シャドーイング練習: Understand Native English Speakers: 10 Tips! - 動画で英語スピーキングを学ぶ
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Today I'm going to show you why it's difficult to understand native English speakers
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and what you can do about it so that you can understand them, them, us, much more easily.
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Hello it's Keith from the Keith Speaking Academy here to help you become a more confident speaker of English
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and today to help you understand native English speakers and fast spoken English.
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Have you noticed that you can understand me in my videos
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but when you listen to two or three native English speakers in a real conversation
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or in a film you get lost and you're thinking sometimes is that even English?
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Well in this video I'm going to show you all the reasons you can't understand native English speakers
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or at least why it's difficult and what you can do about it.
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And this is going to help you understand fast spoken natural English a lot lot more.
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Whether you're learning English for fun,
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for school or for preparing for exams like IELTS this is going be more than useful you ready let's do it
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right native english speakers swallow or eat the words it's true you hear a native english speaker
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wanna come what wanna come oh do you want to come
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yeah wanna come do you we eat the words it's true The thing is,
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many students expect spoken English to be the same as written English.
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And it's not.
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Spoken English is very different from written English.
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If you don't believe me, check out this seminal book, Longman Grammar of Spoken and Written English.
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This is not a 10 page PDF, right?
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Look.
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It's huge!
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Spoken English is different from written English.
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Now, most people don't know that.
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Now, you do know that.
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You see, when we speak in English, words change their sounds when we speak in at least six different ways.
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And I'm going to show you those six different ways in a moment.
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students of English usually listen for words like written words native English speakers listen for sounds
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and then make the meaning from the sounds that's the difference let me show you those six ways
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that words change their sound
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and I'll also show you with an example how you can use this information to really understand fast spoken English.
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Okay.
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Now, this took me three months to learn when I was training to be a teacher.
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You're going to get this in three minutes.
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Okay.
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Let's do it.
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Okay.
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One, contractions.
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That is, that's.
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So, you're expecting to hear that is, but you actually hear that's i am i'm number two linking
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for example a good idea you're expecting to hear actually you
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hear a good idea idea a good idea linking of words
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number three dropping the first word you may expect to hear um i don't like
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that but you might hear don't like that
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first word disappears you're expecting that or that's a good idea but you hear it's a good idea
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it's a good idea that disappears number four weak forms
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so many prepositions in english have a weak form
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and a strong form for th to ta can can not a preposition but can can so for example we'll get
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For me is actually for me.
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To go is actually to go.
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And also, I can swim.
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I can swim.
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I can swim.
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Number five is elision.
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And this is where one sound in a word disappears.
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For example, next week.
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In reality, you hear next week.
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The T sound.
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It's not there.
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Next week.
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Next week.
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I must go.
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Written.
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I must go.
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The T goes.
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I must go.
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I must go.
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Okay.
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I don't know.
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I don't know.
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I don't know.
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Sometimes even don't know.
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The I also disappears, right?
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Don't know.
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Number six, assimilation.
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So when two words come together, that sound in the middle often changes.
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Common example is that.
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That friend becomes that friend.
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That, the T is no longer plosive.
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It's that. That friend. That book. That pen.
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So those are six very common changes that happen to words when we speak.
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So, let's look at a practical example, okay?
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You might hear a conversation with native English speakers a bit like this.
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It's a good idea.
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I'm up for that.
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We can go next week.
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Want to bring that friend of yours?
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Uh, don't know.
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Maybe.
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And you may not understand it because you're expecting to hear this.
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That is a good idea.
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I'm up for that.
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We can go next week.
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Do you want to bring that friend of yours?
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I don't know.
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Maybe.
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But spoken English is not the same as written English, right?
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We've seen six ways the sounds change.
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Listen again and see if you can notice those changes and hear the sounds and the meaning.
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I'll do it first slowly with pauses and then quickly.
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Okay, ready?
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First one.
