シャドーイング練習: How to Learn Anything Faster Than Anyone - 動画で英語スピーキングを学ぶ
練習モードを選ぶ
各モードは全画面の練習ルームで開きます。
111 文
文が短すぎたり長すぎる場合は、Editをタップして調整してください。
1
In the late 1970s, a college student went into a lab at Carnegie Mellon to take part in a memory experiment, and there was nothing unusual about him going in.
2
Researchers read him random numbers and asked him to repeat them back.
3
Seven digits was about his limit, which is pretty normal.
4
That's roughly how many numbers most people can keep in their head without much effort.
5
The researchers, Anders Ericsson and William Chase, kept asking him to come back session after session and keep practicing.
6
After about 200 hours of practice spread over a year and a half, something had changed.
7
The same student could hear more than 80 digits once and repeat every single one correctly.
8
80. And it wasn't because some hidden ability suddenly appeared.
9
He had developed a technique.
10
He grouped the numbers into patterns connected to something he already knew well, running time, since he was a competitive runner.
11
Then he kept improving that technique as he practiced.
12
His brain never changed.
13
His method did.
14
And this is what makes the story interesting.
15
If you want to learn any skill like programming, get better at writing, learn a new language, make money online, or get good at any other skill.
16
You're dealing with the same basic problem.
17
How do you actually get better and faster without wasting years doing the wrong kind of practice.
18
So in this video, I want to walk you through five methods
19
that actually explain what happened to that student
20
and what lets certain people pick up any skill dramatically faster than everyone around them.
21
And I want you to stick with me through all of them because each one is really important.
22
If you skip one, you can end up using only half the method and then wondering why it isn't working.
23
The first method is deliberate practice, and it's worth explaining what that actually means, because people use the term for almost any kind of practice.
24
Erickson's research, including the study with that student, found that simply putting in more hours doesn't automatically make you better.
25
What matters is how you use those hours.
26
You need to work on something that's just beyond what you can currently do, focus on a specific weakness, and get feedback so you know what you're doing wrong.
27
Think about someone playing the same song on guitar for an hour the same way they always do.
28
They're practicing, but they're mostly rehearsing.
29
Now imagine they take the four bars, they always mess up, slow them down, and keep working on that section until they can play it properly.
30
That's a deliberate practice.
31
And that difference can mean spending a thousand hours getting almost nowhere, or spending a few hundred hours making the kind of progress that Sudden made.
32
The second method is called deconstruction.
33
The idea is pretty simple.
34
Before you try to learn the whole skill, break it into smaller parts and figure out which parts matter most.
35
Tim Ferriss has written about this approach, and it can make learning much easier because you're not trying to figure everything out at once.
36
Take cooking as an example.
37
If you're learning by making full recipes and something goes wrong, you might have no idea what caused it.
38
Was it the knife work, the temperature, the timing?
39
There are so many things that could have gone wrong.
40
With deconstruction, you can take one part, like learning how to use a knife properly or understanding how heat works in a pan, and practice that on its own.
41
Once you understand the important parts, putting everything together becomes much easier.
42
Same is the case for other skills.
43
Say if you want to learn programming, you don't have to jump straight into building a full app.
44
You can break it into smaller parts, variables, loops, functions, working with data, and understanding how different pieces of code connect.
45
You can spend more time on the part you struggle with instead of trying to build something complicated
46
while being confused about 10 different things at once.
47
That's what makes deconstruction useful when you're trying to learn faster.
48
You stop looking at a skill as one huge thing
49
that you have to master and start looking at the smaller parts that make it work.
50
Then you can focus your practice where it actually matters and put everything together as you improve.
51
Quick thing before I keep going, if you're the kind of person watching this because you actually want to change, not just learn faster but build a better life overall,
52
I have a complete book on this, The Reset of Your Life.
53
It covers mindset, habits, focus,
54
discipline, confidence, money, direction, everything that actually helps someone trying to grow in their career and build something real.
55
I genuinely recommend giving it a read.
56
If that sounds useful to you, I'll leave the link in the description.
57
Now the third thing is speed of your feedback loop, and this might be the single most underrated variable in how fast anyone learns anything.
58
If you don't find out you got something wrong until hours or days later, your brain has almost nothing to actually correct against
59
because the moment of the mistake and the moment of the correction are too far apart to connect cleanly.
60
This is why a beginner using a typing tutor
61
that flags an error the instant a wrong key is pressed improves faster than a beginner just typing normally
62
and reviewing their mistakes later.
63
It's why athletes who review game footage the same day improve faster than ones who wait a week.
64
The gap between doing something and finding out whether it worked is where most learning either happens or quietly gets lost, and shrinking that gap as much as possible, even if it means practicing in a slower,
65
more deliberately monitored way at first, speeds up everything that comes after it.
66
The fourth method is called modeling, and I mean something more specific than just watching someone skilled and hoping it rubs off.
67
Albert Bandura's research on social learning found that people acquire complex skills dramatically faster by closely observing an expert's actual process.
68
But remember, I'm not talking about their finished results, and then copying that process step for step before trying to improvise their own version.
