쉐도잉 연습: Critical Thinking Lecture: an introduction to critical thinking - 영상으로 영어 말하기 배우기
레슨 만드는 중...
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Hello and welcome to my short lecture today on an introduction to critical thinking at university.
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So just to begin, I think I should say
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that critical thinking is a huge area and to cover all elements will take a significant amount of time,
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so I'm just going to look at the basic key aspects associated with reading and writing at university.
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Now I've divided my lecture today into five key parts.
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I'll begin by defining critical thinking, then I'll use recent research to discuss alternative thinking styles.
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I'll then use Bloom's Taxonomy to highlight higher order thinking skills,
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which leads into a simple approach to help activate your critical thinking.
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And finally, I'll demonstrate critical thinking questioning on this lecture.
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OK, so let's begin with a definition.
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Thank you.
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Critical thinking is a systematic evaluation of the arguments, ideas and theories of others.
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The basic premise of critical thinking involves asking critical questions to form an educated opinion of whether
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or not those resources are credible.
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On a basic level, we are questioning the things we read and hear to see if they are objective
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truthful and supported by appropriate evidence.
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However, one of the main challenges is
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that each of us carries a set of beliefs and opinions that may interfere with our willingness to alter these beliefs,
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even when faced with concrete evidence that refutes them.
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Generally, everyone has an opinion about most things, but of course these opinions can be founded in unreliable and invalid information.
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OK, so moving on to my second point, which is alternative thinking styles.
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I'm going to refer to the research by Brown
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and Keely 2013 as in my opinion their analogy provides a clear explanation of thinking types.
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So, according to them, there are two distinct thinking styles: the sponge and panning for gold.
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So, the sponge involves the basic premise of passively absorbing information without the use of critical thinking.
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The two benefits of this style are
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that the person can absorb large amounts of information to view the world from different perspectives
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and it does not require huge amounts of mental exertion.
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However, this process of thinking offers no dependable procedure for determining which opinions or information to trust and which ones to reject.
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The second approach which is referred to as panning for gold
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uses the river mining metaphor of separating particles of gold from soil by washing in a pan with water.
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It highlights that critical thinking is carefully inspecting and examining the information you read.
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This process is beneficial as it asks active readers
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and listeners to frequently ask critical questions and take time to contemplate whether the information is reliable and factual.
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Obviously, this type of thinking is challenging and often repetitive,
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but failure to do this will lead to a passive acceptance of ideas without critical analysis.
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Okay, this leads nicely into Bloom's taxonomy.
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This is a classification pyramid of learning levels which maps the way we think and process information.
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The lower levels of learning are remembering, understanding and applying.
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These can be seen as the sponge or lower order thinking skills, where information is given and absorbed.
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The higher order thinking skills are analysing, evaluating and creating.
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These are planning for gold or your critical thinking skills.
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So let's focus on the higher order thinking skills starting with analysing.
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So, analysing is breaking the information down into separate components and looking for relationships between ideas and overall structures.
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Through analysing content, you will recognise unstated assumptions, logical reasoning and relevancy of data.
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So, at this level, you can answer questions like why, how and what if.
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Moving on to Evaluating.
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Evaluating is judging, assessing and criticising information through using what you know to make a decision and support your views.
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To be successful at this, you need a profound understanding of the topic or idea you are evaluating.
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At this level you can answer questions like "So what?" and "What's next?"
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Creating is the highest level where you combine all elements of the taxonomy to produce new or original work.
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It requires inventiveness and originality to form new opinions and structures.
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At this level you can answer questions like: How can it be improved or how can it be changed or adapted?
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Now, there are many critical thinking question sheets and resources on the internet
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and in your universities that are all very beneficial and helpful.
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But, I find it more productive to focus on analysing
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and evaluating rather than going through a whole list of questions
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every time I find a point in a text I want to question.
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So, my advice is this: when starting out with critical thinking, just use the simple question tools of analysing which are why,
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how and what if.
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and evaluating which are 'so what' and 'what's next'.
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This keeps your critical thinking strategies simple, focused and effective.
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And more importantly, Analysis and evaluation are key components of university assessment criteria.
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However, it is important to remember that critical thinking is a higher level skill and needs time to develop and mature.
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It is not something you will become good at overnight as it can take months
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or even years of practice to fully develop this skill.
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In fact, recent research by Stanford University 2018 states that critical thinking is a lifelong process.
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Okay.
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So now I'm going to demonstrate how you may apply the critical thinking questioning of analysing and evaluating to this lecture today.
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So let's start with analysing and the why questions.
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The kind of questions you may ask could be, why did he do this lecture?
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Why did he choose the Brown and Keely research and Bloom's taxonomy?
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Why were only three sources used?
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And then you go on to the how questions.
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Possible questions are: How do we know this is reliable?
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How is this similar to other critical thinking concepts?
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How does this apply to me and my university study?
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And then the what if questions.
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Examples are: What if these concepts are wrong?
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And what if it is too simplistic?
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Then we move on to the evaluating questions.
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And examples of so what would be Is this significant to me?
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Is this convincing?
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Do I agree?
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What's wrong with it?
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And then the what's next questions such as, will I use what I have learnt today?
