シャドーイング練習: The Moth StorySLAM Winner: Matthew Dicks “MIT Restroom” - 動画で英語スピーキングを学ぶ

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Matthew Dix.

You're next.

Thank you.

I'm walking down a hallway yesterday in the mathematics building at MIT.

It's a long hallway.

They call it the infinite hallway because it's a building full of mathematical nerds.

And they really are nerds.

It's a building full of geniuses.

And it's really odd to be in a building where objectively

you know you are the stupidest person in the building right now.

But I was, I'm not an MIT student or a faculty member.

I was just there that day to teach people storytelling, people who put rockets in space and move atoms at a subatomic level.

I was talking to geniuses and I felt like an idiot.

I was in classrooms where the chalkboards were covered with these equations, but none of the equations had numbers in them.

Like there's a point in math, I guess, where numbers just fall away.

And there's just squiggles that I don't understand.

It's incredible.

I was walking down this hallway, and I walked past these two guys, 20-somethings, students, and I hear them talking.

And one of them is saying, well, if you take 4 and 1 half, and you divide it by the differential, then you're going to take the variable.

And that's what they're talking about.

I thought, like in a movie at MIT, that's what they would be talking about, but it's in real life.

And it was yesterday.

It was opening day at Fenway and the last day of the NCAA tournament.

And they were talking about math.

And I just knew I didn't belong.

And it was just like when I went to college.

I got to college late in life.

I started when I was 24.

And I was with a bunch of really smart people, like 18 and 19 and 20 year olds, who had done high school right and gotten into college the real way.

And when I went to college, at the same time I was managing a McDonald's restaurant full time.

And I had just been homeless for a period of time, and I had been in jail.

and I arrived on this beautiful pristine campus with these geniuses and I just felt like I never belonged.

I would see signs on the walls for frat parties

that I knew I would not be invited to

and I would hear them talk about places to go on campus

that I couldn't get to

because I had to go worry about whether the fryer later was working properly

and I never told anyone who I went to college with this truth about me.

I just thought they would never want to know.

It was an imposter situation there as well.

And so I'm walking down this hallway of geniuses, and I'm going to the bathroom.

I just finished my workshop.

I gave everybody a break.

I open the door to the bathroom.

I walk in.

I'm six steps in when I look up, and I see there's three women at the sink.

And there's another one in the stall.

I can hear her peeing.

And the looks on their faces tell me this is not a gender-neutral restroom.

And so I've walked into the women's room in the mathematical building at MIT.

And so I apologize and slink out.

I close the door, I see the men's room.

It's clearly marked, it's right there.

I look to see if the sign on the women's room door was marked, it was.

Like I can't even read at this place.

So I go into the men's room.

It's eight urinals, nobody else is in the room.

So I choose urinal number two.

I step up to it, I start doing my business.

I hear a guy walk in behind me a second later, and then he sidles up to the urinal right next to me.

Which is weird.

If you don't use urinals, it's weird.

If there's eight guys, sure, we'll all get close and we'll pee.

But if there's only one of us and there's eight, you just shouldn't bring exposed penises that close if it's not necessary.

We don't need to cuddle while we pee.

And I'm thinking, is this like a power move?

Is he trying to like dominate me?

Or is he just weird?

Like, is he socially awkward and he doesn't understand how restrooms work?

And then I wondered, is this my hang up?

Like, do I have a problem?

Do I have insecurity that I don't know about and I need to deal with?

All of that goes through my head while I'm peeing.

And I wash my hands and I leave without even seeing the guy.

And I go back to my workshop.

And as I walk in, it occurs to me, I was just teaching the geniuses before I left

that we should find small moments in our lives to tell stories about.

Those are the best ones to tell.

And it occurs to me, I just had two small moments.

They're not really worth the stage, but I'll share them.

It's a good example.

And so I do.

When all the geniuses sit down, I tell them about how I plowed into the women's restroom and I'm an idiot.

and then I tell them about how this crazy person stood next to me in the men's room, like a socially awkward, overly aggressive fool,

and how it got in my head while I was trying to do something else.

And then one of the geniuses raises his hand and he says, that was me in the restroom.

And I go, oh God.

And he's been in front of me the whole time.

For an hour I've been talking to this guy, and he was the guy next to me.

He's a faculty member.

He's a genius.

And so I start to apologize, and he says, no, no, no, hold on.

