쉐도잉 연습: 5 Tips to Learn Anything FAST - 영상으로 영어 말하기 배우기
레슨 만드는 중...
1
As we get older and especially as we get to our mid and late 20s, it takes an immense amount of focus and energy in order to learn.
2
But that focus and energy feels almost like an agitation, like it's something to back away from.
3
But if we can learn to approach that and understand that that agitation is actually the circulation of chemicals, which is the brain and nervous system telling itself,
4
aha, now I need to pay attention and change, we can start to actually modify the way
5
that system works how do you think our relationship with learning
6
has been formed over time i think it was the great physicist max del brook who said
7
that you know when teaching assume zero knowledge and infinite intelligence i try
8
and keep that in mind i think
9
that we are all innate learners by virtue of the fact
10
that this thing this nervous system as it's called is really
11
a map of our experience the nervous system is there essentially to educate itself
12
so that it can operate better in a given environment.
13
And once one understands that, you start to realize that the forms of learning are many.
14
So whether or not one learns better verbally or visually, or whether one has a propensity for math or for verbal subjects, what is true for all of us is
15
that the brain is there always asking questions and trying to make predictions about its environment.
16
And I think what happens is when we're children, we are learning passively all the time.
17
As we get older and especially as we get to our mid
18
and late 20s it takes an immense amount of focus
19
and energy in order to learn
20
but of course the nervous system can still shape itself well into adulthood almost certainly for the entire lifespan
21
but that focus and energy feels almost like an agitation
22
and i think that as children we don't necessarily experience
23
that agitation because we can for better for worse we can experience
24
and change passively neuroplasticity just happens by way of pure experience.
25
As we get older, mid -20s, early 30s, and so on, that threshold of agitation for people feels like it's something to back away from.
26
But if we can learn to approach that and understand that that agitation is actually the circulation of chemicals, which is the brain and nervous system telling itself,
27
aha, now I need to pay attention and change, we can start to actually modify the way that system works.
28
So that's a bit of a convoluted answer to your question, but I I think that at the heart of our nervous system is this ability.
29
And it's on all of us to understand that that bit of agitation and discomfort need not be interpreted as discomfort.
30
That's the edge where learning is beginning.
31
So confusion, being perplexed, feeling somewhat overwhelmed by the amount of information.
32
That's actually the stir of chemicals that are cueing the nervous system to change because if it can do something easily, there's no reason for the nervous system to change.
33
Now, in terms of different styles of teaching and learning, I think that many of us experience that agitation early on, and we, for reasons that are understandable,
34
we backed away from learning anymore.
35
The agitation, the stress, the embarrassment is actually the cue to the nervous system that it's about to rewire itself.
36
So I think if people just understood that, children and adults would lean into learning more regularly, and hopefully with more ease overall.
37
How can someone start thinking about how they should approach learning?
38
Terrific question and fortunately nowadays we can look to studies done in humans that define some very key principles.
39
The first principle is that the whole process of neuroplasticity and learning is really a two -stage process.
40
First, there must be focus and alertness.
41
That focus and alertness is associated with the release of neurochemicals, so -called neuromodulators, things like acetylcholine in particular, which sort of acts as a highlighter pen,
42
if you will, for certain connections in the brain to later be reinforced, and the neurochemical adrenaline, which is also called epinephrine.
43
Epinephrine is associated with an increase in kind of agitation and alertness.
44
So you need alertness and focus.
45
And then the second stage is that it is only during periods of deep rest, in particular sleep and something that I call non -sleep deep rest, which I've given an acronym because scientists like acronyms,
46
NSDR, non -sleep deep rest, things like yoga nidra, things like shallow naps things like forms of meditation
47
that don't involve a lot of focused concentration it is only periods of intense focus
48
and alertness followed by periods of deep rest
49
that allow the nervous system to change
50
and there is an abundance of evidence for that
51
so that's the first thing to understand the brain actually rewires during deep sleep
52
and rest because during deep sleep
53
and rest naps yoga nidra deep sleep there's a replay of the very same cells in the brain
54
that we're active during learning, oftentimes in reverse for reasons that are still not understood, but at a much higher repetition rate.
