.

And one of my son's friends, Ji Wei, he goes by Stephen now, he He just moved here last fall from China.

And when he first came into the class, he didn't speak a word of English.

I mean, not one word.

But now he's talking away in English, not always perfectly, but very easily, very fluent.

And I'm like, wow, this is so unfair.

We've both been studying a new language for the same amount of time, but he's learning it so much more quickly.

This is in fact something that linguists are very interested in,

understanding this difference between how kids and adults learn a new language.

Now one explanation is that there's a critical period for language learning.

And this theory was first introduced in the 1960s by a linguist named Eric Leneberg.

And Lenneberg's theory says that during childhood language learning is very easy.

Basically our brains are just ready for language learning.

But later, starting in adolescence and as we get older, our brains change.

We lose this childhood ability and it becomes more difficult to learn language.

And that's why adults have trouble learning a new language.

Well, if you're an adult, that's a bit discouraging, right?

You can look at my son's friend

Steven, who is six years old, and me, who's 29 plus, and say, well, okay, Steven is still in the critical phase.

His brain works perfectly right now for language learning, but you, you're way past the critical phase and your brain's already changed,

so too bad, I'm sorry.

But wait a minute, is this comparison between me and Stephen really fair?

I mean, there's an age difference, but there are a lot of other differences as well.

Can we really say that my lack of progress learning Chinese is only because I've passed the critical phase?

No, no. Many people, including linguist Robert DeKaiser,

would say no. So, you have to look at other factors.

Okay.

Now, one obvious factor in second language acquisition is environment, the place where the person is learning.

So Stephen is here in an all English environment where he's speaking English all day at school, and all of his friends speak English.

Me on the other hand, I'm just taking a class two hours a week.

So, sure, I listen to my Chinese CDs in my car on the way to work,

but other than that, I'm not in an environment where I hear a lot of Chinese.

And I wonder, what if it were the other way around?

What if I went to China and was in school all day hearing Chinese, and Stephen was studying English only two hours a week?

Do you think that would change how well we were each learning the language?

Yeah, I'm sure it would.

So environment plays a significant role in language acquisition.

Another factor in second language acquisition is a person's attitude about learning the new language.

How do you feel about learning?

Now, when I was watching Stephen in the classroom playing with his friends,

it was clear he didn't feel at all embarrassed about his English language abilities.

You know, he can't speak perfectly yet, but when he made a mistake, he didn't care.

Neither did his friends, they just kept on playing.

Me on the other hand, I find it very difficult to speak Chinese when I'm not sure what I'm saying.

I get very nervous and embarrassed and as a result, I don't practice speaking as much as I should.

So clearly a person's attitude about learning is very important in acquiring a second language.

Finally, the last factor we'll look at is motivation.

Why is the person learning the language?

Now, Stephen is probably very motivated to learn English.

All his friends speak it, so he needs to learn it in order to play with them.

I, on the other hand, want to learn Chinese, but I don't need to.

So we're both motivated to learn, but perhaps my motivation isn't quite as strong.

All right, so what do we understand about second language acquisition?

Well, there does seem to be a critical period in childhood when language learning is much easier, but it's important to look at all the factors,

and there are several, including environment,

attitude, and motivation, which help decide if someone's going to be a successful language learner.

As for me, I'm not ready to give up on Chinese just yet.

So what does everyone think about this critical period theory?

Like the big thing is that it's harder to learn a language if you're an adult, right?

Actually speaking from my own experience, I'd say the other factors he mentioned are just as important.

What other factors?

Attitude, environment and motivation.

Those were big for me.

Really?

How so?

Like what was your experience?

Oh, okay.

Well, I came to United States from Russia as a teenager.

And every time I spoke I got so nervous.

I was afraid people would make fun of me.

Oh, really?

I thought kids learned easily.

Well, I was in high school, so little older.

Anyway, I made some friends, I watched a lot of TV, and now I feel pretty comfortable talking to anyone.

Good.

Amen, what about you?

What was it like for you?

