シャドーイング練習: What's going on inside a baby's mind? - YouTubeで英語スピーキングを学ぶ
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Hello and welcome.
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Hello and welcome.
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We have a very special SGMD today from New York City in partnership with the Clinton Global Initiative.
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And today we're talking about the science of success, investing in babies minds.
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Let me just tell you,
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there's something a little intimidating about doing a panel on intelligence.
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It's very hard to look good,
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I think, especially when you meet our guests in just a moment.
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But before I introduce them,
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I want you all to think for about a couple of points.
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What is intelligence?
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What is the value of intelligence?
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And how do we ensure that every child out there can reach their full potential?
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I'm a neurosurgeon and I'm fascinated with what I think is the most complex biological system in the world.
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So let's just take a moment to appreciate it.
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By the time a human embryo is five weeks old,
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it is just the size of an apple seed.
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But the brain has already begun to grow.
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By eight weeks the basic structure of the brain and central nervous system are in place.
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The neural networks are spreading out,
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and even now the nerve signals are traveling more than 150 miles an hour.
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At birth, nearly all 100 billion neurons of the human brain are already in place,
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but the brain only weighs about 25% of what it will later on.
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It's about to embark on its fastest growing period,
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quadrupling in size by the time a child finishes preschool.
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By age six, the brain is 90% of its adult size.
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During that burst of growth,
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700 new neural connections are formed every second as we gain the capacity to smile around two months,
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to talk usually around a year,
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and to dress ourselves, around the age of three.
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In those early years, in fact throughout our lives,
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the brain changes through experience,
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learning to speak, taking those first steps,
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understanding colors and shapes, forming novel thoughts.
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But as certain neurons are used more frequently,
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other unused neurons go away.
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It's a process called pruning and almost anything can shape us in those baby and toddler years.
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First words, first ice cream,
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first TV show, first argument, for better or worse.
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And here with me now, Dr. Rosemary Trullio.
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She's the Vice President of Education and Research for the Children's Television Workshop.
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Among other things, that means she's responsible for developing the curriculum that you see on Sesame Street.
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Also, Dr. Nadine Burke Harris,
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she's a pediatrician from Oakland,
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California, where she's founded the Center for Youth Wellness, which she runs.
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She's also an expert advisor to Too Small to Fail,
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an initiative which was launched by Mrs. Clinton
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and the Clinton Foundation to improve the well-being of kids from birth to age five.
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And I think you may recognize the woman right here to my left.
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Hi, Sanjay.
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Back about 40 years ago,
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I think the book was called Beyond the Best Interests of the Child.
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Ah, you've done your homework.
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Yes.
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40 years ago, you were about 10 years old.
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Yeah, I was.
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I was.
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A very precocious fifth grader.
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Yes.
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But, you know, it's interesting because we went back and looked at some of that research.
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And when you talk about educational achievements,
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we've certainly made progress in some areas.
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But over 40 years, I think most people agree,
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not nearly as much as we would have wanted as a country.
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Do you point to any particular things and say,
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here's where we sort of missed the boat?
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I think a couple of things,
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and in no particular order.
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I think that life was not as fast-paced or as stressful in many,
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many ways 40 years ago,
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and certainly even before that.
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Yes, were there problems?
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Did our parents and grandparents face a lot of difficulties?
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Absolutely.
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But income has stagnated people's economic futures don't seem as predictable and stable as they did perhaps to a prior generation.
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And that kind of stress and anxiety does affect how you interact with your children,
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and particularly your youngest children.
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I think also with the increasing ubiquity of television and now with screens of all kinds in our homes,
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I think too many people drew the wrong conclusion that,
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yes, talking, teaching your children words,
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singing to them, reading to them,
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all of that is great,
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but that people are talking on TV.
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So if we put them there or if we give them,
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you know, access to a computer or an iPad or whatever,
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you know, they're going to get that too.
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And what we now know from the brain research is that doesn't work that way.
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It's the human interaction and reinforcement.
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You talk a lot about adverse childhood experiences,
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as I read in your paper.
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Look, there are a lot of kids out there who have tremendously tough lives,
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and they face a lot of adversity.
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How do you stratify who is going to be able to rise through
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that and maybe even be better because of it and those who are just going to be really harmed by it?
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Yeah, so the term adverse childhood experiences comes from the seminal study
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that was done by the CDC and Kaiser Permanente and
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when they looked at 17 and a half thousand adults what they found was
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that folks who had greater exposure to these adverse childhood experiences including abuse
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and neglect or household dysfunction like parental mental illness or parental incarceration or domestic violence,
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those folks had dramatically increased risk of chronic disease.
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And when we look at individual susceptibility to that,
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what the science shows us is that it's a combination between nature and nurture.
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It has to do with our biology,
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but it also has to do with the environment.
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And frankly, we know that early detection makes a big difference.
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And particularly when we're thinking about young children,
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we know that children's exposure to adversity,
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the earlier we intervene, the better the outcome.
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Is it important, Secretary Clinton,
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for two parents to be involved?
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You wrote the book, It Takes a Village.
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I mean, two parents, one parent.
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Does it have to be a parent to provide some of these buffers that Dr. Burke Harris is talking about?
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Well, I think as the doctor said,
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there are other ways to provide that buffer.
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You know, sometimes it is a grandparent,
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sometimes it's an older sibling or an aunt or an uncle.
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You know, every child, though,
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needs a buffer, or as I like to say,
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every child needs a champion.
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And that champion has to,
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you know, really invest in that child,
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and to a certain extent,
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buffer and protect that child from whatever the other stresses are.
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このビデオでしゃべる練習をする理由
赤ちゃんの脳の発達についてのこのビデオは、非常に興味深いテーマであり、理解を深めるために英語でのしゃべる練習をする良い機会です。特に、小さな子供たちの成長や発達に関する科学を話すことで、英語での表現能力が向上します。このビデオを通じて、英語の発音を良くするための効果的な手段となるのが、英語シャドーイングです。影のように話すことによって、リズムやイントネーションを保ったまま、自然な表現を学ぶことができます。
文法と文脈における表現
このビデオで使われるいくつかの重要な文法構造や表現を分析してみましょう。
- “By the time...” - 「〜の時までには」という表現は、時間的な前後関係を示すのに非常に便利です。
- “...are already in place” - 現在完了形の表現は、過去の出来事が現在にどのように関わっているかを示します。
- “the brain changes through experience” - 「経験を通じて...変化する」という表現は、プロセスや変化といった意味を強調します。
- “a process called pruning” - 特定のプロセスに名前を付けることで、専門的な内容を明確に伝える手法です。
一般的な発音トラップ
このビデオで注意すべき発音のポイントをいくつか挙げます。
- “neural networks” - “neural”の発音は「ニューロー」のように、母音の強調に気を付ける必要があります。
- “potential” - この単語の発音は「ポテンシャル」で、特に「t」の発音に注意しましょう。
- “pruning” - ここでは“prune”という単語が使われていますが、発音は「プルーニング」とうまく発音することが重要です。
- “investing” - “in-” の部分が発音時に軽く聞こえることがあるため、注意が必要です。
英語を学ぶ際に、IELTS スピーキング対策としてこのようなビデオを活用して、実際の会話に近い状況を体験することが非常に有益です。自分の声を録音し、再生してみることで、shadowspeaks技術を使った練習を続けましょう。これにより、発音や表現力が向上し、より自信を持って英語を話せるようになるでしょう。
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。