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It's a good idea.
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I'm up for that.
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We can go next week.
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Want to bring that friend of yours?
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Don't know.
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Maybe. And more quickly.
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It's a good idea.
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I'm up for that.
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We can go next week.
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Want to bring that friend of yours?
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Don't know.
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Maybe.
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So, can you start to see and notice and hear some of these changes?
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So, my first big tip for you, right, is to get familiar with these six differences.
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Pronunciation features.
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If you're studying for IELTS, these are key pronunciation features the examiner is listening for, okay?
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What you need to do, I would say, is as you're listening to English, start to notice linking, contractions, assimilation, all of these things.
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Just start to notice them, okay?
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Now that you know about them, they'll become more obvious, okay?
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Another tip is also use context to help you.
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I mean, if you've got three mates in a pub, there's no context, But if you're watching a film, use the context and the setting to help you construct meaning.
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And focus on the stressed words.
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It's the stressed words that carry the meaning.
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And as native English speakers, this is what we listen to, the stressed words.
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Because as you know, we swallow lots of other words.
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Okay, that's number one.
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Let's move on.
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Right, number two.
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What the hell are they talking about?
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So there you are.
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You're in the pub with your mates, your British friends, John and Sarah.
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And you're listening to the conversation.
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And it's like Wimbledon, tennis.
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What the hell are they talking about?
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And the thing is, right, you may not be familiar with predictable conversation structures and turn-taking.
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There's a difference between watching a teacher, like on YouTube or in a classroom,
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one person, and listening to a conversation with several people.
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The thing is, you need to know the typical conversation structures.
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in English because they may be different from your own language or your own country.
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For example, in Spain, it's quite different from being in Britain, the conversation structures.
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So let's take an example.
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We're in the pub with John and Sarah.
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Actually, I'm going to call them A and B.
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Conversation structure.
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A asks for an opinion.
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What do you think about banning social media?
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B gives an opinion.
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I think it's a good idea.
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We should ban it.
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And asks for A's opinion.
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What's your take?
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A will comment on that opinion, often hedging politely.
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Well, I know what you mean, but, and then give their own opinion.
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I reckon we shouldn't ban it because otherwise they end up finding a way around it or going on the dark web.
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Next, B will often connect a personal experience to that topic.
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Yeah, that's true.
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I've got a mate and his parents banned his phone
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and in the end he found a way around it and he was on the dark web and all of that.
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So this structure is a typical conversation structure that you get, at least in Britain, especially amongst friends.
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So my tip is to become familiar with these different kinds of conversation structures.
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And how do you do that?
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Well, you can't do that listening to me or listening to your teacher.
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You've got to listen to conversations.
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The perfect way is the TV, the internet, Netflix.
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Watch programs where there are conversations, right?
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So not the news, for example.
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reality TV shows, soap operas.
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In Britain, we've got, I don't know, Crossroads, Coronation Street, EastEnders.
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There's lots of them.
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Soap operas are great.
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Or your classic drama shows, the classic Friends from the US is a great one,
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where you're experiencing natural spoken conversation structures.
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Even if it's a simple ABA or ABAB, just getting familiar with those is going to help you understand natural spoken English.
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Let's move on.
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Right, next.
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Native speakers, they speak so fast.
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Not quite true.
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I'm sorry, it's not true.
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Some native speakers speak quickly, some speak more slowly.
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It's all relative.
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It's that you're not used to listening to fast English, so you think it's fast.
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It's not.
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Naturally, I speak quite slowly.
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For you, I speak even more slowly so you understand me.
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But it's about getting used to the speed.
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That's all it is.
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So the thing is, as a student at school, in the classroom, With your learning materials, everything is slowed down.
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Everything's made easy so you can learn.
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And that's great.
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Learning materials are great.
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But you must also, also use authentic English materials.
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Start listening to films, series, podcasts from day one.
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Don't wait till you're intermediate.