55
So you're actually getting repetitions while you sleep.
56
This is why one will strain to learn a language
57
or a motor skill or maths or something like that over and over and over.
58
It doesn't happen.
59
You take a couple of nights sleep, take a break from it, all of a sudden it's there.
60
It's because it happens in rest.
61
Now, there's some other things that one can do to enhance this process further that arrive to us from good data.
62
First of all, there's a so -called ultradian rhythm, which is the 90 minute cycles during which we can focus.
63
pretty well for a duration of about 90 minutes.
64
Of course, flickering in and out of focus.
65
Nobody really focuses for 90 minutes straight unless they've built up
66
that capacity or they are very interested in what they're learning, right?
67
They're just wrapped with attention.
68
Usually people flicker in and out.
69
And of course, nowadays there's a lot of literature and ideas about ways to maintain focus.
70
Put the phone away, limit noise.
71
Some people like background noise, some people like music, some don't.
72
It's very contextual, highly individualized.
73
But 90 minutes is sort of the batch of time
74
that the brain can focus really hard on one thing before it needs a true rest of an hour
75
or two before you can go back to learning or working very hard.
76
The other thing is that there's some very interesting data showing that shallow naps or NSDR, non -sleep deep rest,
77
done within four hours of one of these 90 -minute learning bouts can be very beneficial for accelerating learning.
78
And then there are these incredible data on so -called gap effects.
79
So there've been studies now of skills that are physical skills, mental skills, where people will,
80
for instance, try to learn scales on the piano or a math problem or a spatial problem or a physical skill.
81
And then at random, every so often a buzzer will go off and the person will just be told to do nothing, sit their eyes closed or eyes open and do nothing.
82
Just stop the learning process for about 10 seconds and then return to doing what they're doing.
83
These are these little micro rests.
84
It turns out that during those micro rests, the hippocampus of brain areas you know that's associated with learning
85
and memory and the neocortex also associated with learning
86
and memory undergoes replay of the thing
87
that the individual is trying to learn at 20 times the speed also in reverse just as in sleep
88
and that has can lead and has been shown to lead to accelerations in learning
89
so whether or not you're a child or an adult every
90
so often when trying to learn something just pause for 10 seconds or so do your best to just clear your mind.
91
Of course, it's very hard to clear the mind, but do your best to clear the mind and then go back to the learning task, as it were.
92
And that has been shown to significantly accelerate the learning process and the retention of newly learned information.
93
And then the last thing, this notion of incremental learning.
94
Turns out that from beautiful work done by my colleague at Stanford School of Medicine, Eric Knudsen, has shown that, yes, it's true that early in development, in humans, this would be up until the mid -20s,
95
we can learn things in larger batches and much more easily than we can later in life.
96
However, if one batches that work into smaller increments, so for instance, deciding maybe set a timer, turning the phone off otherwise and saying, I'm gonna spend three minutes,
97
just three minutes in trying to intensely learn this thing.
98
Even if I feel like I'm failing, if one does that repeatedly, those little increments of learning can lead to an outsized amount of learning overall.
99
And so the nervous system loves incremental learning.
100
It loves to batch things into focused little bouts.
101
But if somebody is out there struggling to learn, really trying to break things down into very brief periods of intense focus, that is the cue by which during sleep,
102
the nervous system will change itself.
103
And this has been shown over and over and over again, even in very late life, people in their 80s and 90s still have neuroplasticity.
104
There's even evidence that new neurons can be produced in the hippocampus of people in their late 80s and 90s.
105
So the capacity is there.
106
Amen.