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How can it be improved?
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And has this been disproved?
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Okay, let's move on to the summary.
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So today I have provided a basic definition of critical thinking.
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I've used recent research to highlight the two alternative thinking styles of the sponge and panning for gold.
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I focused on Bloom's taxonomy pyramid and drawn attention to the top three levels of higher thinking skills.
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And in this part, I have focused on the importance of questioning words like Why,
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How, What If, So What and What's Next to aid critical analysis.
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The last part was to apply the higher thinking skills to today's lecture.
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So, I hope today's lecture has been really beneficial in simplifying critical thinking skills for use in reading and writing at university.
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My final point today is that I'd like to finish with something that was mentioned earlier.
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It is to try to be consciously aware of our own beliefs and preconceived opinions, as these are the thoughts that prevent true criticality.
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Thank you for listening to my lecture today.
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Goodbye.
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Thank you.
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Thank you.
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Thank you.
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이 레슨의 어휘와 말하기 포인트
이 C1 수준 말하기 레슨은 영상 “Critical Thinking Lecture: an introduction to critical thinking”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: thinking, critical, skill, analysing, evaluating. 이 영상에는 섀도잉할 문장 103개와 단어 1238개가 있습니다. 말하는 구간의 길이는 9:57입니다. 화자는 분당 약 124단어의 일정한 속도로 말해서 섀도잉하기에 편한 속도입니다. 단어의 82%가 영어에서 가장 많이 쓰이는 3,000단어에 속합니다. 나머지는 연습 전에 미리 확인해 두세요. 전체 103문장 중 16문장이 질문이어서 의문문 억양과 짧은 대답을 연습하기에 좋습니다.
이 영상의 핵심 어휘
영상에서 가장 어려운 단어 15개를 발음, 뜻과 함께 정리했습니다.
| 단어 | 발음 | 뜻 |
|---|---|---|
| evaluate 동사 | /ɪˈvaljʊeɪt/ | 평가하다 |
| taxonomy 명사 | /tækˈsɑnəmi/ | 분류법, 분류 |
| sponge 명사 | /spʌnd͡ʒ/ | 갯솜, 스펀지 |
| beneficial 형용사 | /ˌbɛn.ɪˈfɪʃ.əl/ | 유익하다, 이롭다 |
| pyramid 명사 | /ˈpɪɹ.ə.mɪd/ | 피라미드, 금자탑 |
| criterion 명사 | /kɹaɪˈtɪɹ.i.ən/ | 표준 |
| listener 명사 | /ˈlɪs(ə)nɚ/ | 경청자, 청취자 |
| factual 형용사 | /ˈfæk.tʃ(u)əl/ | 사실(事實)의 |
| analogy 명사 | /əˈnæləd͡ʒi/ | 유추 |
| metaphor 명사 | /ˈmɛt.ə.fɚ/ | 비유, 은유 |
| altar 명사 | /ˈɔl.tɚ/ | 제단 |
| interfere 동사 | /ˌɪn.tɚˈfɪɚ/ | 방해하다, 간섭하다 |
| particle 명사 | /ˈpɑɹtək(ə)l/ | 입자, 립자 |
| profound 형용사 | /pɹəˈfaʊnd/ | 심오한 |
| adapt 동사 | /əˈdæpt/ | 적응하다 |
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 | can be founded · is referred · can be seen |
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | I've divided · have learnt · have provided |
| 관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보 | point, which is · approach which is · analysing which are |
주의할 발음
화자는 I'll, I'm, I've 같은 축약형과 약화된 형태를 10번 사용합니다. 들리는 대로 짧게 발음하세요.
- “sh”와 “zh” 소리: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, exertion /ɪɡˈzɝʃən/, assumption /əˈsʌm(p).ʃ(ə)n/
- 긴 단어 — 강세 위치에 주의: taxonomy /tækˈsɑnəmi/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, criterion /kɹaɪˈtɪɹ.i.ən/, criticality /ˈkɹɪtɪˌkælɪti/, dependable [dɪˈpɛndəbəɫ]
한국어 화자가 어려워하는 소리:
- /f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, refute /ɹɪˈfjuːt/, simplify /ˈsɪmplɪfaɪ/, truthful /ˈtɹuːθ.f(ə)l/, factual /ˈfæk.tʃ(u)əl/
- /v/ — ㅂ(/b/)과 구별하기: evaluate /ɪˈvaljʊeɪt/, disprove /dɪsˈpɹuv/, passively /ˈpæs.ɪv.li/, preconceived /ˌpɹiːkənˈsiːvd/, relevancy /ˈɹɛlɪvənsi/
- /r/과 /l/ 구별하기: criticality /ˈkɹɪtɪˌkælɪti/, originality /əˌɹɪd͡ʒɪˈnælɪti/, relevancy /ˈɹɛlɪvənsi/, truthful /ˈtɹuːθ.f(ə)l/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/
이 영상으로 연습하는 방법
- 먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
- 보통 속도로 한 문장씩 섀도잉하고, 화자의 리듬과 맞을 때까지 반복합니다.
- 자신의 목소리를 녹음해 원본과 비교하고, evaluate, taxonomy, sponge 같은 단어에 특히 주의합니다.
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.