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Big mistake.
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So many people do that.
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And then it's difficult.
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Listen to the real English from day one, A1 level, beginner.
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Even if you're just getting used to the melody, doesn't matter if you understand nothing.
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It's getting used to the sounds, remember?
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It's not the written word, it's the sounds you need. So that's really important.
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You know, when I started learning Chinese, even before I went to China,
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I was listening and watching films without subtitles in Chinese for a month.
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I didn't understand a word.
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Well, very little.
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Now and again, there was the, oh, ni hao, pang yu, and some words.
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And that was great.
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But I was getting the melody and the intonation.
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And it was a big investment, but a huge payoff.
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It is so, so worthwhile doing and will help you understand fast native speakers.
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All right, let's move on.
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Next one.
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Oh, by the way, if you're enjoying this, do give me a like, subscribe to the channel.
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It helps a lot.
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And if you want to review all of this, there's a PDF you can download from the link in the description.
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let's get into the next point of why you can't understand native speakers and what to do about it.
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Oh, those native English speakers have a strange accent.
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Let's not call it strange.
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It's an unfamiliar accent.
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And there are so many of them.
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And unfamiliar accents can confuse you.
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It's often the vowel sounds that change.
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Like in the south of England, they will have a bath.
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In Manchester, we have a bath.
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Bath, bath.
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In England, you may say, oh, it's a nice house.
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In Scotland, oh, nice house.
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Again, south England, let's go now.
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Over in Ireland, let's go now.
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And then England, hot.
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America, hot.
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and again america has lots of different accents east coast west coast miss mid-country new york accents there are
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so many accents and the challenge for students is as they're learning they normally have one teacher
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and often at school it's a local teacher with a local
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accent not a native english accent that's fine local teachers are fantastic and brilliant And in addition to that sound,
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you need also to be listening to other accents, right?
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For the vowels, for the intonation, for the melody, which is different.
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Simple tip, simple answer, Netflix or Prime or Amazon or Apple or Disney.
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Just listen to all the different accents you can get used to, right?
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Even if you're not understanding everything, get used to the sounds and how they're different.
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You don't need to learn to speak with an American or British accent at all.
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It's not about accent, but understanding, yes.
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Let's move on.
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What does he really mean?
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He says this, but does he really mean this?
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Pragmatics.
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Pragmatics is all about what you mean may not be the same as what you say, right?
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For example, if I say, oh, it's cold in here, maybe what I really mean is shut the window. But I'm being polite.
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This area of pragmatics can be very different between your language and English.
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Even amongst British Americans, Australians, we have different pragmatics, whereas what we say may carry a different meaning.
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It's almost the hidden meaning behind the words.
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So sometimes it's hard to understand native speakers.
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Even though you understand the words, you may not understand the meaning behind the words.
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A few examples, right?
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For example, a British person says about a film, that's interesting.
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Now, an American may think that I liked the film.
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But the British person who says, oh, that's interesting, probably means it was terrible.
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It's a different way of using the word.
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If we say in a meeting context, an American might say, I'll think about it.
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and it probably means they will think about it.
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But if a British person says, I'll think about it, it means they are not going to think about it.
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Forget it.
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It's over.
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It's not going to happen, right?
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Another classic one about British and American differences of pragmatics.
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British people use the expression not bad a lot.
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That restaurant's not bad, right?
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That restaurant's not bad.
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The intonation can change it a bit.
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But often for a British person, that means it's quite good.
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We like the restaurant.
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It's not bad, that restaurant.
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But an American may hear that and think, I didn't like the restaurant.
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Because they might say, it was amazing.
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We never say that in British English.
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Well, we do, but we like to say, it's not bad.
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Meaning, I like it.
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It's good.
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OK, so the pragmatics can be difficult to understand the real meaning of English, of native English speakers.
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So my tip for you here, first of all, be aware of pragmatics.
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Be aware of the different meaning.
