쉐도잉 연습: Task-Based Language Learning - 영상으로 영어 말하기 배우기

레슨 만드는 중...
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I would rather have a conversation.
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I would rather spend time, you know, acquiring information, listening to interesting podcasts and then talk about what I've been listening to and reading.
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Hi there, Steve Kaufmann here and today I want to talk about task-based language learning.
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Uh, remember if you enjoy these videos, please subscribe, click on the bell for notifications.
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Uh, if you follow me on a podcast service, uh, please leave a review.
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I do appreciate it.
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So task-based language learning.
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The really, the reason I raise this subject is because I realized just how important it is in language learning to have specific tasks.
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Um, I noticed this, that if I assign myself a task or if I feel an obligation to do something, or if someone assigns a task to me, then I'm likely to do it simply because it's, it's easy to have a task.
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If my wife says, you know, chop these vegetables.
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Okay, chop the vegetables.
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It's, it helps it's, you don't have to kind of think what should I be doing now?
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You have a task, and the same with language learning.
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So first thing in the morning, uh, typically I'll listen to a podcast and then I'll try and grab the URL if it's on YouTube and somehow get an MP3 file so that I can get it transcribed.
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So now I've got this task that's developing, I'm listening to this podcast.
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I'm, I've got the transcript.
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I'm studying a transcript onLingQ without even having to think about it.
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I have this task that I have to do.
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Um, if my tutor worked to assign me a task, here are three lessons I want you to read them.
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I want you to save words and phrases or, uh, when we're on our 90-Day Challenge, I'm trying to keep to a certain level in terms of LingQs created are words known.
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These are very specific things over and above my general interest in the language, specific tasks that help get me going and like so much in life, life it's important to get going.
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It's important to do something.
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If you do something, it leads to other things.
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So tasks I think are very important to keep us, you know, going forward in our language learning activities.
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But when you say task-based language learning, if you Google for it, you'll find a different definition.
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And that task-based language instruction is a method of language instruction, where as I understand it, um, the learner is asked to perform a task in the language, uh, not to worry about grammar structures or vocabulary and to incorporate, you know, hand gestures or whatever in order to accomplish a task in the language.
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Now, I, I don't know whether this is an effective way of teaching the language.
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To me, it's a little artificial.
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Uh, it's a bit like this role playing thing, which I also don't particularly like.
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I would rather have a conversation.
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I would rather spend time, you know, acquiring information, listening to interesting podcasts, and then talk about what I've been listening to and reading and sort of gradually see my vocabulary increase, my comprehension level increase.
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I'm not that interested in, in engaging in these artificial activities.
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The, uh, one example of the application of this task-based language instruction, and of course in the field of language instruction there are all kinds of, you know, the latest, you know, fad, uh, as I see it, uh...
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I'm with Krashen, I think language instruction comes down to comprehensible, compelling input, massive listening and reading, allowing the brain to get used to the language and everything else is kind of refinements, which are either interesting or not very interesting, but maybe not all that necessary.
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One application is in Canada we have a thing called the 12 language benchmarks, which again yet another way of grading people's language skills.
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So we have TOEFL and TOEIC and IELTS and Cambridge.
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So there's another one, Canadian Language Benchmarks.
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There are 12 levels and each level tries to describe in terms of, you know, listening comprehension, reading comprehension, speaking, and writing, you know, what the person's level is.
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Well, level one, theycan't do much.
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So, you know, can hardly say anything.
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Okay, that's level one.
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Level two, can hardly say anything, but can say a little more than level one.
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In other words, all of the detailed description of what this person is able to do is relatively meaningless to me.
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The person is gradually getting better, hopefully, and there are no clear, you know, demarcation lines between level three and level four and five.
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That's why beginner, intermediate and advanced is pretty good because it's simple.
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It's a fluid thing.
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It's not like there are steps like this that we go through and we may be progressing more quickly in comprehension, not as quickly in speaking or writing, or we may not even bother with writing.
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And so trying to say that at each, you know, benchmark level here is a clear definition of what this person can do.
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Now, the reason for this is that for this Canadian Language Benchmark system, they, they hope that, um, immigrants, for example, can demonstrate the ability to perform, uh, tasks related to being a clerk, uh, you know, in a supermarket or a receptionist at a hotel, uh, jobs that are considered to be less demanding when it comes to language.
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You know, jobs that immigrants could easily fill once they achieved that level.
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Now of course, here again, uh, I have, uh, met many checkout clerks at supermarkets, many of whom are immigrants, they all speak quite well.
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I mean, the, the ones that are good at it, they can actually entertain conversations on different subjects.
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I don't think it's that useful to try to just train yourself on the limited number of words you need for that.
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A receptionist at a hotel even more.
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So I think it's far better to focus on improving your overall level in the language, acquiring more words, doing more listening and reading and not pretending that just because you act out certain roles or certain tasks that that's going to prepare you for that task.
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You're better to continue to improve your comprehension through lots of listening and reading.
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And if you have that base, even if when you start in a particular job, you struggle.
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If you have that comprehension, you have the vocabulary you will eventually improve.
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And it really doesn't matter.
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You know where you are, theoretically in the sort of steps of the 12 language benchmarks, what matters is, how do we get the, get the person?
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How do we encourage that person?
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How do we make it easier for that person to continue to improve and get better and better?
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And I'm not sure that the sort of Canadian Language Benchmark task-based instruction is the way to go.
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On the other hand, assigning yourself tasks like doing a lot of listening and reading and speaking is probably going to get you there sooner.
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So maybe a little bit controversial.
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I'm sure I'll get some pushback from professional language teachers.
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Okay. Thanks for listening.
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Bye.

