쉐도잉 연습: Vol 1 - test 10 - section 4 - 영상으로 영어 말하기 배우기

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Part 4.

You will hear part of a lecture on learner persistence.

First, you have some time to look at questions 31 to 40.

Thank you.

Now, listen carefully and answer questions 31 to 40.

Today, I'm going to talk about my research on learner persistence.

Let me first introduce why I wanted to carry out such research.

As a university teacher, I found learners' responses to certain things vary a lot.

For example, some students may completely give up their degree studies because of a temporary illness,

while others may overcome all kinds of difficulties and try their best to continue their studies.

The latter are the students with learner persistence, and this is the group that I'm particularly interested in.

To do the research, first I selected my undergraduate students as the research sample, with a total of 200 people.

All the students selected were seniors, and they had already stayed in the course very well.

Although the sample was drawn from a range of ages, there were deliberately a large number of mature students, and there was one thing in common.

All of those students were living at home in the local region.

I wanted to maintain this element of consistency, so I didn't include those coming from outside this area.

Then I designed a questionnaire that aimed to find out what their concerns had been when they began the course,

and then what had made them stick at the three-year studies in university.

Findings from the first section pointed out that there were different concerns when they started their university studies.

For example, some worried about the financial circumstances, while others were concerned about their careers after graduation.

However, the research found the biggest concern for mature students tended to be the relationship with their children at home.

Next, I wanted to find out what had made those students persist with their university studies.

So in the second part, I designed my questionnaire under three main headings, social and environmental factors, other factors,

and personal characteristics, and I included three levels of importance for each of these three headings.

At the first level, those points identified by the respondents were regarded as the most important in learner persistence.

Let's look at them one by one.

For the first column, that's the social and environmental factors, a significant number of students said it was crucial to have effective support,

whether from their tutors or friends.

For other factors, students were driven not so much by high grades, but by what they regarded as a success in their studies.

This was quite different from what I'd expected.

Regarding personal characteristics, a sizable percentage of participants said they liked to take up a challenge, which was seen as a very important factor.

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

because this gave them good experiences.

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.

And then under the third column, quite a number of respondents had the same view that they should have a range of interests in their everyday lives,

because this could broaden their minds and give them a sense of perspective, which less persistent learners might lack.

And then on to the third level of importance.

Under social factors, several respondents said that they had been keeping close to their tutors in their three-year university studies.

In the second column, for other factors, they mentioned it was very important to live in a family without any problems.

And finally, under column 3, they talked about the capacity for multitasking, which was the ability to simultaneously deal with different problems.

From these findings, I've concluded some recommendations on how to promote students' learner persistence.

Primarily, I suggest that we should distribute questionnaires to the freshmen

so as to make clear of their maturity when they begin the course.

This is really our most important concern.

Secondly, I propose

that we should find ways to offer some training sessions to

the students who are selected to encourage them to play the role of advisors.

The purpose of this is to make support much more approachable to other students.

Thirdly, in the evening and night, when offices are closed, students may have no one to turn to for help.

As a result, I think we should provide online services to those in need.

Researchers have pointed out that this service is actually more accessible than traditional services.

And finally, if students don't submit their assignments before the deadlines,

I think we teachers should contact the students first rather than waiting for the students to come to us.

So, this is all I want to share on my research

now let's turn to the next part are there any questions about

that is the end of part four you now have one minute to check your answers to part four

you

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맥락 및 배경

이번 영상은 배움의 지속성에 관한 강의의 일부분을 다루고 있습니다. 강사는 대학 교수로서 학생들이 직면하는 다양한 상황에 대해 연구를 수행하게 된 배경을 설명합니다. 특히, 성숙한 학습자들이 학업을 지속하는 데 있어 어떤 요인이 영향을 미치는지를 조사하고, 이를 통해 학습 지속성을 높이기 위한 방안을 제시하고자 합니다. 이러한 연구는 많은 영어 학습자들에게 해당될 수 있는 중요한 통찰을 제공합니다.

일상 대화를 위한 핵심 5개 구문

“Effective support is crucial.” (효과적인 지원이 중요하다.)
“I have concerns about my finances.” (재정에 대한 걱정이 있다.)
“I enjoy a good life at school.” (학교 생활이 즐겁다.)
“Maintaining good health is significant.” (좋은 건강 유지가 중요하다.)
“I like to take on challenges.” (나는 도전을 좋아한다.)

단계별 쉐도잉 가이드

이번 영상의 내용을 효과적으로 학습하기 위한 쉐도잉 방법은 다음과 같습니다.

첫 번째 단계: 영상을 처음부터 끝까지 보고 주요 내용을 이해합니다. 이때, 어려운 부분이나 모르는 단어에 주목합니다.
두 번째 단계: transcript를 참고하여 각 구문을 반복적으로 읽습니다. 이 과정에서 영어 발음 교정에 집중하며 발음이나 억양을 개선하도록 합니다.
세 번째 단계: 영상의 음성을 따라 하면서 실제로 말해봅니다. 영어 회화 연습을 통해 자연스러운 표현과 속도를 익힙니다.
네 번째 단계: 강사가 사용하는 중요한 구문을 중점적으로 연습합니다. 한 문장을 여러 번 반복하며 정확성과 유창성을 길러야 합니다.
다섯 번째 단계: 마지막으로, 동영상을 다시 한번 시청하여 이해도를 점검하고, 자신의 발음과 표현력을 다시 한 번 확인합니다.

이러한 쉐도잉 방법은 IELTS 스피킹 준비뿐만 아니라 전반적인 영어 능력 향상에 매우 효과적입니다. 다양한 주제를 가진 영상을 통해 학습하면, 학생 스스로도 몰입감 있게 학습할 수 있습니다.

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 regarded · were driven
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.

섀도잉 방법: 단계별 전체 가이드 읽기 →

쉐도잉 연습: Vol 1 - test 10 - section 4 - 영상으로 영어 말하기 배우기

연습 모드 선택

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같은 채널

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Vol 3 - test 10 - section 3

Vol 1 - test 6 - section 4

Vol 5 - test 1 - section 2

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Vol 3 - test 10 - section 4

Vol 3 - test 1 - section 4

Vol 3 - test 4 - section 2

Vol 3 - test 4 - section 3

Vol 3 - test 6 - section 2

Vol 2 - test 4 - section 4

Vol 1 - test 2 - section 3

Vol 3 - test 8 - section 4

Vol 1 - test 1 - section 1

Vol 2 - test 5 - section 3

Vol 1 - test 2 - section 1

Vol 2 - test 3 - section 3

Vol 3 - test 4 - section 4

Vol 1 - test 9 - section 4

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맥락 및 배경

일상 대화를 위한 핵심 5개 구문

단계별 쉐도잉 가이드

이 영상의 문법

쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법