쉐도잉 연습: American English Connected Reading | A Painting - 영상으로 영어 말하기 배우기
레슨 만드는 중...
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Hey, what's up?
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It's Alex.
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Today I'd like to talk about the connected sounds in a sample answer to the prompt, describe a painting you've seen.
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Let's take a look.
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I remember I was in Boston a couple of years ago.
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I remember.
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When we speak quickly, at the beginning of sentences, sometimes those short, unstressed sounds tend to become even shorter.
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I remember.
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I remember.
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I remember.
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I I remember, I remember, I remember I was in Boston.
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I was in, I was in Boston.
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We're gonna connect I was in into one little phrase and we're gonna reduce that uh in was.
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I was in Boston.
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I remember I was in Boston.
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At the end of in, before the b in Boston, it actually turns into a m sound to connect with the b sound.
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I was in Boston.
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I remember I was in Boston.
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I was in Boston.
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I remember I was in Boston a couple of years ago.
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A couple, a couple of years ago.
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Couple, so we take out the the in of.
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A couple of years ago.
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And I went to, and I went to.
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Almost every time you see and, you're gonna take out the D in connected speech.
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And I, and I went to.
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We're gonna connect the n, t, t here, went to.
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You can see that the NTT turns into just NT.
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Went to.
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Went to.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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One of the art museums.
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So here, the.
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We have the Y sound at the end of the in order to get ready for the AH in art.
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Then we have art museums.
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I'm not saying a T there at the end of the word art.
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I'm saying a glottal stop.
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Art.
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Art.
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museums.
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It's cutting off in my throat instead of finishing the T sound.
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Art museums.
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One of the art museums there.
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And don't forget to take the the out of the word of there.
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One of the art museums there.
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Huge place.
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Tons of paintings.
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We're going to take out the the in of.
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Tons of paintings.
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Tons of.
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And remember we're going to connect these sounds as much as we can.
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Ton zuh, zuh, zuh.
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I'm not adding anything between the z and uh sounds.
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Huge place, tons of paintings, and one I remember in particular, and one and one, take out that d and and,
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one nigh, nigh, we're going to connect one and I.
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One I remember in particular, in particular, in very fast speech, just like in Boston, in particular,
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that N turns into an M.
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In particular, in particular.
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One I remember in particular was a painting from the 1880s, was a painting from the 1880s.
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From the 18, the 18, we have that sound connecting the 18,
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the 1880s, of four young girls, of four.
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So here we have the in of, but it's connected to in four, so of four, of four.
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A painting from the 1880s of four young girls.
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Connect that ng sound at the end of young with g in girls.
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Four young girls.
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A painting from the 1880s of four young girls playing in a huge house.
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In a huge house.
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Connect in a into one little chunk.
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playing in a huge house.
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It's a little hard to describe.
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It's a little hard to connect the d
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and the t there hard to
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and we're going to reduce the vowel in two hard to
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hard to describe describe why describe why you can see
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that at the end of describe gets weakened before a sound hard to describe why it.. why?
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Why?
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Hard to describe why it was so memorable.
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It's kind of a funny sound when I slow down and say it in its connected form.
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Describe why?
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Why?
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Describe why it was so memorable.
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Why it was so.
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Why it?
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So here we have a glottal stop for the t in it.
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Why it was?
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So was, that vowel in the word was gets reduced, why it was so.
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Then we're going to connect the s in so with the z in the word before it was.
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Why it was so.
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Hard to describe why it was so memorable.
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The light was really impressive.
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Again we have a glottal stop for the t in light.
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The light was really impressive.
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Like the foreground was naturally lit that nd in foreground, foreground ones, reduces and it's just kind of like foreground was.
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foreground was naturally lit foreground was naturally lit and the background slowly faded
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so here lit we have a glottal stop there in lit lit lit
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and the background drop the D in and
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and connect the end of the th lit
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and the background slowly faded again we kind of drop
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that D or weaken
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that D at the end of background background slowly faded into darkness kind of showing how large the house was.
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Kinda showing.
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So here, kind of.
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We could connect that to kinda.
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You could also connect it even further to kinda.
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Kinda showing, kinda showing how large the house was.
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And the color was great too.
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And the, and the color.
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Drop the D, connect the end of the TH.
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And the color was great too.
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Great too.
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Connect the two T sounds there, the end of great and the beginning of too.
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and the color was great too.
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It looked very realistic.
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It looked.
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We have a glottal stop there for the T.
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It looked.
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It looked very realistic.
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Now if I say it looked a little faster, that L can kind of even delete the T entirely.
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No glottal stop.
