シャドーイング練習: Peer Assessment PART 3 Actual IELTS listening test - 動画で英語スピーキングを学ぶ

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Now listen carefully and answer questions 21 to 24.
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I can't believe you're still in the library, Sally.
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You've been here all day.
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Are you still working on your peer assessment project?
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Hi, Steve.
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Yes, I'm still here and I'm nowhere near finished.
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I'm still processing the reading I've done on peer assessment.
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I'm interested to see if students marking each other's work is beneficial.
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I know a lot of the other students are pretty sceptical about its value as a way of assessing their performance.
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They think the tutors are in favour of it because they don't have to spend so long marking.
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But I disagree.
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I think we can learn a great deal from it.
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Yes, I can see one advantage being that it saves time spent going over things in class.
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Well, initially it doesn't seem to work that way, and it can be quite a time-consuming business,
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because sometimes things have to be marked again if the tutor thinks the students' assessments aren't reliable.
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The real gain is the fact that the students learn to stand back and assess their own assignments objectively, because they're much more familiar with the marking system.
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Yes, I can see that.
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It gives them an opportunity to reflect on their own performance.
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And how do they feel about having another student mark their work?
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Is that good for rapport?
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In some cases yes, in some cases no. I think more research is needed to answer that question.
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What happens if a tutor notices that the marks for a particular assignment seem wrong?
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Should the students mark them again?
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That might not make any difference.
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So in that case, the tutor would have to remark all those assignments
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and then go through the marking criteria really carefully with the students on the next assignment with some sample answers.
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Right.
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I've been reading about a research project on peer assessment.
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The researchers invited a group of students from two different universities to attend a one-day conference.
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They also invited some university lecturers to attend.
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Each student gave a short presentation on a project of their choice.
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Each of these presentations was assessed individually by all the participants, both students and lecturers.
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To support their marking, they used a set of assessment guidelines
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that had been prepared the day before by a random selection of students.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30 on page 6.
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Thanks.
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Now listen and answer questions 25 to 30.
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So were the student markers reliable?
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Well, comparisons were made between certain categories of student markers and the group as a whole, including the lecturers.
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The findings showed that there were some variations in the way different groups marked.
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Gender did come into play, for example.
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I expect the male students were more generous when marking female presenters, were they?
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Quite the reverse, actually.
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They were harder on the female presenters than on the males, which wasn't what I'd expected either.
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Did female students show any bias towards male presenters?
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Interestingly not.
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So, does that suggest women are fairer and more reliable markers than men?
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Well, I wouldn't go that far it's only a small sample.
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But significantly, the results showed that when women marked other women, this didn't affect the grades they gave.
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Hmm.
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What about age?
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Were you able to come to any conclusions about that?
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Yes, because we had some mature students presenting
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and we found the marks awarded to them by their younger peers were rather more generous.
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Oh, I wonder why that is.
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Now, you said there were groups of students from two universities.
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Did they tend to favour students making presentations from their own universities?
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It didn't seem to influence marking one way or the other, which is quite encouraging.
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We'd been interested to see if students' personal relationships affected their objectivity.
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One striking variation, though, was in the students who'd been asked to help devise the criteria for the marking scheme.
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They were actually the toughest markers of all, marking consistently below the tutors.
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Really?
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Well, it sounds as if it's generated lots of useful data.
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I expect you'll be here for...
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That is the end of Section 3.
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You now have half a minute to check your answers.
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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B2レベルのスピーキングレッスンは、動画「Peer Assessment PART 3 Actual IELTS listening test」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：student, marking, tutor, assessment, answer。 この動画には、シャドーイング用の文が67文、単語が716語あります。 音声の長さは5:28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。 英語の頻出3,000語に含まれる単語は81%だけなので、語彙は難しめです。 全67文のうち13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
tutor 名詞/ˈtjuːtəː/家庭教師
peer 名詞/pɪɹ/同輩
lecturer 名詞/ˈlɛkt͡ʃəɹə/講師
criterion 名詞/kɹaɪˈtɪɹ.i.ən/基準, 判断基準
variation 名詞/ˌvɛəɹiˈeɪʃn̩/変動, 変化
generous 形容詞/ˈd͡ʒɛn(ə)ɹəs/気の大きい, 気前の良い
guideline 名詞/ˈɡaɪdˌlaɪn/指針, ガイドライン
objectivity 名詞/ˌɒbd͡ʒɛkˈtɪvɪti/客観性
rapport 名詞/ɹæˈpɔɹ/交感
remark 動詞/ɹɪˈmɑɹk/注目する
participant 名詞/pɑːɹˈtɪsəpənt/参加者, 関与者
consume 動詞/kənˈsum/消費する, 消耗する
researcher 名詞/ˈɹiˌsɝ.t͡ʃɚ/研究員, 研究者
beneficial 形容詞/ˌbɛn.ɪˈfɪʃ.əl/有益な
disagree 動詞/dɪsəˈɡɹi/反対する, 異なる

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've been here all day.
  • Yes, I'm still here and I'm nowhere near finished.
  • Were you able to come to any conclusions about that?
  • I expect you'll be here for...

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be marked · is needed · was assessed
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You've been · I've done

注意したい発音

話し手はI'm, didn't, I'veなど、短縮形や弱形を21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: variation /ˌvɛəɹiˈeɪʃn̩/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
  • 長い単語（アクセントの位置に注意）: criterion /kɹaɪˈtɪɹ.i.ən/, objectively /əbˈd͡ʒɛktɪvli/, objectivity /ˌɒbd͡ʒɛkˈtɪvɪti/, participant /pɑːɹˈtɪsəpənt/, individually /ˌɪndɪˈvɪd͡ʒ(u)əli/

この動画での練習方法

  1. 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。
  2. 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。
  3. 自分の声を録音して元の音声と比べます。tutor, peer, lecturer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 →