Shadowing Practice: IP3T1S3 Research project on attitudes towards study - Learn English Speaking with Video

Les maken...
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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Woordenschat en spreektips bij deze les

Deze spreekles op niveau B2 is gebaseerd op de video “IP3T1S3 Research project on attitudes towards study”. Deze woorden komen het vaakst terug: Phoebe, Tony, teachers, focus, observation. Deze video bevat 58 zinnen en 790 woorden om na te spreken. Het gesproken deel duurt 4:53. De spreker praat in een natuurlijk tempo van ongeveer 162 woorden per minuut, dicht bij een alledaags gesprek. 84% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken. 14 van de 58 zinnen zijn vragen, dus het is goede oefening voor vraagintonatie en korte antwoorden.

Belangrijke woorden in deze video

De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:

WoordUitspraakBetekenis
observation zelfstandig naamwoord/ˌɑbzɚˈveɪʃn̩/waarneming
motivate werkwoord/ˈmoʊ.tɪ.veɪt/motiveren
pupil zelfstandig naamwoord/ˈpjuːpəl/leerling
insight zelfstandig naamwoord/ˈɪnsaɪ̯t/inzicht
checklist zelfstandig naamwoord/ˈt͡ʃɛklɪst/afvinklijst, controlelijst
classmate zelfstandig naamwoord/ˈklæs.meɪt/klasgenoot, klasgenote
questionnaire zelfstandig naamwoord/ˌk(w)ɛstʃəˈnɛə/questionnaire, vragenlijst
relent werkwoord/ɹɪˈlɛnt/milderen, verzachten
summarize werkwoord/ˈsʌməˌɹaɪz/samenvatten, opsommen
derive werkwoord/dɪˈɹaɪv/afleiden
collaborate werkwoord/kəˈlæb.ə.ɹeɪt/samenwerken
impatient bijvoeglijk naamwoord/ɪmˈpeɪʃənt/ongeduldig
understandable bijvoeglijk naamwoordbegrijpelijk
exhaust werkwoord/ɪɡˈzɔst/uitputten, verminderen
consume werkwoord/kənˈsum/consumeren, verbruiken

Phrasal verbs die je zult horen

WoordBetekenis
come across werkwoordoverkomen
end up werkwoordbelanden, terechtkomen
get on with werkwoordaan de gang gaan met, doorgaan
grow up werkwoordopgroeien
pick up werkwoordoppakken, optillen

Zinnen om te herhalen

Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:

  • What was the specific focus you chose?
  • So that’s what helped you decide?
  • Did you get any insights into teaching?
  • Because it’s derived from such small-scale research?
  • What other methods did you use?

Uitspraak om op te letten

De spreker gebruikt 14 samentrekkingen en verkorte vormen, zoals I'd, didn't, isn't. Spreek ze kort uit, zoals je ze hoort.

  • De “th”-klanken: smoothly /ˈsmuːðli/, ethics /ˈɛθ.ɪks/
  • De klanken “sh” en “zh”: observation /ˌɑbzɚˈveɪʃn̩/, transcription /tɹænˈskɹɪpʃən/, impatient /ɪmˈpeɪʃənt/

Klanken die Nederlandstaligen lastig vinden:

  • Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: summarize /ˈsʌməˌɹaɪz/, derive /dɪˈɹaɪv/
  • /æ/ — opener dan de Nederlandse “e”: classmate /ˈklæs.meɪt/, collaborate /kəˈlæb.ə.ɹeɪt/, transcription /tɹænˈskɹɪpʃən/

Zo oefen je met deze video

  1. Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
  2. Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
  3. Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als observation, motivate, pupil.

Wat is de Shadowing-techniek?

Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.

Shadowing-techniek: lees de volledige stap-voor-stap-gids →