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And it can depend on the intonation, the situation, cultural references, the relationship between the people,
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especially the power dynamics in that relationship.
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My second tip is try and, again, expose yourself to natural spoken English in situations.
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This is one reason why I don't like students learning lists of words or learning a list of phrase, because outside of the context,
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it may have a different meaning.
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It's really good and powerful to learn your English in context, in situations situations.
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Watching films, clips, whether it's podcasts, chat shows, getting your language,
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discovering new language from the situation can help you get to grips with pragmatics.
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All right, let's move on.
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Right, idiomatic language.
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And this is where sometimes you hear something and you think, What does that mean?
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That doesn't make sense.
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Idiomatic language includes idioms.
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A lot of phrasal verbs are idiomatic, where the single words have a meaning,
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but the meaning of the whole phrase is different from the individual words.
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For example, somebody says, he spilled the beans.
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It's like, oh dear, I hope he's all right.
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Was it a mess?
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No, he didn't spill any beans it means he told a
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secret right he let the cat out of the bag
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but he doesn't have a cat no it means he told
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a secret he let the cat out of the bag oh these are idioms
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and it's even more challenging or fun because american idioms are sometimes different from british idioms right um
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you can imagine a British person, an American person, and the British person says, oh, my boss lost his rag.
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And the American says, oh, where did he lose it?
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No, no, no, he didn't lose anything.
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He lost his rag.
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He got angry.
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He got very angry.
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Oh, like he lost his temper.
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Yeah, lost his temper, got angry.
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Different idioms, right?
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Lose your rag, lose your temper.
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I remember once working with an American and I said one day we should go for lunch together.
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And he said, oh, I'll take a rain check.
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And I said, no, I don't think it's going to rain tomorrow.
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We'll be fine.
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And he kind of looked embarrassed and went, no, no, well, maybe not tomorrow.
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Maybe at a later date.
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To take a rain check is an American idiom, meaning to kind of politely decline an offer or postpone it.
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And I didn't know that at the time.
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But that's the fun bit is you pick up these idioms as you learn, learn and more.
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So my tip for you here is it's a bit like walking across a field
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and you're picking a flower and you pick a flower and you carry on walking and you pick another flower.
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When you get home, you have a big bunch of flowers.
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I'm not sure if green activists will like the metaphor, but it's the same with learning idioms.
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On your learning journey, as you're going through learning, pick up an idiom here, here, make a note, build them up over time, right?
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That's the best way to do it through conversations.
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Again, listening to natural spoken conversations with native English speakers or through films and series.
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Pick them up one by one.
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If you like, you can go and study my 150 idioms course.
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If you like, I can use my platform to blatantly advertise to you.
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There you go.
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Key thing is just build them up over time and it will help you understand real spoken English from native English speakers.
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All right, let's move on.
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So, did you watch Love Island last night?
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Love Island is a reality TV show, probably in many countries around the world.
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My sister loves it, right?
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I honestly can't bear it.
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I don't watch it.
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However, often in conversations, native English speakers will make reference to TV shows,
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pop songs, advertisements, even humor, jokes.
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It's cultural references.
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And these cultural references, if you don't know them, you can't follow the conversation, okay?
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So cultural references are not just about country or nation, it's age as well.
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You get a lot more references to music, maybe from teenagers, younger people than older people.
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But these cultural references can be an integral part of communication with native English speakers and not only communication, but bonding as well, I guess,
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right, that you understand me.
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So I don't think this is hugely important unless you're living in a country like England,
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Scotland, Australia, Canada, where it probably is important to get familiar with the local culture,
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including pop culture, jokes, learning what jokes are, references that are happening through the culture,
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whether it's music, art, etc. Okay, so yeah, if you're in a particular country,
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I think it's worth investing time exposing yourself to the local culture.
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And then you're more likely to pick up these cultural references,
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which are often used in conversations Monday morning in the office around the water cooler.
