Shadowing Practice: Is it better to focus on READING or LISTENING? - Ask Ethan - Learn English Speaking with Video
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Now we have the question from Sumo Slam that I hinted at.
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And this is, should you focus on reading or listening more?
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This is in reference to Matt's newsletter that he sent out a while ago.
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I don't actually know exactly when.
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But the writer was very intrigued by what he was talking about essentially.
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It's a very long question i'll try to summarize it just to make it go quicker
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but um oh no this is actually the whole ah this is the whole email that's why it's
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so long it's a very long question they copied it here for reference it's basically about it says
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that if you focus a lot more on reading
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or just reading and listening at the same time
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because reading is easier you will get a lot better at
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that a lot faster and then you'll build everything on top of that model of the language
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rather than a more listening sound focused one
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which is how native speakers tend to do it is sort of the idea here um
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and so skipping out at the bottom
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and like the the statement here at the end is never
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let your reading ability get better than your spoken ability right
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and then a lot of people talk about having their reading
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ability be not too far ahead of their listening ability
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but to get the best possible results that's not enough you need to have your reading view worse
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then you'll be saying abilities for the spoken language to become
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like your full base model of the language sure um
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and i those questions started looking at our thoughts on it why do we have reading pretty high up there
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and our reasoning for
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that sort of thing yeah yeah sumo asked this in um one of the servers
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and i wrote a pretty long um written response to it
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so i think uh we should probably publish
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that as a blog post afterwards so we'll add
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that to the to-do list but the short answer here is
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that we don't really have enough data to definitively say whether a primary reading focus is more
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or less effective than a primary listening focus.
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The number of people who achieve really high levels in language learning are few, so it's very anecdotal,
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and it's not like those people treated their language learning as an experiment by trying to control all the confounding factors.
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So it's really hard to draw conclusions there.
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Matt in particular, he and I discussed this a lot when we were writing the roadmap
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because his approach to Japanese was very reading focused and then it caused a whole bunch of problems later on.
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He basically ignored listening, he ignored pitch accent, he ignored like studying the sounds of the language until he was already reading the fluid.
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And then he had to undo a lot of stuff later and had to deliberately study and practice.
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So I definitely agree with Matt that you should not allow your reading to completely and totally outstruck your listening.
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That does seem to cause problems later on.
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People do develop sort of bad habits and bad fossilization of pronunciations and the way things
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sound to them that then cause problems later on.
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So we agree on that.
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His approach at this point has been to take the exact opposite of perspective.
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It's like, okay, well, if that doesn't work, then we should completely switch to listening as the primary focus.
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That's what natives do, that's what babies do, so we should try and emulate that.
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I'm less convinced about that argument.
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I think that there are positive examples in both a reading-focused paradigm in terms of learning
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and there are positive examples in a listening-focused paradigm, and there are negative examples in both of those as well.
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So I don't think we can draw significant conclusions across
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either one to say it has to be this one or it has to be this one.
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From our perspective, our focus as a company is to increase the success rate of learners.
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And when we say success rate, we mean the number of people who achieve their goal of functional fluency,
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meaning they can like comfortably integrate into a culture and use the language in their day-to-day life.
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They don't just start learning for 10 minutes a day and then burn out in a couple weeks and just to say, oh, I guess I'm not cut out for Spanish or whatever.
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Right.
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So we're really, really focused on that success rate, meaning
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that they can stick with it they can be sustainable with
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it uh we're not going for speed we're not even going
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for like native level we are just going for how many
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people can we get to this high level of fluency
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and then if they want to go beyond that that's great um
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and if they want to like try
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and get there as quickly as possible that's great too but we're really focused on just that success rate
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And from our perspective, reading is so much easier than listening
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that the fastest way that you can get to a point where you enjoy yourself, and we believe that enjoyment is key to being able to do it sustainably,
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the fastest way to enjoy yourself is to use the written language just because it makes the process so much easier.
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You don't have to deal with the ambiguity of listening.
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However, we do completely respect the fact that reading alone, pure reading without any listening at all can cause serious problems later on,
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which is why we promote listening and reading together through as much of the early process as possible,
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which is why subtitles and TV shows are sort of a great mix or podcasts with transcripts are a great mix.
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And we call this multi-channel input or dual channel input.
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So we've tried to weigh the pros and cons of all these different configurations to optimize for a success rate, for a higher success rate in language learning.
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So from our perspective, totally fine to be reading, totally fine to have reading be the
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paradigm that you base things on as long as you are consistently integrating listening throughout the process.
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That being said, definitely more research to be done.
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People are completely free to pursue whichever paradigm they think is best.
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I cannot say, given the data that I've seen and given the examples that I've seen, that one of them is definitively better or worse than others.
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But if your focus is, I just want to make sure that I'm successful in the long term, I want to make sure that this is sustainable, a reading paradigm is going to be easier for you.