69
This is different from inspiration.
70
It's closer to a cognitive apprenticeship, where you're not just admiring what someone built, you're studying exactly how they moved through building it, what order they did things in,
71
where they paused, what they checked before moving forward.
72
Someone learning to paint who only looks at finished paintings is
73
working with far less information than someone who watches an experienced painter actually paint in real time
74
and copies that sequence directly before ever trying to find their own style inside it.
75
The improvising comes later, the direct copying comes first, and skipping straight to improvising is exactly why a lot of self -taught learning stalls out earlier.
76
The fifth thing is tolerating bad output long enough to actually get the reps in, and there's a story I want to tell you, because it demonstrates this better than any single piece of research could on its own.
77
The photographers David Bales
78
and Ted Orland wrote about a ceramics teacher who split his class into two groups on the first day.
79
One group would be graded purely on quantity, however many pounds of pots they produced by the end of the term.
80
The other group would be graded purely on quality, judged only on their single best pot.
81
By the end of the term, the best pots in the entire class came almost exclusively from the quantity group.
82
The quality group had spent the whole term theorizing about what made a perfect pot, while the quantity group had actually made pot after pot, failed constantly, and learned directly from every single failure,
83
which meant by the time the term ended, they'd built the kind of hands -on understanding no amount of careful planning ever produces on its own.
84
This matters because a huge number of people, especially adults who are used to being competent at things, delay actual practice while they research the right method,
85
read another book about it, or wait until they feel ready enough not to embarrass themselves.
86
That instinct feels responsible, and it's actually the opposite of what speeds up learning.
87
Volume of attempts, even messy, imperfect attempts, generates more usable feedback than careful preparation ever does,
88
because every single attempt is a data point your brain can actually learn from, and a plan that never gets executed generates none
89
when you look at all five methods together you can see exactly what happened with
90
that carnegie melon student even though memory work looks nothing like ceramics cooking
91
or guitar on the surface he wasn't just repeating the same task over
92
and over he practiced right at the edge of what he
93
could currently do broke the problem down into a specific technique
94
instead of relying on raw memory got immediate feedback every time
95
because he either remembered the digits or he didn't
96
and kept coming back for hundreds of hours instead of stopping
97
when things got difficult or waiting for the perfect system before he started.
98
You don't need a different brain to learn faster.
99
You need to change the way you practice.
100
Work at the edge of what you can do.
101
Break the skill into smaller parts instead of trying to learn everything at once.
102
Find out quickly whether what you're doing is working.
103
Learn from people who are already good at it before trying to create your own way, and accept that you're going to be bad at it for a while.
104
A lot of bad attempts are simply part of getting good, not something you need to avoid until you feel ready.
105
Pick one thing you've been meaning to learn, and try running it through all five of these and you will clearly see the difference.
106
That was it for today.
107
You now know how to learn almost any skill faster than most people ever bother to figure out.
108
But speed only matters if you're building towards something that's actually yours, and that's usually the harder part, the direction, the discipline to keep going, the confidence to actually trust it.
109
That's a big part of what I wrote about in the reset of your life, figuring out where you want to go, building the habits to get there, and actually following through.
110
If that sounds useful to you, I'll leave the link in the description.
111
If one of these five methods stood out to you, tell me which one in the comments, and I will see you in the next one.
アプリをダウンロード
流暢に話すために必要なすべて
AI発音採点文ごとに採点
IPA練習すべての音をマスター
単語学習自分の単語帳を作る
単語ゲーム遊びながら覚える
📺 同じチャンネル
B23
If You're Ambitious but Lazy, Watch This Samurai Lesson (Kaizen Method to Success)
Business EnglishDaily ConversationUniversity Students
B21
