シャドーイング練習: Which TWO points did students most frequently make about their musical background before PART 3 - 動画で英語スピーキングを学ぶ

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Part 3.
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You will hear two music students discussing the results of a survey they have done.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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So, Gareth, we need to organise the findings from our survey or music students for the final presentation.
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Yes, Lorna.
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I think we've got some very interesting results.
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Obviously, we need to start by saying
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that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.
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And then we should talk about the students' musical backgrounds before coming to university.
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The most important points to make are
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that although most people have actually composed music during the course
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that wasn't the case when they arrived
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and the other thing they had in common was the piano
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well they'd had access to a piano at some point
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but not all had studied it formally i thought the most interesting finding was
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that before coming here almost everyone was involved in a chamber orchestra
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or band or singing in a choir and playing in front of live audiences but varying enormously in size.
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Some had only played in tiny venues.
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I think it's worth saying that.
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OK.
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And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.
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But in most cases, one of the instruments was dominant.
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Right.
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We need to talk about attitudes to music practice.
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The most striking thing here is
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that even students who you'd expect to practice for hours every
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day until they get it perfect say it's being terrified of failing that really makes them practice.
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I know I'm the same.
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Me too.
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It's interesting what was said about practicing alone.
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Some people preferred that because they could focus more on their weak points.
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But that wasn't a majority view.
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What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.
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That's right.
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OK, after that we should talk a bit about the pieces that students select for assessed performances.
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There wasn't quite so much consensus on this, was there?
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A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.
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But they were in the minority.
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I think the first thing to say is
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that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.
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OK.
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And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students
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before you hear the rest of the discussion you have some time to look at questions 27 to 30
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Now listen and answer questions 27 to 30.
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So finally, we need to look at the findings for students' attitudes to performing.
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We should point out that this includes informal and formal public performances, as well as assessed ones.
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Yes, that's important.
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I expected to find that performing solo would make students very nervous, but in fact that isn't the case.
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They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.
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Right.
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I was surprised by what students said about deciding which pieces to perform.
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I thought they'd all say this was easy.
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For me, it's always been quite straightforward.
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Which pieces do I like best?
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And which pieces can I play well?
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And my repertoire is quite limited anyway.
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But the most commonly cited answer was that it took them ages to make their minds up.
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I suppose it's because there are so many factors involved.
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You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.
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You need to think about all these things, and you can't do that in a hurry.
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That's true.
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Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.
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That can really be fun.
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But most of the music students had never even considered it.
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Right.
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For performing with musicians who play the same instrument, almost everyone put the same thing.
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Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.
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Yes, that's a good point.
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Okay, what I think we should sort out now...
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.

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YouTubeで英語学習：音楽学生の会話から学ぶ

このビデオでは、音楽学部の学生2人が調査結果を話し合っています。大学入学前の音楽的背景、練習への態度、演奏曲の選び方などについて議論しており、自然な日常会話の流れと専門的な用語が混在しています。英語のリスニングやスピーキングの練習に最適な素材です。

日常会話に使えるトップ5フレーズ

  • "the most important points to make are that..."：重要なポイントは～です。議論やプレゼンテーションで使える表現です。
  • "as you might expect from..."：～から予想されるように。一般的な傾向を述べる時に便利です。
  • "the most striking thing here is that..."：最も印象的なのは～です。驚くべき発見を伝える際に使います。
  • "there's nothing more rewarding than..."：～ほどやりがいのあることはありません。自分の感想を強調する表現です。
  • "I expected to find that..., but in fact that isn't the case"：～と予想したが、実際はそうではありません。予想と現実の違いを述べる時に使います。

英語シャドーイングのステップバイステップガイド

このビデオの会話はスピードが速く、専門用語もあるため、シャドーイングには少し工夫が必要です。まず、1回全体を聴いて内容を把握し、重要な単語（例：chamber orchestra, proficiency）をメモします。次に、5秒ずつ区切って再生し、即座に繰り返します。shadow speechのポイントは、発音だけでなくイントネーションやリズムを真似ることです。特に、"I know I'm the same. Me too."のような短い応答は、自然な流れを再現する練習になります。最後に、全編を一度にシャドーイングし、自分の発音と原音を比較して修正しましょう。この方法で、英語の発音を良くするだけでなく、会話の流れを理解する力も向上します。

YouTubeで英語学習をする際は、このような実践的なシャドーイング練習を続けることが大切です。shadowing siteなどを利用して、さまざまな素材で練習すると効果的です。

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
現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係しているhave done · have actually composed · it's always been
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was involved · was said
関係詞節 who / which + 節 — 人や物について情報を加えるstudents who you · pieces which are

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 →