Oh, well, to me the critical period explains a lot.

My niece, who is four, came over here when I did two years ago.

And she sounds like you guys.

Really?

She talks like a native speaker and I'm so jealous.

Well, you'll get there.

It's just a matter of time and practice.

100

I mean, for two years you sound good, definitely.

101

Yeah.

102

I wouldn't worry about it.

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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

このスピーキングレッスンは、動画「Contemporary Topics 1 Unit 2 LINGUISTICS A time to learn」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：language, learning, learn, factor, critical。この動画には、シャドーイング用の文が102文、単語が1139語あります。音声の長さは7:37です。話す速さは1分あたり約150語で、日常会話に近い自然なペースです。単語の88%は英語の頻出3,000語に含まれるため、語彙は分かりやすいです。全102文のうち21文が疑問文なので、疑問文のイントネーションや短い受け答えの練習に向いています。

この動画の重要語彙

動画に出てくる覚えておきたい単語15語を、発音と意味つきで紹介します。

単語	発音	意味
acquisition 名詞	/ˌæk.wɪˈzɪʃ.ən/	獲得
motivation 名詞	/ˈmoʊ.tə.veɪ.ʃən/	動機, モチベーション
embarrassed 形容詞	/ɪmˈbæɹ.əst/	恥ずかしい
motivate 動詞	/ˈmoʊ.tɪ.veɪt/	動機を与える
explanation 名詞	/ˌɛkspləˈneɪʃən/	説明
ideal 形容詞	/aɪˈdi(ə)l/	理想的な, 理想な
introduce 動詞	/ˌɪntɹəˈdus/	紹介する, 引き合わせる
jealous 形容詞	/ˈd͡ʒɛl.əs/	妬ましい, 嫉妬
unfair 形容詞	/ʌnˈfɛɚ/	不公平, ずるい
classroom 名詞	/ˈklɑːsɹʊm/	教室, 教場
acquire 動詞	/əˈkwaɪɚ/	獲得する
teenager 名詞	/ˈtiːnˌeɪ̯d͡ʒə/	ティーネージャー, ティーンエイジャー
considerably 副詞	/kənˈsɪdəɹəbli/	ずいぶん, かなり
amen	/(ˌ)ɑːˈmɛn/	南無三, アーメン
niece 名詞	/nis/	姪

動画に出てくる句動詞

単語	意味
come over 動詞	遣って来る
grow up 動詞	成長する, 大人に成る

繰り返し練習したい文

動画に出てくる短く完結した文です。日常会話でそのまま使えます。

How do you feel about learning?
Finally, the last factor we'll look at is motivation.
All right, so what do we understand about second language acquisition?
Amen, what about you?
What was it like for you?

注意したい発音

話し手はI'm, didn't, we'llなど、短縮形や弱形を32回使っています。聞こえたとおりの短い形で発音しましょう。

「sh」と「zh」の音: acquisition /ˌæk.wɪˈzɪʃ.ən/, motivation /ˈmoʊ.tə.veɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/
長い単語（アクセントの位置に注意）: acquisition /ˌæk.wɪˈzɪʃ.ən/, motivation /ˈmoʊ.tə.veɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/, considerably /kənˈsɪdəɹəbli/, adolescence /ˌædəˈlɛsəns/

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: classroom /ˈklɑːsɹʊm/, considerably /kənˈsɪdəɹəbli/, learner /ˈlɜɹnəɹ/
/v/ — /b/ にならないように、上の歯を下唇に当てる: motivation /ˈmoʊ.tə.veɪ.ʃən/, motivate /ˈmoʊ.tɪ.veɪt/
/f/ — 「フ」ではなく、上の歯と下唇で出す: unfair /ʌnˈfɛɚ/, fluent /ˈfluənt/

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。acquisition, motivation, embarrassed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。

シャドーイングのやり方: ステップ別の完全ガイドを読む →

シャドーイング練習: Contemporary Topics 1 Unit 2 LINGUISTICS A time to learn - 動画で英語スピーキングを学ぶ

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