Shadowing Practice: Vol 1 - test 10 - section 4 - Learn English Speaking with Video

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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Woordenschat en spreektips bij deze les

Deze video bevat 57 zinnen en 846 woorden om na te spreken. Het gesproken deel duurt 6:38. De spreker praat in een gelijkmatig tempo van ongeveer 127 woorden per minuut, prettig om te shadowen. 85% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.

Belangrijke woorden in deze video

15 minder gangbare woorden uit de video, met uitspraak en betekenis:

persistence /pəˈsɪst(ə)ns/ (zelfstandig naamwoord) — doorzettingsvermogen. The property of being persistent.
column /ˈkɒləm/ (zelfstandig naamwoord) — zuil, kolom. A solid upright structure designed usually to support a larger structure above it, such as a roof or horizontal beam, but sometimes for decoration.
select /sɪˈlɛkt/ (werkwoord) — uitkiezen, selecteer. To choose one or more elements of a set, especially a set of options.
regard /ɹɪˈɡɑːd/ (zelfstandig naamwoord) — respect, achting. A steady look, a gaze.
heading /ˈhɛdɪŋ/ (zelfstandig naamwoord) — kop. The title or topic of a document, article, chapter, or of a section thereof.
mature /məˈt͡ʃʊ(ə)ɹ/ (bijvoeglijk naamwoord) — volgroeid, volwassen. Fully developed; grown up in terms of physical appearance, behaviour or thinking; ripe.
characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/ (zelfstandig naamwoord) — trekje, karakteristiek. A distinguishing feature of a person or thing, a part of mental or physical behavior.
tutor /ˈtjuːtəː/ (zelfstandig naamwoord) — studiebegeleider, mentor. One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction.
percentage /pə(ɹ)ˈsɛntɪd͡ʒ/ (zelfstandig naamwoord) — percentage. The amount, number or rate of something, regarded as part of a total of 100; a part of a whole.
temporary /ˈtɛmp(əˌɹ)ɛɹi/ (bijvoeglijk naamwoord) — tijdelijk. Not permanent; existing only for a period or periods of time.
everyday /ˈɛvɹiˌdeɪ/ (bijvoeglijk naamwoord) — alledaags. Appropriate for ordinary use, rather than for special occasions.
carefully /ˈkɛɹf(ə)li/ (bijwoord) — voorzichtig. With care; attentively, circumspectly.
element /ˈɛləmənt/ (zelfstandig naamwoord) — element. One of the simplest or essential parts or principles of which anything consists, or upon which the constitution or fundamental powers of anything are based.
encourage /ɪnˈkʌɹ.ɪd͡ʒ/ (werkwoord) — bemoedigen, aanmoedigen. To mentally support; to motivate, give courage, hope or spirit.
illness /ˈɪl.nəs/ (zelfstandig naamwoord) — ziekte, aandoening. An instance (episode) of a disease or poor health.

Phrasal verbs die je zult horen

find out (werkwoord) — ontdekken, onderzoeken. To discover, as by asking or investigating.
point out (werkwoord) — aanwijzen, aanduiden. To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
carry out /ˈkæ.ɹi aʊt/ (werkwoord) — uitvoeren. To hold while moving it out.
deal with (werkwoord) — behandelen. To handle verbally or in some form of artistic expression; to address or discuss as a subject.
give up (werkwoord) — zich overgeven. To surrender (someone or something); to inform on (someone).

Uitspraak om op te letten

De spreker gebruikt 6 samentrekkingen en verkorte vormen, zoals I'm, didn't, don't. Spreek ze kort uit, zoals je ze hoort.

De klanken “sh” en “zh”: crucial /ˈkɹuː.ʃəl/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/, freshman /ˈfɹɛʃ.mən/
Lange woorden — let op de klemtoon: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, primarily /ˈpɹaɪ.mə.ɹə.li/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, difficulty /ˈdɪfɪkəlti/, accessible /əkˈsɛs.ɪ.bəl/

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 persistence, column, select.

Grammatica in deze video

De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:

Structuur	In de video
Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet	was drawn · were concerned · were regarded
Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding	challenge, which was · health, which was · multitasking, which was
Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt	I've concluded · have pointed

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 →

Shadowing Practice: Vol 1 - test 10 - section 4 - Learn English Speaking with Video

Vol 1 - test 2 - section 3

Vol 3 - test 6 - section 3

Vol 1 - test 3 - section 3

Vol 5 - test 3 - section 2

Vol 2 - test 4 - section 4

Vol 2 - test 2 - section 3

Vol 3 - test 6 - section 2

Vol 3 - test 10 - section 3

Vol 3 - test 4 - section 3

Vol 2 - test 5 - section 3

Vol 3 - test 5 - section 4

Vol 3 - test 4 - section 2

Vol 5 - test 1 - section 2

Vol 3 - test 1 - section 4

Vol 3 - test 2 - section 4

Vol 3 - test 8 - section 4

Vol 3 - test 10 - section 4

Vol 1 - test 1 - section 1

Vol 1 - test 2 - section 2

Vol 2 - test 3 - section 3

Vol 3 - test 4 - section 4

Part 4 A study on learning persistence

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Woordenschat en spreektips bij deze les

Belangrijke woorden in deze video

Phrasal verbs die je zult horen

Uitspraak om op te letten

Zo oefen je met deze video

Grammatica in deze video

Wat is de Shadowing-techniek?