シャドーイング練習: What is time? - 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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What is time?
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It's a difficult question, and part of the difficulty is that it can mean several different things.
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It could mean, why does it feel like time passes?
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And why does it feel like there is a special moment that we call now, which separates the past from the future?
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A second meaning is, where does time come from?
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And a third, what do we even mean by time?
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I'll start with the third question because it's the easiest, meaning it'll only hurt your brain moderately.
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In physics, we use the word time in two different ways.
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The one refers to the role of time in Einstein's theories.
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Einstein taught us that time is a coordinate, like space.
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This means that time becomes a label to order events.
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This time coordinate isn't uniquely fixed.
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You can change it just like you can change coordinates in space where you can use, say, Euclidean or spherical coordinates.
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You can make different choices for the time coordinate too.
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This doesn't actually change time.
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It's just a different way to describe the same thing.
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This coordinate time in Einstein's theory is a way to describe what happens in our universe.
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It isn't in any way directly related to our perception of time.
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The second way we use the word time is in a constructive sense.
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Time is what a clock measures.
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But this brings up the question, what is a clock?
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Clocks are made of matter, and from this matter, we identify some quantity that tells us how time passes.
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For example, because the motion of the system recurs periodically, like, say, the swing of a pendulum, the beat of a heart,
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or Kevin checking his phone.
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In Einstein's theory, this matter time should correspond to the length of a particle's path in space -time.
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It's also called the prop time.
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In quantum physics, actually, we don't really know what time is.
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Physicists have made attempts to define clocks in quantum physics to define time from that,
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but I think it's fair to say that there is no general agreement on how to do it.
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Let's then talk about the second question.
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Where does time come from?
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Maybe it just doesn't come from anything.
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Maybe time just is.
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It's one of the fundamental ingredients of the universe.
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But another possibility is that time arises from something else.
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We then say that time is emergent.
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This is why you sometimes hear physicists say time is an illusion because it might come from something else.
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But what's this something else?
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One quite well -trodden path is that time is a consequence of causality.
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Because for causality to make sense, you need an order in how things happen.
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This causality -first approach has been pursued in a variety of ways in Raphael Sorkin's causal sets,
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but also in Stephen Wolfram's hypergraphs and Felix Finster's causal fermion systems.
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A completely different take comes from Julian Barber, who says that really fundamentally there's no such thing as time.
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What's real is merely that the relations of particles to each other can differ, and time is the way that we order them so that it makes sense.
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I don't really understand this, so please don't ask.
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Somewhat more digestible is the idea that the universe was once a four -dimensional space, and at some boundary in that space, one of the dimensions turn to time.
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This is what happens, for example, in the Hawking -Hartell No Boundary Proposal.
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So it's quite possible that time ultimately comes from something else.
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We just haven't really figured out how.
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Let's then come to the most difficult of the questions.
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Why do we have the feeling that time passes?
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And why do we have the feeling that there is a special moment that we call now?
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Part of this question asks about what's going on in the human brain.
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How does the brain keep track of time?
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Well, I'm a physicist and I don't have the slightest idea how the human brain works.
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But basically, the issue is that we can remember the past, but not the future.
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Einstein was bothered by this greatly and called it the problem of now.
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In our maths, we don't have a now.
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Do we need one?
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On the one hand, one could argue that physics isn't meant to describe human's subjective experience, so who really cares?
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On the other hand, if you believe that fundamentally everything, including the human brain, is made of particles,
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then this Now experience must come from something.
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There are only two ways to resolve this conundrum.
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Either our perception of being in a particular moment doesn't correspond to anything in the fundamental structure of the universe.
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Every moment is special when it happens, but all moments are the same in this, so none is special.
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The other way to resolve the problem is to postulate a physical notion of now.
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There is really only one example I know for this, which comes from George Ellis.
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He says that what creates the present moment is the collapse of the wave function.
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Personally, I lean towards the causality first interpretation and think that now doesn't have a fundamental meaning.
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But maybe more importantly, this is a pretty big question
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which most physicists don't take very seriously and I find this rather unfortunate.
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I believe that causality is the key to understanding how nature fundamentally works.
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I spend so much time thinking about time that I should be getting an interest rate.
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And if it's really an illusion, then it's certainly doing an amazing disappearing act.
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Come to think of it, though, the first key to understanding nature is clearly mathematics.
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And while watching YouTube videos is a great entry point, if you want to really understand something,
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you need to actively engage with the subject.
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This is why I recommend you check out the science and maths courses on Brilliant.
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All courses on Brilliant have interactive visualizations and come with follow -up questions.
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What you see here is from their newly updated maths courses.
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No matter how abstract the topic seems, Brilliant's courses have intuitive visualizations that really click into my brain.
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I found it to be a highly effective way to build up knowledge.
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And Brilliant covers a large variety of topics in science, computer science, and maths, from general scientific thinking to dedicated courses,
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just what I'm interested in.
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And of course, I have a special offer for viewers of this channel.
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If you use my link brilliant .org slash Sabine or scan the QR code, you'll get 20 % off the annual premium subscription.
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So go and check this out.
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Thanks for watching.
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See you tomorrow.
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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89文、単語が1115語あります。 音声の長さは7:16です。 話す速さは1分あたり約153語で、日常会話に近い自然なペースです。 単語の82%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。