He says, I had a moment too.

He said, I walked into that restroom in a fog.

I was thinking about what you had just talked about, and I just went up to a urinal, and I started using it, and then I thought, oh my God, why did I choose this one?

And then he looked, and he said, I looked, I looked and I saw it was you.

He said, oh my god, it's Matt the Storyteller.

What do I do?

100

What do you do when you're standing next to a storyteller who's peeing next to you?

101

He said, I had that moment too.

102

And I think, oh my god.

103

He's a genius, but he's just a guy who has weird urinal moments like I do.

104

And his name is Tom.

105

Later on, he gives me a tour of the nanotech facility.

106

He gives me nanotech swag and a bag to bring home to my kids.

107

He offers me to tour MIT the next time with my family when we come back.

108

And I start to think, maybe I did have a hang-up, but it was back in college when I didn't want to tell anyone that I was different than them.

109

Like, maybe if I had told them I'm a manager at McDonald's, they wouldn't have thought anything of it.

110

Maybe they would have thought well of it.

111

And maybe if I had told them I was homeless before I showed up to college, they wouldn't have judged me.

112

Like maybe I have been thinking that these people are more than people.

113

Like they're geniuses.

114

I am not smarter than anyone at MIT.

115

But maybe they're not better than me too.

116

Maybe people are just people.

117

And maybe I have a lot to learn.

118

Thank you.

119

Matthew Dicks.

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FOR YOU

コンテキストと背景

このビデオは、マシュー・ディックスによるストーリーテリングの実演です。彼はMITの数学ビルの廊下を歩いているときの出来事を語ります。彼は自分がそこにいることが異常だと感じ、その場の天才たちと自分を比べて自己嫌悪に陥ります。このような状況は、多くの英語学習者が感じることのある「インポスター症候群」に似ています。特に、ストーリーテリングやプレゼンテーションの場で自信を失ってしまうことはよくあります。この話を通じて、英語スピーキングの克服方法を考察します。

日常コミュニケーションのためのトップ5フレーズ

「学びたいことがあります」 - "I have something I want to learn."
「この話は興味深いです」 - "This story is interesting."
「自分がここにいる理由がわかりません」 - "I don’t know why I am here."
「あなたはここで何を学んでいますか？」 - "What are you learning here?"
「その感情が理解できます」 - "I can understand that feeling."

段階的シャドウイングガイド

このビデオの内容を基にして、スピーキングスキルを向上させるための効果的な練習方法を以下に示します。特に、shadowspeaksと呼ばれるシャドウスピーチ技術を強化するのに役立ちます。

視聴と理解 - まず、ビデオを通して観賞し、全体のストーリーを理解します。特に感情の変化や話の流れに注目しましょう。
部分的にシャドウイング - スクリプトを見ながら部分的に話す練習をします。難しい部分に出会った場合は、繰り返し練習して、英語の発音を良くすることを意識します。
暗記 - 重要なフレーズを覚え、自分の言葉でその内容を表現してみましょう。また、IELTS スピーキング対策にも役立つ表現を取り入れます。
全体を完璧にシャドウイング - ついに全体をシャドウイング練習します。自分の声を録音し、後でチェックしてみることで、改善点を見つけやすくなります。
フィードバックを受ける - 他の学習者や教師に自分の発音を聞いてもらい、意見を求めます。これにより、自分の弱点を把握できます。

この方法で練習を重ねることで、シャドウイング技術が向上し、流暢さが増します。さらに、shadowing siteを利用することで、模倣するためのリソースも確保できます。

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
現在完了進行形 have/has been + -ing — 以前に始まり今も続いている動作	I've been talking · have been thinking
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	were covered · would not be invited · was marked
関係詞節 who / which + 節 — 人や物について情報を加える	people who put · anyone who I · guy who has
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 walked · he's been

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: The Moth StorySLAM Winner: Matthew Dicks “MIT Restroom” - 動画で英語スピーキングを学ぶ

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同じチャンネル

Matthew Dicks at The Moth GrandSLAM Championship | A Masterclass in Storytelling

The Moment I Realized I Was Wrong | The Moth StorySLAM Winner

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コンテキストと背景

日常コミュニケーションのためのトップ5フレーズ

段階的シャドウイングガイド

この動画の文法

シャドーイングとは？英語上達に効果的な理由