シャドーイング練習: IP3T1S3 Research project on attitudes towards study - 動画で英語スピーキングを学ぶ
レッスンを作成中...
1
So how did you get on with your school-based research, Phoebe?
2
Well, it was exhausting but really valuable.
3
Good. What was the specific focus you chose?
4
My title is ‘Attitudes towards study among eleven-twelve year-old pupils’.
5
Right. And what made you choose that focus?
6
Well, that’s a bit difficult ... lots of my classmates decided on their focus really early on.. .mainly on the basis of what they thought would help in their future career, you know, in their first year’s teaching.
7
So that’s what helped you decide?
8
Actually, it was that I came across a book written by experienced teachers on student attitudes and that motivated me to go for the topic.
9
So what were your research questions or issues?
10
Well I wanted to look at the ways students responded to different teachers particularly focusing on whether very strict teachers made teenagers less motivated.
11
And, from your research, did you find that was true?
12
No, not from what I saw you know, from my five days’ observation, talking to people and so forth.
13
OK ... We’ll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are.
14
Well, what really amazed me was the significant gender differences, I didn’t set out to focus on that but I found that boys were much more positive about being at school ... girls were more impatient, they talked a lot about wanting to grow up and leave school.
15
Very interesting.
16
Yeah ... it is.
17
From doing the research it was clear to me that you might start out to focus on one thing but you pick up lots of unexpected insights.
18
Right. Did you get any insights into teaching?
19
Yes, certainly.
20
I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other and I began to realise that the lessons were developing in really unexpected ways.
21
So what conclusion do you draw from that?
22
Well, I know it’s necessary for teachers to prepare lessons carefully but it’s great if they also allow lessons to go their own ways.
23
Good point.
24
Now, I’m really pleased to see you doing this - analysing and drawing conclusions based on data.
25
But surely this isn’t proper data ...
26
Because it’s derived from such small-scale research?
27
Well, as long as you don’t make grand claims for your findings, this data is entirely valid.
28
Hmm . I like the way you’re already stepping back from the experience and thinking about what you’ve learned about research ... well done.
29
But I know I could have done it better.
30
As you become more experienced you’ll find ways to reduce the risk of difficulties.
31
OK. Tony: So, let’s look in more detail at how you gathered your data.
32
Let’s start with lesson observation.
33
Phoebe: Well, it generally went quite smoothly.
34
I chose my focus and designed my checklist.
35
Then teachers allowed me into their classes without any problems, which surprised me.
36
It was afterwards that the gruelling work started!
37
Tony: Yeah, it’s very time consuming, isn’t it?
38
Making sense of...analysing ... your observation notes.
39
Phoebe: Absolutely.
40
Much more so than interview data, for example ... that was relatively easy to process, though I wanted to make sure I used a high-quality recorder ... to make transcription easier and I had to wait until one became available.
41
Tony: Right.
42
And did you interview some kids as well?
43
Phoebe: In the end, yes, I talked to ten, and they were great.
44
I’d imagined I’d be bored listening to them, but..
45
. Tony: So it was easy to concentrate?
46
Phoebe: Sure.
47
One of the teachers was a bit worried about the ethics, you know, whether it was right to interview young pupils, and it took a while for him to agree to let me talk to three of the kids in his class but he relented in the end.
48
Tony: Good.
49
What other methods did you use?
50
Phoebe: I experimented with questionnaires, but I really regret that now.
51
I decided to share the work with another student but we had such different agendas it ended up taking twice as long.
52
Tony: That’s a shame ... it might be worth you reflecting on ways you might improve on that for future projects .
53
Phoebe: You’re right, yeah.
54
Tony: OK. Phoebe: And the other thing I did was stills photography.
55
I didn’t take as many pictures as I’d hoped to .
56
Tony: Lack of time?
57
Phoebe: It’s pretty easy just snapping away ... but I wanted each snap to have a purpose, you know, that would contribute to my research aims and I found that difficult.
58
Tony: Well, that’s understandable, but remember...
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このレッスンについて
このレッスンでは、学校生活や学習に対する態度についての研究プロジェクトからの洞察を深めます。特に、厳しい教師が生徒の動機に与える影響や性別の違いについて考察し、英語での会話のスキルを向上させるためのシンプルな例文を探求します。このトランスクリプトを通じて、発音やイントネーションのパターンに慣れることができ、英語の発音を良くする手助けとなるでしょう。
キーワードとフレーズ
- 学校生活に対する態度 (attitudes towards study)
- 厳しい教師 (strict teachers)
- 女の子と男の子の違い (gender differences)
- 経験豊富な教師 (experienced teachers)
- リサーチ方法 (research methods)
- 観察ノート (observation notes)
- インタビュー (interview)
- 質問票 (questionnaires)
練習のヒント
このトランスクリプトの音声を利用して、shadow speechの技術を実践しましょう。トーンはカジュアルですが、内容は専門的なので、リズムや流れを意識して練習することが大切です。特に、会話に含まれる自然な間や感情を感じ取りながら、shadowspeaksのスタイルで聴いてみてください。以下のポイントに注意して練習することをお勧めします：
- 音声の速度が適度であれば、一部分を繰り返し聴いてから模倣する（shadow speak）。
- 特定のフレーズや文型を選んで、それを効果的に声に出して練習する。
- 他の学習者やネイティブスピーカーの発音を聴き、その後で自分の発音を録音してみる。
このようにして、あなたの発音とスピーキングスキルを向上させ、shadowing siteでの他の学習内容とも合わせて質の高い練習を進めていきましょう。ここで得たスキルを日常的な会話でも活かしてみてください。
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。