シャドーイング練習: How I got a First Class in EVERY Essay at Law School - 動画で英語スピーキングを学ぶ

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so i got over 70 in every single essay at uni

and i want to show you how i did it look the truth is i think

that the way

that most of us approach our essays is a joke it doesn't make any sense whatsoever

so i've decided to share my experience writing essays at uni

because i believe there's a more efficient reliable and systematic way to approach essay writing and achieve top grades

ultimately writing an essay should be a fun process as you're

literally given the best possible opportunity to demonstrate your knowledge and explore ideas without limit.

So I've broken up my approach into five stages that I'm going to share with you today.

The first stage of anyone's essay writing process should begin with the goal in mind,

which I'm guessing for most of us is to get a first.

Now I'm always surprised by how many people literally have no idea what it takes to get a first,

especially as we're told every single year what the criteria is to get that grade.

And it's these criteria that we need to keep in mind whenever we're planning

and writing our essays as this is what we're going to be judged on.

Broadly, most people would agree that the basic elements of a first -class essay include four things.

Firstly, close attention to the question and answering that question with breadth and accuracy with no or almost no significant errors or omissions.

Secondly, detailed knowledge of the topic addressed as well as a deeper understanding of the context in

which that topic exists and also the greyer, less well -known and less obvious areas of the law.

Thirdly, we've got the presentation of theoretical arguments concerning the subject, significant critical analysis of relevant sources,

and also a thoughtful personal perspective on the debate.

Finally, we need a well -developed and compelling argument coupled with an excellent standard of writing.

So in short, then, all we really need to do is to one, understand the question, two, research the topic well,

three, have our own opinion on the topic, and then finally write a convincing argument on that topic

and with this goal in mind

and with this four -step process it becomes ridiculously easy to work through our essays in a systematic way

which essentially ensures a first class grade at the end of it.

So with all that in mind let's begin with step one of the process which is understanding the question.

So the key to successful our essays then is really the ability to understand and address the question at hand.

Now this may seem like stupidly obvious advice

but it's crazy how often students will simply just ignore the question they'll misinterpret the question

or they'll answer a completely different question simply

because it's easier for them to answer

that question instead for example let's say

we're faced with the essay question what is a constitution many

students in this situation will begin by outlining the nature

and sources of the british constitution but this isn't actually what the question is asking

and you know neither is asking us to list different categories

of constitution instead what it's really telling us to do is

to find different definitions of constitution such as i don't know a document containing the rules of government

or the fundamental and supreme laws of the state and

so on and so forth and then using those definitions to try

and find the fundamental concepts that make up a constitution the problem is

that we're just

so keen to demonstrate our knowledge we begin to answer the questions in a very general way to try

and prove how smart we are But this doesn't work at all.

So what should we do?

Well, the very first thing

that I like to do whenever I'm faced with an essay question is to write it down on a piece of paper,

fully deconstruct that essay question, and then try to understand the type of question that's been set.

So let's say, for example, we're given the following essay question.

The British constitution is unwritten, informal and flexible.

Indeed, it could be argued that there is no constitution.

Discuss.

First, then I'll think about the type of question that's being asked

and some questions are going to ask us about substantive legal topics like contract law, criminal law, tort law and so on.

Some questions are going to be about legal concepts like I don't know justice, the rule of law and things like that

and then we've also got questions around institutions like the courts

and the constitution for example and then we've also got those questions which are a bit more analytical and descriptive.

They want us to analyse specific areas of the law.

So this question here then is specifically asking us about our understanding of a particular institution, i .e the constitution,

and for us to analyse whether or not it actually exists.

So the first thing that I do

when answering this question is to begin by defining what a constitution is and what it should contain.

And I'm always sort of bearing in mind, what are the great areas of law

that this question is asking me to tackle

and in this particular question it's quite clear that they're asking me to tackle the concept of constitutionalism.

I'll then move on to discuss the term unwritten,

informal and flexible with respect to the British constitution and compare that to a constitution that is written,

rigid and more formal and sort of have a look at whether

or not you know the requirements of rigidity and formality are necessary components of a constitution too.

I could then at this stage provides some evidence

that the british constitution does in fact exist like we have a established

systems of government we have established principles of constitutional reform

and things like that but i also need to bear in mind that this is a discussion.

And we need to provide a discussion around the other side of the argument too.

So are there any reasons where the British constitution could be said to not exist?

And that could have arguments such as there is a lack of a fundamental supreme law, there's sovereignty of parliament instead of sovereignty of the constitution,

and so on and so forth.

Hopefully by deconstructing the essay in this way,

we begin to get a really nice high level overview of what our essay is going to look like

which gives us the perfect starting point to begin our research

and begin deepening our understanding of the topic right we're now ready to do some research

but to ensure we're not wasting any time reading useless material

there's some preliminary work we now need to do basically we need to get out a word document

or any other document that we use to do our research

and structure that page in a way that's going to help us do our research properly

and the way that we do this is to use something known as the minto pyramid principle

so the idea here is that ideas should form a pyramid under a single thought

and that single thought is essentially our thesis

or our answer to the question

and then under our single thesis we have supporting arguments

and under the supporting arguments we have pieces of evidence backing it up.

