Практика Shadowing: Fight brain-rot with Worked Examples - Изучайте разговорный английский по видео

And this is how I personally learn using LLMs without my brain rotting away.

Give me a worked example, i.e. steps broken down, worked, like a math problem, or leak code.

And then you can just type a random number here, 137.

so if you just tell the LLM give me the solution to leak code 137

it will give you something and you won't understand it at all

but if you ask for a worked example this is the hack

it will tell you step by step how to come to this conclusion

so you're not just getting the final thing you are getting a series of steps which you can go through

and each step is small in terms of cognitive requirement

and you'll actually be able to learn remember and retain that information and that step

and your brain will remember in a chain so that you might remember 4 out of the 5

but then remembering the other four forces your brain to recall the fifth one

because your brain likes to associate this thing's related with this thing.

It links patterns in that way.

So I actually think that LLMs are learning on steroids because now you have access to a speaking encyclopedia

that can break down problems for you, your own personal tutor.

It is insane, actually.

So that was a clip from my live stream, and I'm aware of a scientific article that actually talks more about this, and I wanted to share it.

You can go look it up yourself, and you can see what this study says as well.

The paper is called The Effect of Worked Examples on Learning Solution Steps and Knowledge Transfer.

And in this article, they describe a method where they took two groups of students, they gave one group the worked example,

which is like a series of steps to help the students get to the solution.

And the other group just had to figure it out, basically.

They had to do problem solving.

And the problems that they gave them were designed in a way

that they required to fit many things into working memory at a given time.

So very cognitively demanding.

And if I just scroll down to the results, because it's quite a long paper.

So the results here, effectively, it breaks down the two groups into a table.

And they measured the cognitive load.

and motivation and retention and also something called near transfer.

So for cognitive load, it's predictable and expected that the worked example group had lower cognitive load.

Of course, because they were given a worked example, they already know some of the steps to solving the problem.

So they were consistently lower in cognitive load Now why is that important?

If we look at some of the other results, for example, let's just go down to retention.

And we look at the retention.

I don't know what unit these numbers are in,

but you can see that the worked example group had a 50% increased retention over the students that were just problem solving.

So much, much better ability to remember how they solved that problem.

You can see they also scored better on near transfer.

And I believe that means that when given similar problems, they are better able to solve those problems as well.

The motivational scale has to do with how proud they were of completing the lesson or the challenge

and also how challenged they felt during that.

As you would expect, the worked example group didn't feel that it was too challenging for them.

And then for how proud they were of their achievement, the worked example group was also slightly more proud of what they did.

So take that for what you will.

But then if we go down to the, essentially the educational implications, it's sort of giving,

I guess, advice for maybe teachers or professors to recommend that

when you are training or teaching someone who is just new to something, that you should give them worked examples.

and then as they learn more and more, you can maybe peel back a few of the steps so

that the worked example have less information and they have to do more problem solving over time.

So you're doing this gradual increase to keep the cognitive load of the student manageable.

Why do you need to do that?

Because when you are cognitively overloaded, you cannot remember things.

And especially if you are overloaded by a challenge and you get frustrated,

you have even less chance to remember and get through that problem.

So when we are doing things like going to LeetCode and jumping into a problem that we have never seen before,

you are not cheating by looking at worked examples.

The worked example will tell you how to solve it, but you will actually be better solidifying that knowledge in your brain and that pattern.

Now a worked example is very different from a completely finished and final solution.

A worked example is the steps.

It is not just the answer.

If you just take the answers, you're not going to learn.

But if you use a worked example, you're going to learn better than everyone else who doesn't.

It just seems like a no-brainer for me.

So when you go through here and you look at solutions, don't look at the solutions because they will have just a complete solution unless they've written it,

their shared solution really well, which most of them don't do that.

So instead what you do, you just go to an LLM and ask it to give you a worked example

because they've all been trained on all of LeetCode and everything.

So that's it.

I will link the study in the description.

Go have a read and good luck.

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199 предложений

Почему практиковать разговорный английский на этом видео?

Это видео — отличная возможность для практики разговорного английского, потому что оно сочетает простой разговорный стиль с полезными идеями. Слушая речь автора, ты учишься выражать мысли естественно, как в повседневной коммуникации. А главное, тема «рабочих примеров» подходит для shadowing — метода, когда ты повторяешь за говорящим, тренируя произношение и ритм. Это поможет не только запомнить новые слова, но и улучшить понимание речи на слух. И если ты ищешь shadowing site или инструменты для такого обучения, такие видео станут отличным материалом!

Грамматика и выражения в контексте

В диалоге используются простые, но важные структуры, которые стоит запомнить:

«this is how I personally learn» — конструкция для объяснения способа действия. Удобна для рассказа о своих методах обучения.
«if you just tell the LLM… it will give you» — условное предложение 1 типа, часто используется в разговорах о возможностях или инструкциях.
«they measured the cognitive load and motivation» — пассивный залог, полезен для описания исследований или результатов.
«as you would expect» — фраза для подтверждения ожидаемого результата, делает речь более живой.

Трудные места в произношении

В видео есть слова, которые могут вызвать сложности. Например:

«cognitive» — правильно произносится [ˈkɒɡnətɪv], акцент на первом слоге. Не путай с «coɡnitive» (ошибка в ударении).
«retention» — [rɪˈtenʃn], внимание к звуку [ʃn] в конце. Легко пропустить или заменить на [ʃən].
«motivational» — [ˌməʊtɪˈveɪʃənl], акцент на третьем слоге. Важно не сдвигать его на второй.

Пractise these words с помощью Shadowing английский — повторяй за говорящим, чтобы улучшить произношение английского. Памятка: медленно сначала, потом подбирай темп!

Не забывай, что shadowspeak и другие методы shadowing помогают не только улучшить произношение, но и запомнить грамматику в контексте. Тренируйся регулярно, и ты увидишь прогресс!

Грамматика в этом видео

Конструкции, которые говорящий использует чаще всего, с точными словами из видео:

Конструкция	В видео
Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает	is called · were designed · were given
Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас	have never seen · they've written

Что такое техника Shadowing?

Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.

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Почему практиковать разговорный английский на этом видео?

Грамматика и выражения в контексте

Трудные места в произношении

Грамматика в этом видео

Что такое техника Shadowing?