쉐도잉 연습: Part 4 A study on learning persistence - 영상으로 영어 말하기 배우기
레슨 만드는 중...
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Part 4.
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You will hear part of a lecture on learner persistence.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Now, listen carefully and answer questions 31 to 40.
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Today, I'm going to talk about my research on learner persistence.
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Let me first introduce why I wanted to carry out such research.
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As a university teacher, I found learners' responses to certain things vary a lot.
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For example, some students may completely give up their degree studies because of a temporary illness,
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while others may overcome all kinds of difficulties and try their best to continue their studies.
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The latter are the students with learner persistence, and this is the group that I'm particularly interested in.
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To do the research, first I selected my undergraduate students as the research sample, with a total of 200 people.
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All the students selected were seniors, and they had already stayed in the course very well.
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Although the sample was drawn from a range of ages, there were deliberately a large number of mature students.
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And there was one thing in common.
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All of those students were living at home in the local region.
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I wanted to maintain this element of consistency, so I didn't include those coming from outside this area.
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Then I designed a questionnaire that aimed to find out what their concerns had been when they began the course,
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and then what had made them stick at the three-year studies in university.
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Findings from the first section pointed out that there were different concerns when they started their university studies.
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For example, some worried about the financial circumstances, while others were concerned about their careers after graduation.
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However, the research found the biggest concern for mature students tended to be the relationship with their children at home.
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Next, I wanted to find out what had made those students persist with their university studies.
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So in the second part, I designed my questionnaire under three main headings, social and environmental factors, other factors,
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and personal characteristics, and I included three levels of importance for each of these three headings.
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At the first level, those points identified by the respondents were regarded as the most important in learner persistence.
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Let's look at them one by one.
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For the first column, that's the social and environmental factors, a significant number of students said it was crucial to have effective support,
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whether from their tutors or friends or friends.
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For other factors, students were driven not so much by high grades, but by what they regarded as a success in their studies.
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This was quite different from what I'd expected.
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Regarding personal characteristics, a sizeable percentage of participants said they liked to take up a challenge, which was seen as a very important factor.
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Then at the second level of importance, in the first category, many of the respondents regarded the life they enjoyed at school as an important social factor
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because this gave them good experiences.
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In the second column, Other Factors, a lot of people said that the most significant thing was decent health, which was also conducive to their persistence in the studies.
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And then, under the third column, quite a number of respondents had the same view
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that they should have a range of interests in their everyday lives
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because this could broaden their minds and give them a sense of perspective, which less persistent learners might lack.
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And then on to the third level of importance.
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Under Social Factors, several respondents said that they had been keeping close to their tutors in their three-year university studies.
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In the second column, for Other Factors, they mentioned it was very important to live in a family without any problems.
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And finally, under Column 3, they talked about the capacity for multitasking, which was the ability to simultaneously deal with different problems.
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From these findings, I've concluded some recommendations on how to promote students' learner persistence.
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Primarily, I suggest that we should distribute questionnaires to the freshmen
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so as to make clear of their maturity when they begin the course.
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This This is really our most important concern.
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Secondly, I propose
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that we should find ways to offer some training sessions to
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the students who are selected to encourage them to play the role of advisors.
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The purpose of this is to make support much more approachable to other students.
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Thirdly, in the evening and night, when offices are closed, students may have no one to turn to for help.
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As a result, I think we should provide online services to those in need.
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have pointed out that this service is actually more accessible than traditional services.
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And finally, if students don't submit their assignments before the deadlines,
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I think we teachers should contact the students first rather than waiting for the students to come to us.
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So, this is all I want to share on my research.
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Now, let's turn to the next part.
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Are there any questions about...
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That is the end of part four.
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You now have one minute to check your answers to part four.
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이 레슨의 어휘와 말하기 포인트
이 영상에는 섀도잉할 문장 60개와 단어 847개가 있습니다. 말하는 구간의 길이는 6:27입니다. 화자는 분당 약 131단어의 일정한 속도로 말해서 섀도잉하기에 편한 속도입니다. 단어의 85%가 영어에서 가장 많이 쓰이는 3,000단어에 속합니다. 나머지는 연습 전에 미리 확인해 두세요.
이 영상의 핵심 어휘
영상에 나오는 덜 흔한 단어 15개를 발음, 뜻과 함께 정리했습니다.
- column /ˈkɒləm/ (명사) — 기둥. A solid upright structure designed usually to support a larger structure above it, such as a roof or horizontal beam, but sometimes for decoration.
- select /sɪˈlɛkt/ (동사) — 고르다. To choose one or more elements of a set, especially a set of options.
- regard /ɹɪˈɡɑːd/ (명사) — 주목하다, 관심을 기울이다. A steady look, a gaze.
- heading /ˈhɛdɪŋ/ (명사) — 표제, 제목. The title or topic of a document, article, chapter, or of a section thereof.
- characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/ (명사) — 특성, 특징. A distinguishing feature of a person or thing, a part of mental or physical behavior.
- tutor /ˈtjuːtəː/ (명사) — 튜터. One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction.
- percentage /pə(ɹ)ˈsɛntɪd͡ʒ/ (명사) — 백분율, 백분비. The amount, number or rate of something, regarded as part of a total of 100; a part of a whole.
- temporary /ˈtɛmp(əˌɹ)ɛɹi/ (형용사) — 일시적인. Not permanent; existing only for a period or periods of time.
- carefully /ˈkɛɹf(ə)li/ (부사) — 주의하여, 조심스럽게. With care; attentively, circumspectly.
- element /ˈɛləmənt/ (명사) — 요소. One of the simplest or essential parts or principles of which anything consists, or upon which the constitution or fundamental powers of anything are based.
- encourage /ɪnˈkʌɹ.ɪd͡ʒ/ (동사) — 격려하다. To mentally support; to motivate, give courage, hope or spirit.
- illness /ˈɪl.nəs/ (명사) — 질병, 병. An instance (episode) of a disease or poor health.
- introduce /ˌɪntɹəˈdus/ (동사) — 소개(紹介)하다. To cause (someone) to be acquainted (with someone else).
- difficulty /ˈdɪfɪkəlti/ (명사) — 어려움. The state of being difficult, or hard to do.
- overcome /ˌəʊ.vəˈkʌm/ (동사) — 극복하다, 이겨내다. To surmount (a physical or abstract obstacle); to prevail over, to get the better of.
영상에 나오는 구동사
- point out (동사) — 가리키다. To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
- carry out /ˈkæ.ɹi aʊt/ (동사) — 실행하다, 행하다. To hold while moving it out.
- give up (동사) — 항복하다. To surrender (someone or something); to inform on (someone).
주의할 발음
화자는 I'm, didn't, don't 같은 축약형과 약화된 형태를 6번 사용합니다. 들리는 대로 짧게 발음하세요.
- “sh”와 “zh” 소리: crucial /ˈkɹuː.ʃəl/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/, freshman /ˈfɹɛʃ.mən/
- 긴 단어 — 강세 위치에 주의: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, primarily /ˈpɹaɪ.mə.ɹə.li/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, difficulty /ˈdɪfɪkəlti/, accessible /əkˈsɛs.ɪ.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, column, select, regard 같은 단어에 특히 주의합니다.
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 | was drawn · were concerned · were regarded |
| 관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보 | challenge, which was · health, which was · multitasking, which was |
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | I've concluded · have pointed |
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.