シャドーイング練習: TOEFL Listening Practice | Lecture | Learning a Foreign Language - 動画で英語スピーキングを学ぶ

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Learning a foreign language is no easy task.

Researchers into the field of language acquisition have been trying to establish the most efficient ways in

which learners can retain new words.

Kathy Wright reports.

Language learning is all about exposure.

For example, the more you see, hear, and use a word, the easier it will be to remember it.

A certain amount of vocabulary acquisition occurs through what is known as incidental learning.

whereby you pick up words without paying any special attention to them.

But in order to achieve native speaker fluency, learners must adopt a variety of techniques.

Professor Chris Johnson has been investigating what we call vocabulary acquisition strategies

that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.

We tend to classify such acquisition strategies on a scale ranging from shallow to deep.

Shallow strategies, such as repetition of a word or memorizing a list of words, activate short -term memory.

Though these methods are quick and easy, the words are forgotten again within a matter of days or weeks.

Fixing a word or expression in long -term memory requires deeper strategies.

As you pointed out, Kathy, repetitive exposure is essential, so a number of different strategies should be employed.

These include reading a variety of articles on the same topic, where key vocabulary appears frequently.

In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,

leads to long -term retention.

Also, familiarizing yourself with word families or other words that combine with the one you're learning helps.

Some students keep notebooks to help them organize this kind of information.

More importantly, recent research indicates that fluent speakers have a large amount of prefabricated language at their disposal.

In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.

These language chunks include a wide variety of phrases and expressions, such as, As far as I know,

my point is that, Have a nice day!

This challenges the traditional view of learning discrete words so students should develop deep strategies particularly for learning language chunks.

But how can learners be sure they are activating long -term memory?

Well there is a theory called decay theory which contends

that unless we retrieve and utilize information stored in our memories on a fairly regular basis it will be forgotten.

New words or phrases need to be encountered in a variety of forms.

If you read a phrase, try and use it when speaking or in writing and review it at regular spaced intervals.

After a few hours, the following day, a few days later, and so on.

Long -term memory has a much greater capacity for storing information, including language items, than short -term memory.

Furthermore, research has shown that

But to make the most efficient use of all this storage space, students should focus on learning chunks of language,

because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.

Strategies like these demand effort on the part of the learner, but according to the language experts,

they do pay off and are crucial for anyone wishing to become truly fluent in a foreign language.

Number 1.

What are vocabulary acquisition strategies?

Number 2.

What is an example of a deep learning strategy?

Number 3.

What is a key finding of recent research?

Number four.

What does decay theory suggest?

Number five.

What does research into long -term memory indicate?

Professor Chris Johnson has been investigating in what we call vocabulary acquisition strategies

that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.

Fixing a word or expression in long -term memory requires deeper strategies.

In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,

leads to long -term retention.

In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.

These language chunks include a wide variety of phrases and expressions, such as, as far as I know,

my point is that, have a nice day.

This challenges the traditional view of learning discrete words, so students should develop deep strategies,

particularly for learning language chunks.

Well, there is a theory called decay theory,

which contends that unless we retrieve and utilize information stored in our memories on a fairly regular basis, it will be forgotten.

Furthermore, research has shown that to make the most efficient use of all this storage space, students should focus on learning chunks of language,

because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.

Thank you.

I love you.

We'll be right back.

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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

このスピーキングレッスンは、動画「TOEFL Listening Practice」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：word, language, strategies, learning, chunk。この動画には、シャドーイング用の文が69文、単語が843語あります。音声の長さは11:13です。話す速さはゆっくりで、1分あたり約75語です。一つ一つの音をまねる余裕があります。英語の頻出3,000語に含まれる単語は79%だけなので、語彙は難しめです。

この動画の重要語彙

動画に出てくる覚えておきたい単語15語を、発音と意味つきで紹介します。

単語	発音	意味
chunk 名詞	/t͡ʃʌŋk/	塊
acquisition 名詞	/ˌæk.wɪˈzɪʃ.ən/	獲得
vocabulary 名詞	/vəˈkæb.jə.lə.ɹi/	語彙, 語彙力
phrase 名詞	/ˈfɹeɪ̯z/	句, 語句
decay 名詞	/diˈkeɪ/	腐敗
exposure 名詞	/ɪkˈspəʊ.ʒə(ɹ)/	露出
indicate 動詞	/ˈɪndɪˌkeɪt/	示す, 指す
investigate 動詞	/ɪnˈvɛs.tə.ɡeɪt/	調べる, 調査する
furthermore 副詞	/ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/	そのうえ
acquire 動詞	/əˈkwaɪɚ/	獲得する
shallow 形容詞	/ˈʃæloʊ/	浅い
dictionary 名詞	/ˈdɪk.ʃəˌnɛ.ɹi/	辞書, 字書
retrieve 動詞	/ɹɪˈtɹiːv/	取り戻す
fluent 形容詞	/ˈfluənt/	ぺらぺら, 流暢な
topic 名詞	/ˈtɑpɪk/	話題, テーマ

動画に出てくる句動詞

単語	意味
pay off 動詞	報われる
pick up 動詞	拾う, 拾い上げる
point out 動詞	指す, 指し示す

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	have been trying · has been investigating
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 known · are forgotten · should be employed
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	has shown

注意したい発音

話し手はdon't, we'll, you'reなど、短縮形や弱形を4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: acquisition /ˌæk.wɪˈzɪʃ.ən/, efficient /ɪˈfɪʃənt/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, conscious /ˈkɑn.ʃəs/, shallow /ˈʃæloʊ/
長い単語（アクセントの位置に注意）: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, dictionary /ˈdɪk.ʃəˌnɛ.ɹi/, importantly /ɪmˈpɔɹ.tənt.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: vocabulary /vəˈkæb.jə.lə.ɹi/, crucial /ˈkɹuː.ʃəl/, importantly /ɪmˈpɔɹ.tənt.li/, learner /ˈlɜɹnəɹ/, familiarize /fəˈmɪliəɹaɪ̯z/
/v/ — /b/ にならないように、上の歯を下唇に当てる: vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, activate /ˈæktɪˌveɪt/, retrieve /ɹɪˈtɹiːv/, interval /ˈɪntɚvəl/
/f/ — 「フ」ではなく、上の歯と下唇で出す: phrase /ˈfɹeɪ̯z/, efficient /ɪˈfɪʃənt/, furthermore /ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/, fixing /ˈfɪksɪŋ/, fluent /ˈfluənt/

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。chunk, acquisition, vocabulary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 →

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