  • mathematics /mæθ(.ə)ˈmæt.ɪks/ (名詞) — 数学. An abstract representational system studying numbers, shapes, structures, quantitative change and relationships between them.
  • clock /klɑk/ (名詞) — 走行距離計. A chronometer, an instrument that measures time, particularly the time of day.
  • physics /ˈfɪz.ɪks/ (名詞) — 物理学. The branch of science concerned with the study of the properties and interactions of space, time, matter and energy.
  • fundamental /ˌfʌn.dəˈmɛn.təl/ (形容詞) — 基本的な. Related to a foundation, base, or basis; serving as a foundation.
  • topic /ˈtɑpɪk/ (名詞) — 話題, テーマ. A subject; a theme; a category or general area of interest.
  • perception /pɚˈsɛpʃ(ə)n/ (名詞) — 知覚. The organisation, identification and interpretation of sensory information.
  • resolve /ɹɪˈzɑlv/ (動詞) — 解く, 分解する. To find a solution to (a problem).
  • boundary /ˈbaʊndɹi/ (名詞) — 境界, 境. The dividing line or location between two areas.
  • quantum /ˈkwɑntəm/ (名詞) — 量. The total amount of something; quantity.
  • illusion /ɪˈl(j)uːʒ(ə)n/ (名詞) — 幻想. A distortion of sensory perception where real stimuli lead to a false or misleading impression of reality.
  • particle /ˈpɑɹtək(ə)l/ (名詞) — 粒子. A very small piece of matter, a fragment; especially, the smallest possible part of something.
  • correspond /ˌkoɹəˈspɑnd/ (動詞) — 文通する. To be equivalent or similar in character, quantity, quality, origin, structure, function etc.
  • argue /ˈɑɹ.ɡju/ (動詞) — 議論する, 論ずる. To show grounds for concluding (that); to indicate, imply.
  • refer /ɹɪˈfɜː/ (動詞) — 問い合わせる. To direct the attention of (someone toward something).
  • label /ˈleɪ.bəl/ (名詞) — 荷札, 貼り札. A small ticket or sign giving information about something to which it is attached or intended to be attached.

動画に出てくる句動詞

  • bring up (動詞) — 育てる. To mention.
  • check out (動詞) — 試験する, 検査する. To record the departure or withdrawal of someone or something (such as guests, employees, books, etc.).
  • get off (動詞) — 降りる. To move from being on top of (something) to not being on top of it.

注意したい発音

話し手はdon't, doesn't, isn'tなど、短縮形や弱形を19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: mathematics /mæθ(.ə)ˈmæt.ɪks/, bother /ˈbɑðɚ/
  • 「sh」と「zh」の音: perception /pɚˈsɛpʃ(ə)n/, illusion /ɪˈl(j)uːʒ(ə)n/, relation /ɹɪˈleɪʃ(ə)n/, interpretation /ɪnˌtɜːpɹəˈteɪʃən/, notion /ˈnoʊʃən/
  • 長い単語（アクセントの位置に注意）: coordinate /koʊˈɔɹ.dəˌneɪt/, mathematics /mæθ(.ə)ˈmæt.ɪks/, fundamental /ˌfʌn.dəˈmɛn.təl/, difficulty /ˈdɪfɪkəlti/, interpretation /ɪnˌtɜːpɹəˈteɪʃən/

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. まず0.75倍速で一文ずつシャドーイングし、慣れてきたら通常の速度に戻します。
  3. 自分の声を録音して元の音声と比べます。mathematics, clock, physics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are made · has been pursued · was bothered
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have made · has been pursued · haven't really figured

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 →