Shadowing Practice: Apprendre une langue, c’est s’y habituer - Learn English Speaking with Video
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51 sentences
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1
Language learning.
2
Indeed, it's quite simple, but we often complicate the task.
3
But it's mainly about having interest, therefore on the part of the learner, and putting in the time. That is to say, time with the language, not by reading explanations of the language you want to learn in your mother tongue, but rather listening, reading, getting involved, therefore spending time with the language.
4
It's very simple, and I recently saw an article on the internet about the deplorable state of language and foreign language learning in Brittany.
5
And he's right, there's a shortage of teachers, a lack of obvious usefulness in learning foreign languages.
6
Well, yes, maybe.
7
And I thought a little about the situation in Canada where most English-speaking students who are not in the immersion system, therefore in the normal system, do not learn French.
8
In principle, most people can't express themselves in French, despite the fact that the government spends billions of dollars to make Canadians more bilingual.
9
And ultimately, the only bilingual people are those who are interested in the other language, whether it's French or English, or who see a great use for it.
10
And this is more the case for French speakers in Quebec or even French speakers outside Quebec, and even English speakers who live in Quebec. But otherwise, it's difficult.
11
Yet, I like learning languages, and even the same thing.
12
I looked a little on the Internet.
13
In Belgium, French speakers are not that interested in the Dutch language.
14
Flemish. So, even if they need it, for example in Brussels, to find a good job, it seems.
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Often, they can't express themselves in Dutch because they don't see much use for this language.
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You can't create interest in another language.
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I know this because I learned my language, more or less to different degrees, but still, I'm interested in languages, I'm interested in different cultures, etc. But you can't force people to be interested, but you can take advantage of the abundance of information that there is on the Internet and all the modern technologies that allow us to use and take advantage of the interests that I or other learners may have to convert all kinds of content and all kinds of information and In computer science, in matter, in content to learn languages. As I did for example, I'm very interested in history.
18
I found a site called Herodotus Herodotus, history where there are a lot of very interesting videos on history, on genetics, etc. Well, I can by copying the URL of one of these videos, I can for example either import it directly into the site that I use, that is to say Link.
19
Yes, because here, let's say that I have enough vocabulary in French, that I don't need to do this for my French.
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But to illustrate how it happens with a click, I have a lesson, I have a lesson in link to learn the words there, which I could add to my vocabulary.
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I would have the possibility of listening, reading and getting used to this language, structure, etc. Which relates to this kind of subject.
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But on the other hand, I can also copy the URL and put it in our skin Kélèm, which is a type of intelligence system artificial, and create a podcast and dialogue in any language, in Spanish, in Japanese, in any other language.
23
I've done it several times for Persian for example.
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So I create something that is interesting to me, that is more or less at my level because it is a dialogue created by our BLM, are less difficult and at a slightly slower speed and a little more.
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It was a discussion, so it's more lively than the monologue in the video.
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The original video.
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And so I can import through a site still there on the internet, which can convert the MP4 to MP3.
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Which allows me to have a lesson at LingQ with transcription where I can learn the words if needed, either in Spanish, in Japanese, in Persian, in any language.
29
It's incredible.
30
So finally, even this video that I'm creating there, in French, it's been a long time since I spoke French. So I'm going to do, I'm going to create, make mistakes, it's not a big deal.
31
You have to have humility if you want to learn languages.
32
But if someone wants to take the URL of this video and convert it into a discussion, a five- to six-minute dialogue in Russian.
33
In Persian, in Japanese.
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All of this is doable, and so there are so many possibilities now that teachers who are not necessarily specialized in language teaching can use the resources that exist on the Internet, that is, content about things of interest to learners, and convert them into any language.
35
So, which languages?
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So, a teacher who is not specialized and who does not master a particular language can still help their students learn these languages.
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Because ultimately, language learning is not a question of mastering anything at the beginning; it is a question of enjoying listening and reading things more or less at your level that are of interest to you, and trusting the learning process.
38
And eventually, if you were interested, learning more about a few points of grammar.
39
Today, all of this is available, we just have to look up pronouns in Italian, or whatever, and we find all the information we need when we are interested in these questions.
40
And there is no need to get hung up on it, I have to master certain elements of grammar, otherwise I will never be able to learn.
41
No, it's the opposite, we have to get used to the language to be able to later do more in-depth research on questions that interest us.
