シャドーイング練習: Part 4 A study on learning persistence - 動画で英語スピーキングを学ぶ
レッスンを作成中...
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Part 4.
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You will hear part of a lecture on learner persistence.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Now, listen carefully and answer questions 31 to 40.
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Today, I'm going to talk about my research on learner persistence.
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Let me first introduce why I wanted to carry out such research.
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As a university teacher, I found learners' responses to certain things vary a lot.
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For example, some students may completely give up their degree studies because of a temporary illness,
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while others may overcome all kinds of difficulties and try their best to continue their studies.
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The latter are the students with learner persistence, and this is the group that I'm particularly interested in.
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To do the research, first I selected my undergraduate students as the research sample, with a total of 200 people.
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All the students selected were seniors, and they had already stayed in the course very well.
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Although the sample was drawn from a range of ages, there were deliberately a large number of mature students.
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And there was one thing in common.
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All of those students were living at home in the local region.
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I wanted to maintain this element of consistency, so I didn't include those coming from outside this area.
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Then I designed a questionnaire that aimed to find out what their concerns had been when they began the course,
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and then what had made them stick at the three-year studies in university.
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Findings from the first section pointed out that there were different concerns when they started their university studies.
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For example, some worried about the financial circumstances, while others were concerned about their careers after graduation.
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However, the research found the biggest concern for mature students tended to be the relationship with their children at home.
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Next, I wanted to find out what had made those students persist with their university studies.
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So in the second part, I designed my questionnaire under three main headings, social and environmental factors, other factors,
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and personal characteristics, and I included three levels of importance for each of these three headings.
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At the first level, those points identified by the respondents were regarded as the most important in learner persistence.
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Let's look at them one by one.
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For the first column, that's the social and environmental factors, a significant number of students said it was crucial to have effective support,
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whether from their tutors or friends or friends.
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For other factors, students were driven not so much by high grades, but by what they regarded as a success in their studies.
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This was quite different from what I'd expected.
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Regarding personal characteristics, a sizeable percentage of participants said they liked to take up a challenge, which was seen as a very important factor.
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Then at the second level of importance, in the first category, many of the respondents regarded the life they enjoyed at school as an important social factor
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because this gave them good experiences.
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In the second column, Other Factors, a lot of people said that the most significant thing was decent health, which was also conducive to their persistence in the studies.
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And then, under the third column, quite a number of respondents had the same view
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that they should have a range of interests in their everyday lives
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because this could broaden their minds and give them a sense of perspective, which less persistent learners might lack.
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And then on to the third level of importance.
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Under Social Factors, several respondents said that they had been keeping close to their tutors in their three-year university studies.
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In the second column, for Other Factors, they mentioned it was very important to live in a family without any problems.
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And finally, under Column 3, they talked about the capacity for multitasking, which was the ability to simultaneously deal with different problems.
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From these findings, I've concluded some recommendations on how to promote students' learner persistence.
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Primarily, I suggest that we should distribute questionnaires to the freshmen
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so as to make clear of their maturity when they begin the course.
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This This is really our most important concern.
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Secondly, I propose
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that we should find ways to offer some training sessions to
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the students who are selected to encourage them to play the role of advisors.
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The purpose of this is to make support much more approachable to other students.
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Thirdly, in the evening and night, when offices are closed, students may have no one to turn to for help.
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As a result, I think we should provide online services to those in need.
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have pointed out that this service is actually more accessible than traditional services.
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And finally, if students don't submit their assignments before the deadlines,
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I think we teachers should contact the students first rather than waiting for the students to come to us.
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So, this is all I want to share on my research.
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Now, let's turn to the next part.
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Are there any questions about...
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That is the end of part four.
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You now have one minute to check your answers to part four.
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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
この動画には、シャドーイング用の文が60文、単語が847語あります。 音声の長さは6:27です。 話す速さは1分あたり約131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85%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
動画に出てくるやや難しい単語15語を、発音と意味つきで紹介します。
- persistence /pəˈsɪst(ə)ns/ (名詞) — 固執. The property of being persistent.
- column /ˈkɒləm/ (名詞) — 柱. A solid upright structure designed usually to support a larger structure above it, such as a roof or horizontal beam, but sometimes for decoration.
- select /sɪˈlɛkt/ (動詞) — 選ぶ. To choose one or more elements of a set, especially a set of options.
- regard /ɹɪˈɡɑːd/ (名詞) — 尊重. A steady look, a gaze.
- heading /ˈhɛdɪŋ/ (名詞) — 見出し, 題目. The title or topic of a document, article, chapter, or of a section thereof.
- mature /məˈt͡ʃʊ(ə)ɹ/ (形容詞) — 成熟, 成熟した. Fully developed; grown up in terms of physical appearance, behaviour or thinking; ripe.
- characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/ (名詞) — 特性, 特徴. A distinguishing feature of a person or thing, a part of mental or physical behavior.
- tutor /ˈtjuːtəː/ (名詞) — 家庭教師. One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction.
- percentage /pə(ɹ)ˈsɛntɪd͡ʒ/ (名詞) — 百分率, 百分比. The amount, number or rate of something, regarded as part of a total of 100; a part of a whole.
- temporary /ˈtɛmp(əˌɹ)ɛɹi/ (形容詞) — 暫くの, 暫時の. Not permanent; existing only for a period or periods of time.
- carefully /ˈkɛɹf(ə)li/ (副詞) — じっくり, 慎重に. With care; attentively, circumspectly.
- element /ˈɛləmənt/ (名詞) — 要素, エレメント. One of the simplest or essential parts or principles of which anything consists, or upon which the constitution or fundamental powers of anything are based.
- encourage /ɪnˈkʌɹ.ɪd͡ʒ/ (動詞) — 勇気付ける, 奨励する. To mentally support; to motivate, give courage, hope or spirit.
- illness /ˈɪl.nəs/ (名詞) — 病気, 疾病. An instance (episode) of a disease or poor health.
- introduce /ˌɪntɹəˈdus/ (動詞) — 紹介する, 引き合わせる. To cause (someone) to be acquainted (with someone else).
動画に出てくる句動詞
- find out (動詞) — 見出す, 調べる. To discover, as by asking or investigating.
- point out (動詞) — 指す, 指し示す. To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
- carry out /ˈkæ.ɹi aʊt/ (動詞) — 行う, 実行する. To hold while moving it out.
- give up (動詞) — 降服する. To surrender (someone or something); to inform on (someone).
注意したい発音
話し手はI'm, didn't, don'tなど、短縮形や弱形を6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: crucial /ˈkɹuː.ʃəl/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/, freshman /ˈfɹɛʃ.mən/
- 長い単語（アクセントの位置に注意）: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, primarily /ˈpɹaɪ.mə.ɹə.li/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, difficulty /ˈdɪfɪkəlti/, accessible /əkˈsɛs.ɪ.bəl/
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。persistence, column, selectなどの単語に特に注意しましょう。
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 | was drawn · were concerned · were regarded |
| 関係詞節 who / which + 節 — 人や物について情報を加える | challenge, which was · health, which was · multitasking, which was |
| 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 concluded · have pointed |
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。