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But again, I don't think it's hugely important unless you're living in a native English speaking country.
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Now, somewhat connected to this is my next point.
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I guess connected to this is also slang.
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Slang is kind of the informal language used by certain groups of people or identities or people in a certain region.
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So you may have, you know, Scottish slang or teenager slang.
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Again, I don't think it's that important really to learn it.
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unless you're living in a particular place or you're surrounded by a particular group of people.
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But even then, you see, I mean, imagine that you really like watching American teenager high school series.
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You're naturally going to pick up the slang they use anyway from watching that.
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So I don't think it's that important.
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And slang changes over time.
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I mean, I know words in Britain like, you know, it's sick, right?
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Meaning it's really good.
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Or mate, meaning friend.
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Or I'm skint, meaning I'm broke.
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But slang changes over time.
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And the youth in Britain today use words that I don't understand because I don't mix in that environment.
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So is it important?
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Not that important.
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I wouldn't worry too much about it but you'll be aware
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that slang exists and maybe that's sometimes why you cannot understand certain native English speakers.
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I'm going to move on now to the last one which will really open your eyes.
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Should I use subtitles?
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It's a good question and a very controversial one, right?
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When I was a young man, old man, growing up, we never saw subtitles.
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Very rarely.
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Not on the TV.
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If you watched a French film, maybe.
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Nowadays, subtitles are everywhere.
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On Netflix, social media, everywhere you look, subtitles or captions.
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And I get it.
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The idea is to be inclusive.
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It helps more people access the content.
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Absolutely.
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Although on social media, I'm not sure that's the motivation.
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I think a lot of content creators realise people scroll with the sound off
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and then captions were needed because people are reading.
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But it is inclusive.
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However, as a language learner, captions, subtitles destroy your listening skills.
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They're great if your objective is to learn some vocabulary.
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Fine.
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But if you want to develop listening skills, turn off the subtitles.
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They will destroy your listening skills.
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And what's more, they encourage you to focus on the written word instead of the sound.
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So you've got your subtitles, right, saying that is a good idea and you hear it's a good idea.
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You go, that's not what he said.
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Of course not.
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The written word is different from the sound.
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It's a good idea.
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I'm up for that.
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Do you remember at the beginning of the video?
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Right.
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So if you want to develop your listening skills, turn off the subtitles.
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Finally, this ability to understand fast English,
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native English speakers doesn't come from study.
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Study, like this video, is a good first step.
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And if you want to study this more and review, there is a PDF you can download to help you review and study.
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But to actually get good at this and to understand native English speakers, you need to practice.
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And it takes time.
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It takes years and years of experience to develop this ability.
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So I encourage you to practice, but also adjust your expectation.
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Don't expect to be fluent in three months or a year.
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Takes a long time.
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Just to give you an idea, in my 20s, I moved to live in Spain and work in Spain.
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It took me about three years to get really good and confident in Spanish.
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Not fluent, but very, very close.
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three years I was working in English
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but I lived with Spanish people I had about five hours a day over three years with Spanish practice
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and study my daughter
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when we came back to Spain later she was about 10
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years old it took her two years to get fluent in Spanish
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and that was nine hours a day at school for two years.
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Now, if you're studying one hour a day, how long will it take you to become fluent?
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You can do the maths, but my message is it takes a long time.
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It's experience with the language.
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The great news is it's great fun.
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It's challenging, but it's fun.
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And if you're enjoying the journey, you're going to learn so much more.
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How exciting, right?
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Languages, great fun.
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So if you want to review today's lesson, check out the PDF.
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If you want to take your learning a step further and not only improve listening skills,
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but actually develop your speaking skills so you can speak natural spoken English better and better, whether it's for everyday life or for IELTS,
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come and check out my online courses.
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You can improve grammar, fluency, idioms you can learn, preparation for IELTS speaking.
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It's all there.
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The links are down below.
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Check them out.