42
A question of grammar, a question of vocabulary or whatever .
43
So that's language learning, this question of interest, of time.
44
And the process is a process of adaptation, of getting used to it rather than a process of deliberate learning according to a few basic principles that we absolutely have to learn before we can move forward, etc. And it 's not that kind of thing either.
45
In English, we say gamification, that is to say, making it more fun.
46
Learning through simplistic formulas doesn't work.
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Neither does punishment.
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We need, based on the learner's interest, content of interest that encourages us to spend the time necessary to get used to a new language.
49
And that's why I say it's simple, all you need is the interest and the time.
50
Thank you. And now that it's been a long time since I've spoken French, you're going to criticize me, and I accept all criticism.
51
Thank you, goodbye.
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Vocabulary and speaking notes for this lesson
This B2 speaking lesson is built on the video “Apprendre une langue, c’est s’y habituer”. The speaker keeps coming back to these words: language, French, learning, interest, learn. This video has 51 sentences and 1133 words to shadow. The speech runs for 8:51. The speaker talks at a steady 128 words per minute, a comfortable pace for shadowing. 84% of the words are among the 3,000 most common in English; the rest is worth studying before you start.
Key vocabulary in this video
The 15 most advanced words in the video, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| convert verb | /kənˈvɝt/ | To transform or change (something) into another form, substance, state, or product. |
| learner noun | /ˈlɜɹnəɹ/ | One who is learning; one receiving instruction. |
| vocabulary noun | /vəˈkæb.jə.lə.ɹi/ | A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning. |
| grammar noun | /ˈɡɹæm.ə(ɹ)/ | A system of rules and principles for the structure of a language, or of languages in general. |
| specialize verb | /ˈspɛʃəˌlaɪz/ | To narrow in scope. |
| bilingual adjective | /baɪˈlɪŋ.ɡwəl/ | Having the ability to speak two languages fluently. |
| import noun | /ˈɪm.pɔɹt/ | Something brought in from an exterior source, especially for sale or trade. |
| complicate verb | /ˈkɑmplɪkeɪt/ | To make complex; to modify so as to make something intricate or difficult. |
| doable adjective | /ˈduː.ə.bəl/ | Possible to do; feasible. |
| flemish verb | /ˈflɛmɪʃ/ | Often followed by down: to arrange (a rope) into a neat, flat spiral coil. |
| gamification noun | The use of gameplay mechanics for non-game applications (as for example making work less onerous; incentivization; or pedagogy). | |
| immersion noun | /ɪˈmɝʒən/ | The total submerging of a person in water as an act of baptism. |
| monologue noun | /ˈmɑnəˌlɔɡ/ | A long speech by one person in a play; sometimes a soliloquy; other times spoken to other characters. |
| pronoun noun | /ˈpɹoʊ.naʊn/ | A part of speech that refers anaphorically to a noun or noun phrase, which cannot ordinarily be preceded by a determiner and rarely takes an attributive… |
| simplistic adjective | /sɪmˈplɪstɪk/ | Overly simple. |
Phrasal verbs you will hear
| Word | Pronunciation | Meaning |
|---|---|---|
| look up verb | /ˌlʊk ˈʌp/ | To have better prospects. |
| move forward verb | To cause to make progress. |
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Relative clauses who / which + clause — extra information about a person or thing | students who are · those who are · Kélèm, which is |
| Present perfect have/has + past participle — a past action that still matters now | I've done · it's been |
Pronunciation to watch
The speaker uses 16 contractions and reduced forms, such as I'm, can't, don't. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: specialize /ˈspɛʃəˌlaɪz/, flemish /ˈflɛmɪʃ/, immersion /ɪˈmɝʒən/, transcription /tɹænˈskɹɪpʃən/, shortage /ˈʃɔː(ɹ)tɪd͡ʒ/
- Long words — get the stress right: vocabulary /vəˈkæb.jə.lə.ɹi/, humility /hjuːˈmɪlɪti/, deliberate /dɪˈlɪb.(ə.)ɹət/, adaptation /ˌæd.æpˈteɪ.ʃən/
How to practise with this video
- Listen to the whole video once without speaking and note the words you do not know.
- Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
- Record yourself and compare with the original, paying attention to words like convert, learner, vocabulary.
What is the Shadowing Technique?
Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.