With that in mind then the way

that we want to structure our page is using the same headings as we find in the Minto pyramid.

So whenever we're doing our research we just slot that information into

and under the relevant headings on that page and gradually we're going to start developing a very comprehensive essay structure.

One thing I always try to do before I start researching the essay question is to write out a thesis statement.

I may not 100 % know exactly how I'm going to answer the question

100

but I usually have a vague idea of the position I want to argue

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and I use this as my starting point to begin my research.

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So let's take a look at an example

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and here we got the question critically assess the impact of the Human Rights Act 1998 on the British Constitution

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and this is probably the approach I'll take to this question.

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I'd start by reading my own notes and I'd also consult a textbook

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or two and basically try to understand as much as I can about the law and the relevant issues in that area.

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So for this particular question then I'll be thinking of the things like why the act was passed

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and how it changed the law,

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its central provisions and leading cases and more specifically the basic constitutional concerns and dilemmas that the act has impacted on.

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I'll also access

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and read the central provisions of the act to make sure it's all consistent with my knowledge

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and what the textbooks are saying.

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Now at this point I probably have a pretty good understanding of the different points

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I want to make in my essay having read everything I can about the topic

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so the point now is really to begin fleshing out each of the main substantial points

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I want to make in the essay using the further readings, finding critical evidence

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and also critical thought from other academics at this stage

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i guess i'll probably also want to consult some very specific texts about the topic

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that i'm discussing

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so i don't know probably a specific book on the human rights act a specific book on constitutional reform

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and that way i really do understand exactly what i want to talk about

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when i come to writing my essay

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and then i guess the final stage for me is really to boost my critical understanding and analysis of the law.

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And this really means consulting things like journal articles

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so I can see what academics are saying about that area of the law, as well as consulting a lot of primary sources too.

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So for this question, it'll be things like looking at the leading cases decided under the Act, the provisions of the European Convention of Human Rights,

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and I guess things like that.

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So this will really help me to find detailed supporting evidence and criticism of the main points that I want to make.

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The analysis stage doesn't take very long at all

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but for me this is the biggest difference between those

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that get a second class grade in their essays and those

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that get a first class grade so it's very much worth spending some time doing this properly.

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Now by this point

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we should have a pretty good understanding of the different arguments on both sides of the debate

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and we should also have a pretty good understanding of

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which side of the fence that we sit on to

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which hopefully supports the thesis statement that we made at the beginning of the process.

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The plan now then is to go through all the counter arguments

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that cropped up during our research phase

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and to inject our own thoughts into those counter arguments as to why we can reject them

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or why potentially they lack weight.

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Here we're not really expected to have the same level of knowledge

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or insight as a professor or lecturer

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but we are expected to appreciate the arguments that they make and then also make relevant observations and criticisms of their work.

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And to be honest with you we can be pretty clumsy in our analysis.

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The important thing is we're trying to make a decent attempt at analysing death statements and analysing the law too.

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So as long as we've done that we're going to be rewarded pretty well.

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Now I'm not going to go into too much detail here

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but the underlying point is

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that we should always finish the research phase by thinking deeply about the topic

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and determining what do we exactly think about the question at hand.

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Okay so by this stage we should have a really nice plan

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and we should be in a perfect position to begin writing our essay.

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And this all begins by starting with the introduction.

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And the whole point of the introduction is to answer the question

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and to make sure the examiner or the marker knows we understand the legal concepts.

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So we want to keep it brief.

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We want to address those legal concepts.

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And we essentially, and most importantly, want to make sure we make a very clear thesis statement.

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I think one of the biggest mistakes

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that a lot of students make is to try

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and keep the introduction as mysterious as possible and sort of leave their thesis to the conclusion.

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But this is a really bad way to write essays

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because it essentially means that we are putting our sort of evidence up front

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and then waiting to make the statement in the conclusion.

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But the way to make our writing as clear as possible is

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that we want to make the statement first and then show supporting evidence later.

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So we want to have a very clear thesis statement in the introduction

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which is backed up by supporting evidence throughout the essay and not the other way around.

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This is quite literally the hardest part of writing the essay.

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I probably spend like 25 % of my time writing the introduction

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because I know if I nail the introduction it sets the tone for the rest of the essay

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and it also makes sure that the point I want to make is really really clear.

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So once I've written the introduction the plan now is to write the main body of our essay

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and this is actually a really easy process once we've done our research.

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Now I know this video is about how to write essays

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but really 90 % of the writing process for an essay comes in the research phase

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because once we've made and done really good research all we're really doing is turning

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that research into full prose in the essay body.