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And if they're right for you, I would love to see you on the courses.
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In the meantime, thank you so much for watching me today.
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It's been great fun for me.
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I hope you've enjoyed it, learned something useful, and I look forward to seeing you soon.
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Take care.
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Bye-bye.
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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「Understand Native English Speakers: 10 Tips!」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：english, word, native, speaker, conversation。 この動画には、シャドーイング用の文が451文、単語が4112語あります。 音声の長さは31:08です。 話す速さは1分あたり約132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87%は英語の頻出3,000語に含まれるため、語彙は分かりやすいです。
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 |
|---|---|---|
| accent 名詞 | /ækˈsɛnt/ | 強音, 強調 |
| idiom 名詞 | /ˈɪdiəm/ | 熟語, 成句 |
| subtitle 名詞 | /ˈsʌbtaɪtəl/ | 字幕 |
| pragmatic 形容詞 | /pɹæɡˈmætɪk/ | 実利的な, 実用主義の |
| intonation 名詞 | /ɪntəˈneɪʃən/ | イントネーション, 抑揚 |
| fluent 形容詞 | /ˈfluənt/ | ぺらぺら, 流暢な |
| disappear 動詞 | /dɪsəˈpɪɹ/ | 消える |
| idiomatic 形容詞 | /ˌɪd.iː.əˈmat.ɪk/ | 熟語 |
| caption 名詞 | /ˈkæp.ʃən/ | キャプション |
| melody 名詞 | /ˈmɛl.ə.di/ | 歌曲, 調べ |
| teenager 名詞 | /ˈtiːnˌeɪ̯d͡ʒə/ | ティーネージャー, ティーンエイジャー |
| assimilation 名詞 | /əˌsɪməˈleɪʃən/ | 同化 |
| contraction 名詞 | /kənˈtɹækʃ(ə)n/ | 収縮 |
| preposition 名詞 | /ˌpɹɛpəˈzɪʃən/ | 前置詞 |
| vowel 名詞 | /ˈvaʊ.əl/ | 母音 |
動画に出てくる句動詞
| 単語 | 意味 |
|---|---|
| pick up 動詞 | 拾う, 拾い上げる |
| check out 動詞 | 試験する, 検査する |
| turn off 動詞 | 消す, 切る |
| grow up 動詞 | 成長する, 大人に成る |
| look forward to 動詞 | 楽しみにする |
| slow down 動詞 | 遅らせる |
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're going to get this in three minutes.
- Do you want to bring that friend of yours?
- We've seen six ways the sounds change.
- What do you think about banning social media?
- Do you remember at the beginning of the video?
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 |
|---|---|
| 条件文 if + 節, will/would + 動詞 — 条件とその結果 | if a British person says, I'll think · if green activists will like · if they're right for you, I would love |
| 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 slowed · is shut · were needed |
| 関係詞節 who / which + 節 — 人や物について情報を加える | melody, which is · person who says · one which will |
| 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 | We've seen · you've enjoyed |
注意したい発音
話し手はyou're, don't, I'mなど、短縮形や弱形を114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。
- 「th」の音: worthwhile /ˌwɜː(ɹ)θˈwaɪl/, authentic /ɔˈθɛn.tɪk/, mathematics /mæθ(.ə)ˈmæt.ɪks/
- 「sh」と「zh」の音: intonation /ɪntəˈneɪʃən/, caption /ˈkæp.ʃən/, assimilation /əˌsɪməˈleɪʃən/, contraction /kənˈtɹækʃ(ə)n/, preposition /ˌpɹɛpəˈzɪʃən/
- 長い単語（アクセントの位置に注意）: intonation /ɪntəˈneɪʃən/, idiomatic /ˌɪd.iː.əˈmat.ɪk/, assimilation /əˌsɪməˈleɪʃən/, preposition /ˌpɹɛpəˈzɪʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/
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。accent, idiom, subtitle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。