📺 같은 채널
B21
Top 5 Diet Tips for Flawless, Youthful Skin
Daily ConversationUniversity StudentsWorking Adults
B22
Functional Strength: The Only 5 Exercises You Really Need
Business EnglishWorking Adults
C15
Why Studying LESS Makes You Learn Faster (Science-Based)
Business EnglishUniversity StudentsWorking Adults
C14
Neuroscientist: How To Boost Your Focus PERMANENTLY in Minutes
Business EnglishDaily ConversationUniversity Students
✨ 추천 영상
C182
50 문장
Psychology of Intelligence: Learn Faster Than Everyone Around You
Business EnglishUniversity StudentsWorking Adults
B21
58 문장
Changing Your Life Is Not Easy with Lewis Howes
Business EnglishUniversity StudentsWorking Adults
C11
107 문장
How to Quickly Improve Focus - Andrew Huberman
Business EnglishUniversity StudentsWorking Adults
C19
18 문장
She Cracked the Code to Mastering Anything.
Business EnglishUniversity StudentsWorking Adults
C110
208 문장
Why You Need to Read Hard Books
Business EnglishUniversity StudentsWorking Adults
C19
38 문장
The Neuroscience of Learning
Business EnglishUniversity StudentsWorking Adults
B21
273 문장
How I Learn Languages Fast (I speak 7+)
Business EnglishDaily ConversationUniversity Students
B21
202 문장
How to Learn Anything FASTER
British AccentBusiness EnglishUniversity StudentsWorking Adults
B21
126 문장
Therapy for the Vibe-Coded Brain
Business EnglishUniversity StudentsWorking Adults
C15
200 문장
Force Your Brain to Think Like a Genius | Richard Feynman
Business EnglishUniversity StudentsWorking Adults
C138
6 문장
Neuroscience of Time
University StudentsWorking Adults
실생활에서의 학습 상황
우리가 나이를 먹을수록 특히 20대 후반부터는 새로운 것을 배우기 위해 엄청난 집중력과 에너지가 필요합니다. 그런데 그 집중력이 마치 초조함처럼 느껴져서 물러서고 싶어질 때가 많죠. 하지만 이 영상에서는 그 초조함이 사실 뇌와 신경계가 "이제 주의를 기울이고 변화해야 해"라고 알리는 화학물질의 순환이라는 것을 알려줍니다. 이렇게 학습과 관련된 심리적 상태를 이해하는 건 영어 회화 연습이나 발음 교정할 때도 똑같이 중요합니다. 왜냐하면 영어를 배울 때도 초조함이나 혼란은 실제로 뇌가 변화하기 시작하는 신호이기 때문이죠.
유용한 표현과 어구
- immense amount of focus and energy: 엄청난 양의 집중력과 에너지 (학습이나 업무에서 자주 사용되는 표현)
- circulation of chemicals: 화학물질의 순환 (과학적 설명에서 자주 등장)
- neuroplasticity: 신경가소성 (뇌의 변화 능력을 설명하는 용어)
- non-sleep deep rest (NSDR): 수면 이외의 깊은 휴식 (요가 니드라나 명상 등을 포함)
- rewire itself: 스스로 재배선하다 (뇌의 구조가 변하는 것을 비유적으로 표현)
당신의 샤도잉 챌린지
이제 바로 할 수 있는 shadow speech 연습을 해보세요. 영상에서 "the whole process of neuroplasticity and learning is really a two-stage process"라는 구절을 찾아서, 원본 음성과 같은 속도, 강세, 억양으로 따라 읽어보세요. 3번 반복한 후에는 자기 자신이 녹음해서 원본과 비교해보세요. 영어 발음 교정의 핵심은 작은 부분부터 정확하게 따라하는 거예요. 이 연습을 통해 집중력과 발음을 동시에 향상시킬 수 있습니다. 또한, 샤도잉을 끝낸 후에는 5분 정도의 NSDR 시간을 가져보세요. 깊게 숨을 쉬면서 뇌가 정보를 정리할 시간을 주면 학습 효과가 더 좋아질 거예요. shadowspeaks와 같은 샤도잉 사이트를 이용하면 더 체계적으로 연습할 수 있으니 참고해보세요.
이 영상의 문법
화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.
| 문형 | 영상 속 표현 |
|---|---|
| 수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점 | has been formed · be interpreted · being perplexed |
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | has been formed · I've given · they've built |
| 관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보 | chemicals, which is · adrenaline, which is · rhythm, which is |
쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법
쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.