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So what we want to do is take the main headings and the supporting arguments and put those into our essay structure.

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So we've got the main points that support our thesis

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and we've got the evidence that supports those main points and hey presto we have our main body sorted.

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Finally we finish up with the conclusion

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and all we're really doing here is giving a brief overview of the legal concepts

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that we covered and also restating the thesis statement

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that we made at the start

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and as a sort of insider piece of knowledge here I'll try to make this as good as possible

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because a lot of the time what markers

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and lecturers will do is they'll turn to the conclusion first

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before they've read the rest of the essay to make sure you really understood and answer that question properly.

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So yeah that's about it.

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If you want to see what a really good essay looks like with comments as to why that essay is so good,

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then make sure you check out the link in the description below.

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If you've got any questions about your own essays,

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then also drop questions and comments below and I'll get back to you as soon as I can.

196

And hopefully I'll see you next time.

197

Goodbye.

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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「How I got a First Class in EVERY Essay at Law School」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：essay, constitution, argument, begin, writing。この動画には、シャドーイング用の文が197文、単語が2590語あります。音声の長さは12:21です。話す速さは速く、1分あたり約210語です。音のつながりや弱く発音される音が多くなります。単語の86%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。

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
essay 名詞	/ˈɛs.eɪ/	エッセイ, 随筆
topic 名詞	/ˈtɑpɪk/	話題, テーマ
thesis 名詞	/ˈθisɪs/	テーゼ, 論題
conclusion 名詞	/kənˈkluːʒən/	終わり, 結び
heading 名詞	/ˈhɛdɪŋ/	見出し, 題目
fundamental 形容詞	/ˌfʌn.dəˈmɛn.təl/	基本的な
provision 名詞	/pɹəˈvɪʒ.ən/	支給, 配給
pyramid 名詞	/ˈpɪɹ.ə.mɪd/	ピラミッド, 金字塔
argue 動詞	/ˈɑɹ.ɡju/	議論する, 論ずる
institution 名詞	/ˌɪn.stɪˈtʃuː.ʃən/	制度
principle 名詞	/ˈpɹɪn.sɪ.pəl/	原理, 原則
flexible 形容詞	/ˈflɛk.sɪ.bəl/	柔軟な
overview 名詞	/ˈoʊ.vɚˌvjuː/	概要
informal 形容詞	/ɪnˈfɔɹ.m(ə)l/	非公式の, 日常の
sovereignty 名詞	/ˈsɑv(ə)ɹənti/	主権

動画に出てくる句動詞

単語	意味
check out 動詞	試験する, 検査する
get out 動詞	出て行く

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
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 decided · I've broken · that's been set
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	be judged · been set · could be argued
関係詞節 who / which + 節 — 人や物について情報を加える	process which is · questions which are

注意したい発音

話し手はwe're, I'll, I'mなど、短縮形や弱形を60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。

「th」の音: thesis /ˈθisɪs/, theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoughtful /ˈθɔːtfəl/, breadth /bɹɛdθ/, thirdly /ˈθɚdli/
「sh」と「zh」の音: essentially /ɪˈsɛnʃəli/, conclusion /kənˈkluːʒən/, constitutional /ˌkɒn.stɪˈtjuː.ʃ(ə)n.(ə)l/, provision /pɹəˈvɪʒ.ən/, institution /ˌɪn.stɪˈtʃuː.ʃən/
長い単語（アクセントの位置に注意）: essentially /ɪˈsɛnʃəli/, constitutional /ˌkɒn.stɪˈtjuː.ʃ(ə)n.(ə)l/, fundamental /ˌfʌn.dəˈmɛn.təl/, institution /ˌɪn.stɪˈtʃuː.ʃən/, systematic /ˌsɪs.tɪˈmæt.ɪk/

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: principle /ˈpɹɪn.sɪ.pəl/, informal /ɪnˈfɔɹ.m(ə)l/, lecturer /ˈlɛkt͡ʃəɹə/, formal /ˈfɔɹməl/, explore /ɪkˈsploɹ/
/v/ — /b/ にならないように、上の歯を下唇に当てる: provision /pɹəˈvɪʒ.ən/, overview /ˈoʊ.vɚˌvjuː/, sovereignty /ˈsɑv(ə)ɹənti/, comprehensive /ˌkɑm.pɹəˈhɛn.sɪv/, convince /kənˈvɪns/
/f/ — 「フ」ではなく、上の歯と下唇で出す: fundamental /ˌfʌn.dəˈmɛn.təl/, flexible /ˈflɛk.sɪ.bəl/, informal /ɪnˈfɔɹ.m(ə)l/, formal /ˈfɔɹməl/, efficient /ɪˈfɪʃənt/

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。essay, topic, thesis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: How I got a First Class in EVERY Essay at Law School - 動画で英語スピーキングを学ぶ

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