シャドーイング練習: Critical Thinking Lecture: an introduction to critical thinking - 動画で英語スピーキングを学ぶ
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Hello and welcome to my short lecture today on an introduction to critical thinking at university.
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So just to begin, I think I should say
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that critical thinking is a huge area and to cover all elements will take a significant amount of time,
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so I'm just going to look at the basic key aspects associated with reading and writing at university.
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Now I've divided my lecture today into five key parts.
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I'll begin by defining critical thinking, then I'll use recent research to discuss alternative thinking styles.
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I'll then use Bloom's Taxonomy to highlight higher order thinking skills,
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which leads into a simple approach to help activate your critical thinking.
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And finally, I'll demonstrate critical thinking questioning on this lecture.
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OK, so let's begin with a definition.
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Thank you.
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Critical thinking is a systematic evaluation of the arguments, ideas and theories of others.
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The basic premise of critical thinking involves asking critical questions to form an educated opinion of whether
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or not those resources are credible.
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On a basic level, we are questioning the things we read and hear to see if they are objective
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truthful and supported by appropriate evidence.
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However, one of the main challenges is
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that each of us carries a set of beliefs and opinions that may interfere with our willingness to alter these beliefs,
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even when faced with concrete evidence that refutes them.
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Generally, everyone has an opinion about most things, but of course these opinions can be founded in unreliable and invalid information.
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OK, so moving on to my second point, which is alternative thinking styles.
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I'm going to refer to the research by Brown
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and Keely 2013 as in my opinion their analogy provides a clear explanation of thinking types.
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So, according to them, there are two distinct thinking styles: the sponge and panning for gold.
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So, the sponge involves the basic premise of passively absorbing information without the use of critical thinking.
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The two benefits of this style are
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that the person can absorb large amounts of information to view the world from different perspectives
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and it does not require huge amounts of mental exertion.
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However, this process of thinking offers no dependable procedure for determining which opinions or information to trust and which ones to reject.
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The second approach which is referred to as panning for gold
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uses the river mining metaphor of separating particles of gold from soil by washing in a pan with water.
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It highlights that critical thinking is carefully inspecting and examining the information you read.
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This process is beneficial as it asks active readers
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and listeners to frequently ask critical questions and take time to contemplate whether the information is reliable and factual.
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Obviously, this type of thinking is challenging and often repetitive,
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but failure to do this will lead to a passive acceptance of ideas without critical analysis.
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Okay, this leads nicely into Bloom's taxonomy.
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This is a classification pyramid of learning levels which maps the way we think and process information.
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The lower levels of learning are remembering, understanding and applying.
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These can be seen as the sponge or lower order thinking skills, where information is given and absorbed.
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The higher order thinking skills are analysing, evaluating and creating.
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These are planning for gold or your critical thinking skills.
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So let's focus on the higher order thinking skills starting with analysing.
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So, analysing is breaking the information down into separate components and looking for relationships between ideas and overall structures.
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Through analysing content, you will recognise unstated assumptions, logical reasoning and relevancy of data.
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So, at this level, you can answer questions like why, how and what if.
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Moving on to Evaluating.
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Evaluating is judging, assessing and criticising information through using what you know to make a decision and support your views.
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To be successful at this, you need a profound understanding of the topic or idea you are evaluating.
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At this level you can answer questions like "So what?" and "What's next?"
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Creating is the highest level where you combine all elements of the taxonomy to produce new or original work.
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It requires inventiveness and originality to form new opinions and structures.
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At this level you can answer questions like: How can it be improved or how can it be changed or adapted?
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Now, there are many critical thinking question sheets and resources on the internet
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and in your universities that are all very beneficial and helpful.
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But, I find it more productive to focus on analysing
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and evaluating rather than going through a whole list of questions
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every time I find a point in a text I want to question.
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So, my advice is this: when starting out with critical thinking, just use the simple question tools of analysing which are why,
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how and what if.
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and evaluating which are 'so what' and 'what's next'.
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This keeps your critical thinking strategies simple, focused and effective.
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And more importantly, Analysis and evaluation are key components of university assessment criteria.
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However, it is important to remember that critical thinking is a higher level skill and needs time to develop and mature.
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It is not something you will become good at overnight as it can take months
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or even years of practice to fully develop this skill.
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In fact, recent research by Stanford University 2018 states that critical thinking is a lifelong process.
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Okay.
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So now I'm going to demonstrate how you may apply the critical thinking questioning of analysing and evaluating to this lecture today.
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So let's start with analysing and the why questions.
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The kind of questions you may ask could be, why did he do this lecture?
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Why did he choose the Brown and Keely research and Bloom's taxonomy?
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Why were only three sources used?
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And then you go on to the how questions.
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Possible questions are: How do we know this is reliable?
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How is this similar to other critical thinking concepts?
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How does this apply to me and my university study?