작가의 배경과 주제

스티브 카우프만은 언어 학습에 대한 다양한 방법을 논하는 전문가로, 이번 비디오에서는 "과제 기반 언어 학습"에 대해 깊이 있게 이야기합니다. 그는 일상적인 언어 학습에서 구체적인 과제가 얼마나 중요한지 강조하면서, 인공적인 역할 놀이보다는 흥미로운 팟캐스트 듣기, 읽기, 그리고 그 내용을 토론하는 자연스러운 방식을 선호한다고 밝혔습니다.

일상 대화에 유용한 상위 5개 표현

  • acquire information: 정보를 습득하다. "I would rather spend time acquiring information"과 같이 사용되며, 학습이나 조사 상황에서 자주 쓰입니다.
  • comprehension level: 이해 수준. "my comprehension level increase"처럼 언어 실력 향상을 설명할 때 유용합니다.
  • get going: 시작하다, 진행하다. "it's important to get going"은 일을 시작하거나 계속 진행할 때의 중요성을 강조할 때 사용됩니다.
  • fluid thing: 유동적인 것. "it's a fluid thing"은 구분이 명확하지 않고 변화하는 상황을 표현합니다.
  • demarcation lines: 구분선. "no clear demarcation lines between level three and level four"처럼 단계 간의 명확한 구분이 없을 때 사용됩니다.

스텝별 Shadowing 가이드

이 비디오는 언어 학습 방법에 대한 논의로, 발음과 리듬이 자연스러워 shadowing에 적합합니다. 다음 단계로 연습해 보세요:

1. 비디오를 2-3번 듣고 전체 내용 이해하기

먼저 비디오를 여러 번 듣고 주제와 주요 내용을 파악합니다. "task-based language learning"이 무엇인지, 작가의 의견은 무엇인지 중점적으로 이해합니다. 이 단계에서 shadow speech의 기초인 내용 이해가 중요합니다.

2. 짧은 구절로 나누어 반복하기

비디오를 10-15초 구절로 나누고, 각 구절을 듣고 즉시 따라 말합니다. "I would rather have a conversation"처럼 자연스러운 발화를 연습하며, shadow speak의 핵심인 리듬과 억양을 따라합니다. IELTS 스피킹 준비에도 이 방법이 효과적입니다.

3. 녹음하여 자신의 발음 확인하기

자신이 따라 말한 것을 녹음하고 원본과 비교합니다. 발음, 강세, 휴지 시간 등을 점검하며 부족한 부분을 보완합니다. shadowing site에서 유사한 연습을 추가로 할 수도 있습니다.

이 과정을 반복하면 언어의 자연스러운 사용법을 익히고, 스피킹 실력이 향상될 뿐만 아니라, IELTS 스피킹과 같은 시험에서도 자신감을 갖출 수 있습니다.

이 영상의 문법

화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.

문형영상 속 표현
현재완료진행 have/has been + -ing — 전에 시작해 지금도 계속되는 동작I've been listening
수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점is asked · are considered

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.

섀도잉 방법: 단계별 전체 가이드 읽기 →