Shadowing Practice: TOEFL Listening Practice | Lecture | Learning a Foreign Language - Learn English Speaking with Video
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Learning a foreign language is no easy task.
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Researchers into the field of language acquisition have been trying to establish the most efficient ways in
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which learners can retain new words.
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Kathy Wright reports.
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Language learning is all about exposure.
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For example, the more you see, hear, and use a word, the easier it will be to remember it.
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A certain amount of vocabulary acquisition occurs through what is known as incidental learning.
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whereby you pick up words without paying any special attention to them.
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But in order to achieve native speaker fluency, learners must adopt a variety of techniques.
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Professor Chris Johnson has been investigating what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
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We tend to classify such acquisition strategies on a scale ranging from shallow to deep.
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Shallow strategies, such as repetition of a word or memorizing a list of words, activate short -term memory.
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Though these methods are quick and easy, the words are forgotten again within a matter of days or weeks.
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Fixing a word or expression in long -term memory requires deeper strategies.
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As you pointed out, Kathy, repetitive exposure is essential, so a number of different strategies should be employed.
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These include reading a variety of articles on the same topic, where key vocabulary appears frequently.
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In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
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leads to long -term retention.
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Also, familiarizing yourself with word families or other words that combine with the one you're learning helps.
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Some students keep notebooks to help them organize this kind of information.
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More importantly, recent research indicates that fluent speakers have a large amount of prefabricated language at their disposal.
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In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
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These language chunks include a wide variety of phrases and expressions, such as, As far as I know,
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my point is that, Have a nice day!
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This challenges the traditional view of learning discrete words so students should develop deep strategies particularly for learning language chunks.
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But how can learners be sure they are activating long -term memory?
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Well there is a theory called decay theory which contends
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that unless we retrieve and utilize information stored in our memories on a fairly regular basis it will be forgotten.
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New words or phrases need to be encountered in a variety of forms.
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If you read a phrase, try and use it when speaking or in writing and review it at regular spaced intervals.
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After a few hours, the following day, a few days later, and so on.
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Long -term memory has a much greater capacity for storing information, including language items, than short -term memory.
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Furthermore, research has shown that
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But to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Strategies like these demand effort on the part of the learner, but according to the language experts,
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they do pay off and are crucial for anyone wishing to become truly fluent in a foreign language.
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Number 1.
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What are vocabulary acquisition strategies?
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Number 2.
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What is an example of a deep learning strategy?
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Number 3.
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What is a key finding of recent research?
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Number four.
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What does decay theory suggest?
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Number five.
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What does research into long -term memory indicate?
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Professor Chris Johnson has been investigating in what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
51
Fixing a word or expression in long -term memory requires deeper strategies.
52
In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
53
leads to long -term retention.
54
In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
55
These language chunks include a wide variety of phrases and expressions, such as, as far as I know,
56
my point is that, have a nice day.
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This challenges the traditional view of learning discrete words, so students should develop deep strategies,
58
particularly for learning language chunks.
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Well, there is a theory called decay theory,
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which contends that unless we retrieve and utilize information stored in our memories on a fairly regular basis, it will be forgotten.
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Furthermore, research has shown that to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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I love you.
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We'll be right back.
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Woordenschat en spreektips bij deze les
Deze spreekles is gebaseerd op de video “TOEFL Listening Practice”. Deze woorden komen het vaakst terug: word, language, strategies, learning, chunk. Deze video bevat 69 zinnen en 843 woorden om na te spreken. Het gesproken deel duurt 11:13. De spreker praat langzaam, ongeveer 75 woorden per minuut, zodat je tijd hebt om elke klank na te doen. Slechts 79% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is pittig.
Belangrijke woorden in deze video
15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| chunk zelfstandig naamwoord | /t͡ʃʌŋk/ | stuk, brok |
| acquisition zelfstandig naamwoord | /ˌæk.wɪˈzɪʃ.ən/ | verwerving |
| vocabulary zelfstandig naamwoord | /vəˈkæb.jə.lə.ɹi/ | woordenschat, vocabulaire |
| phrase zelfstandig naamwoord | /ˈfɹeɪ̯z/ | uitspraak |
| efficient bijvoeglijk naamwoord | /ɪˈfɪʃənt/ | efficiënt |
| decay zelfstandig naamwoord | /diˈkeɪ/ | verval |
| exposure zelfstandig naamwoord | /ɪkˈspəʊ.ʒə(ɹ)/ | blootstelling, contact |
| indicate werkwoord | /ˈɪndɪˌkeɪt/ | aanwijzen, aanduiden |
| investigate werkwoord | /ɪnˈvɛs.tə.ɡeɪt/ | onderzoeken, bekijken |
| furthermore bijwoord | /ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/ | daarenboven, bovendien |
| conscious bijvoeglijk naamwoord | /ˈkɑn.ʃəs/ | bij bewustzijn, alert |
| acquire werkwoord | /əˈkwaɪɚ/ | verwerven, verkrijgen |
| shallow bijvoeglijk naamwoord | /ˈʃæloʊ/ | ondiep, laag |
| dictionary zelfstandig naamwoord | /ˈdɪk.ʃəˌnɛ.ɹi/ | woordenboek |
| retention zelfstandig naamwoord | /ɹɪˈtɛnʃən/ | vasthouding, retentie |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| pay off werkwoord | aflossen |
| pick up werkwoord | oppakken, optillen |
| point out werkwoord | aanwijzen, aanduiden |
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 continuous have/has been + -ing — iets dat eerder begon en nog bezig is | have been trying · has been investigating |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | is known · are forgotten · should be employed |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | has shown |
Uitspraak om op te letten
De spreker gebruikt 4 samentrekkingen en verkorte vormen, zoals don't, we'll, you're. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: acquisition /ˌæk.wɪˈzɪʃ.ən/, efficient /ɪˈfɪʃənt/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, conscious /ˈkɑn.ʃəs/, shallow /ˈʃæloʊ/
- Lange woorden — let op de klemtoon: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, dictionary /ˈdɪk.ʃəˌnɛ.ɹi/, importantly /ɪmˈpɔɹ.tənt.li/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: phrase /ˈfɹeɪ̯z/, utilize /ˈjuː.tɪ.laɪz/, retrieve /ɹɪˈtɹiːv/, contend /kənˈtɛnd/, organize /ˈɔɹɡənaɪz/
- /æ/ — opener dan de Nederlandse “e”: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, shallow /ˈʃæloʊ/, activate /ˈæktɪˌveɪt/, establish /ɪˈstæb.lɪʃ/
- /g/ — een harde plofklank, geen Nederlandse “g”: investigate /ɪnˈvɛs.tə.ɡeɪt/, organize /ˈɔɹɡənaɪz/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als chunk, acquisition, vocabulary.
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.