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And then the what if questions.
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Examples are: What if these concepts are wrong?
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And what if it is too simplistic?
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Then we move on to the evaluating questions.
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And examples of so what would be Is this significant to me?
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Is this convincing?
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Do I agree?
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What's wrong with it?
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And then the what's next questions such as, will I use what I have learnt today?
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How can it be improved?
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And has this been disproved?
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Okay, let's move on to the summary.
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So today I have provided a basic definition of critical thinking.
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I've used recent research to highlight the two alternative thinking styles of the sponge and panning for gold.
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I focused on Bloom's taxonomy pyramid and drawn attention to the top three levels of higher thinking skills.
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And in this part, I have focused on the importance of questioning words like Why,
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How, What If, So What and What's Next to aid critical analysis.
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The last part was to apply the higher thinking skills to today's lecture.
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So, I hope today's lecture has been really beneficial in simplifying critical thinking skills for use in reading and writing at university.
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My final point today is that I'd like to finish with something that was mentioned earlier.
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It is to try to be consciously aware of our own beliefs and preconceived opinions, as these are the thoughts that prevent true criticality.
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Thank you for listening to my lecture today.
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Goodbye.
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Thank you.
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Thank you.
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Thank you.
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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「Critical Thinking Lecture: an introduction to critical thinking」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：thinking, critical, skill, analysing, evaluating。 この動画には、シャドーイング用の文が103文、単語が1238語あります。 音声の長さは9:57です。 話す速さは1分あたり約124語で安定しており、シャドーイングしやすいペースです。 単語の82%は英語の頻出3,000語に含まれます。残りは練習の前に確認しておきましょう。 全103文のうち16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 |
|---|---|---|
| evaluate 動詞 | /ɪˈvaljʊeɪt/ | 評する |
| taxonomy 名詞 | /tækˈsɑnəmi/ | 分類法, 分類 |
| sponge 名詞 | /spʌnd͡ʒ/ | 海綿 |
| absorb 動詞 | /æbˈsɔɹb/ | 吸収する |
| beneficial 形容詞 | /ˌbɛn.ɪˈfɪʃ.əl/ | 有益な |
| pyramid 名詞 | /ˈpɪɹ.ə.mɪd/ | ピラミッド, 金字塔 |
| premise 名詞 | /ˈpɹɛm.ɪs/ | 前提 |
| contemplate 動詞 | /ˈkɑn.təmˌpleɪt/ | 熟考する |
| criterion 名詞 | /kɹaɪˈtɪɹ.i.ən/ | 基準, 判断基準 |
| disprove 動詞 | /dɪsˈpɹuv/ | 反駁する |
| refute 動詞 | /ɹɪˈfjuːt/ | 言い返す, 反駁する |
| simplify 動詞 | /ˈsɪmplɪfaɪ/ | 単純化 |
| listener 名詞 | /ˈlɪs(ə)nɚ/ | 聞き手, 聴取者 |
| factual 形容詞 | /ˈfæk.tʃ(u)əl/ | 事実上の |
| analogy 名詞 | /əˈnæləd͡ʒi/ | 類推, アナロジー |
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 | can be founded · is referred · can be seen |
| 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 | I've divided · have learnt · have provided |
| 関係詞節 who / which + 節 — 人や物について情報を加える | point, which is · approach which is · analysing which are |
注意したい発音
話し手はI'll, I'm, I'veなど、短縮形や弱形を10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: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, exertion /ɪɡˈzɝʃən/, assumption /əˈsʌm(p).ʃ(ə)n/
- 長い単語（アクセントの位置に注意）: taxonomy /tækˈsɑnəmi/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, criterion /kɹaɪˈtɪɹ.i.ən/, criticality /ˈkɹɪtɪˌkælɪti/, dependable [dɪˈpɛndəbəɫ]
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: criticality /ˈkɹɪtɪˌkælɪti/, originality /əˌɹɪd͡ʒɪˈnælɪti/, relevancy /ˈɹɛlɪvənsi/, truthful /ˈtɹuːθ.f(ə)l/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/
- /v/ — /b/ にならないように、上の歯を下唇に当てる: evaluate /ɪˈvaljʊeɪt/, disprove /dɪsˈpɹuv/, passively /ˈpæs.ɪv.li/, preconceived /ˌpɹiːkənˈsiːvd/, relevancy /ˈɹɛlɪvənsi/
- /f/ — 「フ」ではなく、上の歯と下唇で出す: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, refute /ɹɪˈfjuːt/, simplify /ˈsɪmplɪfaɪ/, truthful /ˈtɹuːθ.f(ə)l/, factual /ˈfæk.tʃ(u)əl/
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。
- 通常の速度で一文ずつシャドーイングし、話し手のリズムに合うまで繰り返します。
- 自分の声を録音して元の音声と比べます。evaluate, taxonomy, sponge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。