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If I speak it at a regular pace, it looked.
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That's fine.
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But if I say it even faster, it looked.
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It looked.
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This goes to what I was talking about earlier with reducing the sounds at the beginning of sentences.
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ELUKED.
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ELUKED.
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No T.
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No glottal stop.
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ELUKED.
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Now we can't do that in regular speed speech.
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It sounds a little weird if we don't have the glottal stops.
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Don't have the glottal stops.
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We need to have those sounds, but in very fast speech for certain very common phrases, you can take out that T especially at the beginning of sentences like this.
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It looked, it looked very realistic, like a color photo even, color photo even.
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We add a little wha sound to connect these two vowels, like a color photo even, color photo even.
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I think the main thing, main thing, connect the N and TH, I think the main thing was its size, its size.
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Connect these two S sounds here.
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Its size.
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I think the main thing was its size.
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It was like seven feet tall.
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Here, it was, is another example.
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At the beginning of a sentence, we can take out that T and not even have a glottal stop.
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It was, it was like seven feet tall, seven feet tall.
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So here that N and F blend together, and it's almost more of an M sound.
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Seven feet tall, seven feet tall.
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We connect these two T sounds at the end too.
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Feet tall.
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It was like seven feet tall.
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It was like seven feet tall.
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It completely dominated the room.
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It completely.
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Glottal stop T before the K incompletely.
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It completely dominated the room.
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Connect the D and the TH here.
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It completely dominated the.
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Dominated the.
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Dominated the room.
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I wish I could remember its name.
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I wish I could remember.
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So that D before the R gets a little bit weaker.
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Could remember, could remember.
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You can say the full D there if you like too.
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It's totally fine.
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I wish I could remember, could remember, but you can also drop it.
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I wish I could remember its name.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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Huge place, tons of paintings, and what I remember in particular was a painting from the 1880s of four young girls playing in a huge house.
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It's a little hard to describe why it was so memorable.
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The light was really impressive, like the foreground was naturally lit and the background slowly faded into darkness, kind of showing how large the house was.
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And the color was great too.
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It looked very realistic, like a color photo even.
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I think the main thing was its size.
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It was like 7 feet tall.
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It completely dominated the room.
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I wish I could remember its name.
이 비디오로 말하기 연습을 하는 이유는 무엇인가요?
이 비디오는 유튜브 영어 공부의 일환으로, 그림을 묘사하는 상황에서 실제 대화에서 사용하는 자연스러운 연결 발음을 배우는 데 큰 도움이 됩니다. 빠른 말하기 상황에서는 단어들이 연결되어 발음되는 경향이 있으며, 이러한 연습은 영어 회화 능력을 크게 향상시킬 수 있습니다. 연결된 소리를 연습함으로써, 학생들은 더 자연스럽고 유창한 발음을 익힐 수 있는 기회를 얻게 됩니다. 즉, 그림에 대한 묘사를 통해 실제 대화의 흐름을 체험할 수 있습니다.
문맥에서의 문법 및 표현
- “I remember”: 이 표현은 과거 경험을 회상할 때 자주 사용됩니다. 발음이 연결되며 “I remember”라는 소리가 자연스럽게 흐르게 됩니다.
- “I was in Boston”: 여기서 “I was in”의 부분이 연결되어 “I was in Boston”으로 발음됩니다. 이는 대화 속도에서 효과적인 발음 변화의 예입니다.
- “a couple of years ago”: “of”가 소리에서 생략되며 간결한 표현으로 변화합니다. 이는 일상적인 대화에서 매우 유용합니다.
- “one of the art museums”: “the”의 발음이 줄어드는 것도 주목할 만합니다. 이러한 간결함은 더 유창한 발음을 만들어 줍니다.
일반적인 발음 함정
비디오는 발음에서 몇 가지 주의해야 할 부분들을 보여줍니다. 특히 “went to”와 같은 연결되는 발음에서 영어 발음 교정의 중요성을 강조합니다. “to”의 끝 소리가 줄어들어 “went to”가 “went to”처럼 들리기도 합니다. 또한 “art museums”의 “t” 발음이 생략되는 예도 있습니다. 여기서는 성대에서 소리가 끊겨 구두음가처럼 발음되는데, 이러한 변화는 자연스러운 영어의 일환입니다.
이 비디오를 통해 shadow speak, 즉 그림을 묘사하는 상황에서의 연습은 학생들이 빠르고 자연스러운 대화를 나누는 데 필수적인 요소입니다. 또한 shadowspeaks 기술을 활용하여 소리와 표현을 모방하면서 영어 회화 능력을 한층 향상시켜보세요.
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.