Stop Wasting Your Teenage Years – 10 Things No One Teaches You About Money
Business EnglishTeensHigh School Students
C12
Career Strategy For People With Too Many Interests
Business EnglishUniversity StudentsWorking Adults
B213
Stop Wasting Your Teenage Years – 7 Hard Truths Every Teen Needs to Hear
Business EnglishTeensDaily Conversation
C1If You Found This Video Before November, Your Life Is About to Change
Daily ConversationWorking Adults
✨ おすすめ動画
B22
156 文
How To Learn Any Skill So Fast It Feels Illegal
Business EnglishUniversity StudentsWorking Adults
B22
163 文
Why I’m Able To Focus 70+ Hours Per Week (stay efficient and productive)
Business EnglishDaily ConversationUniversity Students
B27
248 文
Every Study Technique Explained in 18 Minutes
Business EnglishUniversity StudentsWorking Adults
B22
163 文
Cách Mình Học Mọi Thứ Nhanh Gấp 10 Lần
Business EnglishUniversity StudentsWorking Adults
B21
164 文
how i learned 7+ languages: tips no one talks about (for some reason)
Business EnglishDaily ConversationUniversity Students
B21
359 文
Mastery: How to Learn Anything Fast | Nishant Kasibhatla
Business EnglishUniversity StudentsWorking Adults
B2307
34 文
The Art of Learning Like a Genius (even if you're not one)
Business EnglishUniversity StudentsWorking Adults
B25
298 文
BEST Study Routine that made me a TOP ACHIEVER (in HALF the time)
British AccentBusiness EnglishUniversity StudentsWorking Adults
B210
48 文
Josh Kaufman | 20 Hours to Learn Anything (Key Points Talk)
Business EnglishUniversity StudentsWorking Adults
B23
656 文
How To Learn Anything 10x Faster Than Anyone
American AccentBusiness EnglishUniversity StudentsWorking Adults
B212
12 文
How to study effectively | Dr. Cal Newport & Dr Andrew Huberman
Business EnglishUniversity StudentsWorking Adults
B22
150 文
How to Study When You Have No Motivation ( 7 Psychology-Based Strategies)
Business EnglishUniversity StudentsWorking Adults
このレッスンの語彙とスピーキングのポイント
このB2レベルのスピーキングレッスンは、動画「How to Learn Anything Faster Than Anyone」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：learn, skill, faster, method, practice。 この動画には、シャドーイング用の文が111文、単語が1789語あります。 音声の長さは8:16です。 話す速さは速く、1分あたり約216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87%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。
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 |
|---|---|---|
| improvise 動詞 | /ˈɪm.pɹə.vaɪz/ | 即興で |
| digit 名詞 | /ˈdɪd͡ʒɪt/ | 数字 |
| quantity 名詞 | /ˈkwɑn(t)ɪti/ | 量, 数量 |
| beginner 名詞 | /bəˈɡɪnɚ/ | ビギナー, 新参 |
| ceramic 名詞 | /səˈɹæmɪk/ | 陶器, 陶芸品 |
| deliberate 形容詞 | /dɪˈlɪb.(ə.)ɹət/ | 故意の, 作為的 |
| researcher 名詞 | /ˈɹiˌsɝ.t͡ʃɚ/ | 研究員, 研究者 |
| variable 形容詞 | [ˈvæɹ.i.ə.bl̩] | 可変, 変えられる |
| embarrass 動詞 | /ɪmˈbæɹəs/ | 困らせる |
| imperfect 形容詞 | /ɪmˈpɜː(ɹ)fɪkt/ | 不完全な |
| underrated 形容詞 | /ʌn.dɚˈɹeɪ.təd/ | 過小評価された |
| tutor 名詞 | /ˈtjuːtəː/ | 家庭教師 |
| stall 名詞 | /stɔːl/ | 馬小屋, 厩舎 |
| tolerate 動詞 | /ˈtɑ.lə.ɹeɪt/ | 黙認する |
| mindset 名詞 | /ˈmaɪn(d)ˌsɛt/ | 考え方, 心理 |
動画に出てくる句動詞
| 単語 | 発音 | 意味 |
|---|---|---|
| find out 動詞 | 見出す, 調べる | |
| speed up 動詞 | /spiːdˈʌp/ | スピードを出す |
| come back 動詞 | 戻る, 帰る | |
| pick up 動詞 | 拾う, 拾い上げる |
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。
- You're dealing with the same basic problem.
- You don't need a different brain to learn faster.
- Find out quickly whether what you're doing is working.
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 |
|---|---|
| 条件文 if + 節, will/would + 動詞 — 条件とその結果 | If that sounds useful to you, I'll leave |
| 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 | is called · is speed · is pressed |
| 関係詞節 who / which + 節 — 人や物について情報を加える | limit, which is · ones who wait · someone who watches |
注意したい発音
話し手はyou're, don't, I'llなど、短縮形や弱形を26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: theorize /ˈθɪɹ.aɪz/, athlete /ˈæθ.liːt/
- 「sh」と「zh」の音: deconstruction /diːkənˈstɹʌkʃən/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, correction /kəˈɹɛkʃən/
- 長い単語（アクセントの位置に注意）: deconstruction /diːkənˈstɹʌkʃən/, deliberate /dɪˈlɪb.(ə.)ɹət/, apprenticeship /əˈpɹɛn.tɪs.ʃɪp/, underrated /ʌn.dɚˈɹeɪ.təd/, deliberately /dɪˈlɪb.(ə.)ɹət.li/
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: deliberate /dɪˈlɪb.(ə.)ɹət/, purely /ˈpjʊɹli/, variable [ˈvæɹ.i.ə.bl̩], tolerate /ˈtɑ.lə.ɹeɪt/, deliberately /dɪˈlɪb.(ə.)ɹət.li/
- /v/ — /b/ にならないように、上の歯を下唇に当てる: improvise /ˈɪm.pɹə.vaɪz/, variable [ˈvæɹ.i.ə.bl̩], observe /əbˈzɜːv/, cognitive /ˈkɑɡ.nɪ.tɪv/
- 子音の連続 — 間に母音を入れない: deconstruction /diːkənˈstɹʌkʃən/, improvise /ˈɪm.pɹə.vaɪz/, quantity /ˈkwɑn(t)ɪti/, purely /ˈpjʊɹli/, cleanly /ˈklɛnli/
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。improvise, digit, quantity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。