쉐도잉 연습: IP3T1S3 Research project on attitudes towards study - 영상으로 영어 말하기 배우기
레슨 만드는 중...
1
So how did you get on with your school-based research, Phoebe?
2
Well, it was exhausting but really valuable.
3
Good. What was the specific focus you chose?
4
My title is ‘Attitudes towards study among eleven-twelve year-old pupils’.
5
Right. And what made you choose that focus?
6
Well, that’s a bit difficult ... lots of my classmates decided on their focus really early on.. .mainly on the basis of what they thought would help in their future career, you know, in their first year’s teaching.
7
So that’s what helped you decide?
8
Actually, it was that I came across a book written by experienced teachers on student attitudes and that motivated me to go for the topic.
9
So what were your research questions or issues?
10
Well I wanted to look at the ways students responded to different teachers particularly focusing on whether very strict teachers made teenagers less motivated.
11
And, from your research, did you find that was true?
12
No, not from what I saw you know, from my five days’ observation, talking to people and so forth.
13
OK ... We’ll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are.
14
Well, what really amazed me was the significant gender differences, I didn’t set out to focus on that but I found that boys were much more positive about being at school ... girls were more impatient, they talked a lot about wanting to grow up and leave school.
15
Very interesting.
16
Yeah ... it is.
17
From doing the research it was clear to me that you might start out to focus on one thing but you pick up lots of unexpected insights.
18
Right. Did you get any insights into teaching?
19
Yes, certainly.
20
I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other and I began to realise that the lessons were developing in really unexpected ways.
21
So what conclusion do you draw from that?
22
Well, I know it’s necessary for teachers to prepare lessons carefully but it’s great if they also allow lessons to go their own ways.
23
Good point.
24
Now, I’m really pleased to see you doing this - analysing and drawing conclusions based on data.
25
But surely this isn’t proper data ...
26
Because it’s derived from such small-scale research?
27
Well, as long as you don’t make grand claims for your findings, this data is entirely valid.
28
Hmm . I like the way you’re already stepping back from the experience and thinking about what you’ve learned about research ... well done.
29
But I know I could have done it better.
30
As you become more experienced you’ll find ways to reduce the risk of difficulties.
31
OK. Tony: So, let’s look in more detail at how you gathered your data.
32
Let’s start with lesson observation.
33
Phoebe: Well, it generally went quite smoothly.
34
I chose my focus and designed my checklist.
35
Then teachers allowed me into their classes without any problems, which surprised me.
36
It was afterwards that the gruelling work started!
37
Tony: Yeah, it’s very time consuming, isn’t it?
38
Making sense of...analysing ... your observation notes.
39
Phoebe: Absolutely.
40
Much more so than interview data, for example ... that was relatively easy to process, though I wanted to make sure I used a high-quality recorder ... to make transcription easier and I had to wait until one became available.
41
Tony: Right.
42
And did you interview some kids as well?
43
Phoebe: In the end, yes, I talked to ten, and they were great.
44
I’d imagined I’d be bored listening to them, but..
45
. Tony: So it was easy to concentrate?
46
Phoebe: Sure.
47
One of the teachers was a bit worried about the ethics, you know, whether it was right to interview young pupils, and it took a while for him to agree to let me talk to three of the kids in his class but he relented in the end.
48
Tony: Good.
49
What other methods did you use?
50
Phoebe: I experimented with questionnaires, but I really regret that now.
51
I decided to share the work with another student but we had such different agendas it ended up taking twice as long.
52
Tony: That’s a shame ... it might be worth you reflecting on ways you might improve on that for future projects .
53
Phoebe: You’re right, yeah.
54
Tony: OK. Phoebe: And the other thing I did was stills photography.
55
I didn’t take as many pictures as I’d hoped to .
56
Tony: Lack of time?
57
Phoebe: It’s pretty easy just snapping away ... but I wanted each snap to have a purpose, you know, that would contribute to my research aims and I found that difficult.
58
Tony: Well, that’s understandable, but remember...
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이 수업에 대하여
이번 연습에서는 학생의 연구 프로젝트인 '11세에서 12세 아동의 학습 태도'에 대한 내용을 다룹니다. 이 프로젝트에서 학생은 다양한 교육 방법과 학생들의 반응을 관찰하였으며, 성별에 따른 태도 차이를 발견했습니다. 이를 통해 학습에 대한 태도와 교육 방식을 탐구하는 기회를 가지게 됩니다. 본 수업은 shadowspeak, IELTS 스피킹 및 영어 쉐도잉 연습에 유용합니다.
주요 어휘 및 구문
- attitude towards study - 학습에 대한 태도
- strict teachers - 엄격한 교사
- gender differences - 성별 차이
- lesson observation - 수업 관찰
- interview young pupils - 어린 학생 인터뷰하기
- high-quality recorder - 고품질 녹음기
- questionnaires - 설문지
연습 팁
이 영상을 통해 영어 쉐도잉을 연습할 때는 주어진 내용의 속도와 톤을 유의깊게 살펴보세요. 학생들이 사용하는 다양한 어휘와 표현을 적절히 따라 하여 발음을 개선할 수 있습니다. 영상에서 대화의 흐름을 따라가면서 영어 쉐도잉 기술을 적용해 보세요. 예를 들어, 학생의 질문을 그대로 반복하면서 자연스럽게 억양과 강세를 익힐 수 있습니다. 유튜브 영어 공부 콘텐츠를 활용한다면, 자주 발생하는 학습 태도와 관련된 주제를 정리하여 자신만의 말하기 연습을 할 수도 있습니다. 이를 통해 shadow speak 방법을 통해 자신의 의견을 더욱 명확하게 표현하는 연습을 할 수 있습니다.
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.