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If your focus is, I really, really want that high level of listening ability, I really, really want to be sounding super native, then perhaps a listening focus paradigm would be more suitable for you.
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Though again, data is still out, jury's still out on whether that really matters in the long term or not.
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It's almost like it's a really big question and problem to solve.
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Yeah, language learning is weird like that.
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It's pretty hard to create these very,
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very targeted studies that actually can remove the confounding factors and really focus in on what is causal and what is correlation.
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So it's a big field of study
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and I'm definitely excited to continue to engage with that and continue to do our own research on it.
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But know we're probably gonna be researching this for the next you know two decades only or longer
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good all right well thank you for the question to muslim and i already actually put it on our
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to-do list for to post the blog post about this that goes into a little bit more depth about it
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and so we'll share that when that's when that's ready to go sounds good
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Is it better to focus on READING or LISTENING? - Ask Ethan”. Deze woorden komen het vaakst terug: reading, listening, language, learning, focus. Deze video bevat 109 zinnen en 1609 woorden om na te spreken. Het gesproken deel duurt 8:41. De spreker praat snel, ongeveer 185 woorden per minuut, dus reken op verbonden en ingeslikte klanken. 89% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is goed te volgen.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| paradigm zelfstandig naamwoord | /ˈpæɹ.ə.daɪm/ | paradigma, denkkader |
| confound werkwoord | /kənˈfaʊnd/ | verbijsteren, verbazen |
| fluency zelfstandig naamwoord | /ˈfluːənsi/ | vlotheid |
| sustainable bijvoeglijk naamwoord | /səˈsteɪnəbəl/ | duurzaam, verantwoord |
| ambiguity zelfstandig naamwoord | /æm.bɪˈɡjuː.ɪ.ti/ | dubbelzinnigheid, ambiguïteit |
| anecdotal bijvoeglijk naamwoord | [ˌænɪkˈdəʊ̯tɫ̩] | anekdotisch |
| causal bijvoeglijk naamwoord | /ˈkɔːzəl/ | causaal |
| emulate werkwoord | /ˈɛm.jʊ.leɪt/ | imiteren, nadoen |
| fossilization zelfstandig naamwoord | fossilisatie | |
| intrigue zelfstandig naamwoord | /ˈɪntɹiːɡ/ | intrige |
| optimize werkwoord | /ˈɑptɪmaɪz/ | optimistisch zijn/handelen |
| overwhelm werkwoord | /ˌoʊ.vɚˈwɛlm/ | overweldigen, overmannen |
| subtitle zelfstandig naamwoord | /ˈsʌbtaɪtəl/ | ondertiteling, ondertitel |
| summarize werkwoord | /ˈsʌməˌɹaɪz/ | samenvatten, opsommen |
| pronunciation zelfstandig naamwoord | /pɹəˌnʌn.siˈeɪ.ʃən/ | uitspraak |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| check out werkwoord | onderzoeken |
| figure out werkwoord | uitvogelen, er achter komen |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | has been · we've tried · I've seen |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | people who achieve |
Uitspraak om op te letten
De spreker gebruikt 29 samentrekkingen en verkorte vormen, zoals don't, we're, I'm. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, correlation /ˌkɔɹ.əˈleɪ.ʃən/, configuration /kənˌfɪɡ.əˈɹeɪ̯.ʃən/, publish /ˈpʌblɪʃ/, confusion /kənˈfjuːʒən/
- Lange woorden — let op de klemtoon: definitively /dɪˈfɪnɪtɪvli/, sustainable /səˈsteɪnəbəl/, ambiguity /æm.bɪˈɡjuː.ɪ.ti/, personalize /ˈpɜː.sə.nə.laɪz/, sustainably /səˈsteɪ.nə.bli/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: confound /kənˈfaʊnd/, intrigue /ˈɪntɹiːɡ/, optimize /ˈɑptɪmaɪz/, personalize /ˈpɜː.sə.nə.laɪz/, summarize /ˈsʌməˌɹaɪz/
- /æ/ — opener dan de Nederlandse “e”: paradigm /ˈpæɹ.ə.daɪm/, ambiguity /æm.bɪˈɡjuː.ɪ.ti/, anecdotal [ˌænɪkˈdəʊ̯tɫ̩], circumstance /ˈsɝ.kəmˌstæns/, transcript /ˈtɹæn.skɹɪpt/
- /g/ — een harde plofklank, geen Nederlandse “g”: integrate /ˈɪn.tɪ.ɡɹeɪt/, ambiguity /æm.bɪˈɡjuː.ɪ.ti/, intrigue /ˈɪntɹiːɡ/, configuration /kənˌfɪɡ.əˈɹeɪ̯.ʃən/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als paradigm, confound, fluency.
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.