Prática de Shadowing: Participants in the learner Persistence study were all drawn from the same - Aprenda a falar inglês com o YouTube

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Now turn to Section 4 on page 7.
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Now turn to Section 4 on page 7.
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Section 4.
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You will hear part of a talk about research into learner persistence given by a university lecturer to her colleagues.
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First, you have some time to look at questions 31 to 40 on pages 7 and 8.
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Now listen carefully and answer questions 31 to 40.
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My talk is about a research study I did over a period of five years on learner persistence,
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why some people stick at academic study better than others.
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As teachers, you will know that there is a tremendous variation in the learner's response to certain things.
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For example, a short period of illness might completely destabilize some students and cause them to give up their degree studies.
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Other learners might overcome tremendous difficulties to stay the course.
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I am particularly interested in this second group,
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who are the ones with learner persistence.
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What I decided to do was design a research study using a sample of my university's
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third-year undergraduate students 295 in all who obviously had already stayed
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the course pretty well the sample was drawn from a range of ages
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but there was deliberately a significant number of mature students and all respondents were living at home in the local region
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i wanted to have this element of consistency not having some coming from outside the area and living in university accommodation.
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It should be noted, though,
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that there was significant variation in home background to reflect the variation in our student population.
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I designed questionnaires which were devised to elicit what their concerns had been as they started the course
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and what had sustained them throughout the three years.
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Findings from the first section indicated that their worries when they started It varied from financial concerns,
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though this had not been as strong as I expected, to career prospects.
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But mature students with children tended to emphasize uncertainties about their relationship with them.
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The second section of my questionnaire looked at learner persistence under three main headings,
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social and environmental factors, other factors,
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and intrinsic or personal characteristics.
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I identified three levels of importance for each of these.
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At the first level, those points identified by participants as most important in learner persistence.
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For social factors, many respondents said how crucial it had been to have good support,
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though there was no one specific source.
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It could be family or friends.
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As regards other factors, students are heartened not so much by high grades,
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but by what they regard as success in study.
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And for personal characteristics, many respondents reported that they took pleasure in challenge and that this was regarded as very significant.
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At the second level of importance,
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in the first category, a sizable percentage talked about the fact
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that they had enjoyed themselves in school as an important social factor.
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In the second column, Other Factors,
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a number of people said that what was of most importance was decent health.
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This had a fairly strong influence on their persistence in their studies.
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And then, under the heading of Personal Characteristics,
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there were quite a large percentage of respondents
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who mentioned they felt it was important to have lots of interests in their everyday lives.
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This gave them a depth and sense of perspective,
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which less persistent learners might lack.
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And then, on to the third level.
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Under social factors, several respondents talked about good relationships with their tutors.
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For other factors, they mentioned lack or absence of any problems in their families.
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and finally, under column 3,
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they identified an ability to juggle several roles,
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what we might call their capacity for multitasking.
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Now, these findings obviously helped inform the design of activities, as I mentioned.
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But in addition, a number of further recommendations emerged.
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Firstly, I propose
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that the department distributes questionnaires to first-year students to help get an idea of their maturity when starting the course.
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This is really our overriding concern.
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secondly I recommend we look into ways of offering induction courses
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for some selected students to allow them to take on the
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role of advisors we think they are the best people to act in
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that role this policy will make support much more accessible to
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our students thirdly this help is often most needed in the evening
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and night when offices are closed and
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so we should set up online services instead of the more traditional telephone services research has shown
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that these services are actually more accessible to the majority of students
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and finally it is often important to be proactive
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if students are not meeting deadlines then someone should contact them
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rather than wait for them to come to us now are there any questions about the point
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That is the end of Section 4.
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You now have half a minute to check your answers.
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Thank you.

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Contexto e Antecedentes

A palestra em questão aborda um estudo realizado por uma professora universitária sobre a persistência dos alunos durante o curso acadêmico. A pesquisa se concentrou em entender por que alguns estudantes conseguem permanecer focados em seus estudos, enquanto outros abandonam mais facilmente. A palestrante destaca a importância de diversas variáveis sociais, ambientais e características pessoais que influenciam essa perseverança. Este tipo de discussão é fundamental para educadores e alunos, pois revela tanto os desafios enfrentados pelos estudantes quanto os fatores que podem fomentar a resiliência acadêmica.

Top 5 Frases para Comunicação Diária

  • "A variação na resposta do aluno é enorme." - Utilize essa frase para discutir diferentes estilos de aprendizagem.
  • "Apoio é crucial para a persistência." - Uma boa frase para enfatizar a importância de uma rede de suporte.
  • "Desempenho acadêmico não é tudo." - Isso pode ser usado para debater as diversas formas de sucesso.
  • "Desafios podem trazer prazer." - Fale sobre a visão positiva dos desafios na educação.
  • "A saúde tem uma influência forte na persistência." - Use esta frase para abordar a relação entre bem-estar e desempenho acadêmico.

Guia Passo a Passo para Shadowing

Para aqueles que desejam aprimorar suas habilidades de fala em inglês através do método shadowing, aqui vai um guia prático baseado na palestra sobre a persistência do aprendiz:

  1. Escolha do Material: Comece assistindo ao vídeo ou ouvindo o áudio, focando na leitura atenta do transcript.
  2. Identificação das Frases: Destaque as frases-chave mencionadas anteriormente. Elas são úteis para o dia a dia e podem ser inseridas em contextos variados.
  3. Primeira Leitura: Escute o áudio pela primeira vez sem tentar repetir. Foque na compreensão do conteúdo e nuances da fala.
  4. Repetição: Com o vídeo pausado, repita as frases em voz alta. Tente imitar a entonação e a velocidade da oradora, praticando o estilo de shadowspeaks.
  5. Prática Versátil: Varie a sua prática. Tente utilizar as frases em situações cotidianas, conversando com colegas ou em grupos de estudo, para se acostumar com o uso na comunicação real.

Integrar o método de shadowspeak à sua rotina de aprendizagem é uma forma eficaz de dominar o inglês. Ao polir suas habilidades de escuta e fala, você poderá melhorar sua fluência e conforto ao se comunicar. Assim, continue a aprender inglês com YouTube, focando em conteúdo que ressoe com seus interesses e desafios!

O que é a Técnica de Shadowing?

Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.

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