ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: Reading & Spelling Teacher Training Section 9 #logicofenglish #scienceofreading #reading #spelling
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As we conclude the Logic of English teachers training, I want to present to you some of the exciting research that has been done on literacy.
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This research, I think, will help you to understand how vital this knowledge is to our society
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and to changing how reading is taught.
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First of all, I was presented with information about longitudinal studies that have been done about reading education in the United States.
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Now, longitudinal studies include thousands and thousands of students.
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This slide was shared with me by Dr. Readline,
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one of the leading experts in reading education and a professor of neurology at Southern Methodist University.
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This slide shows us some studies that have been done, and on the left side you'll see the researcher's name,
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then you'll see the number of hours of instruction as well as how many students were in those classes
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or in those groups.
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After that you'll see a column showing the number of students reading below the 30th percentile before instruction,
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and you'll notice that it's about 30 % of students.
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In the final column, you will see that there can be dramatic changes in as little as 80 hours of systematic instruction.
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Now, I believe that all students in the United States have the right to learn to read.
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I believe that it is a basic skill and
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that we should be teaching reading from the beginning at the earliest ages
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so that everyone can master it and everyone can go on and to succeed in school.
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There's also been some additional studies that are very exciting.
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Functional MRI studies are done where a student is reading in an MRI machine, and what they can track is blood flow and oxygenation.
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What they have found is that students who are struggling readers are using the front right side of their brain.
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Students who are strong readers are using the back left side of their brain primarily.
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Now, the back left side of the brain is called Broca's area, and this area is the same areas we used for speaking and for listening.
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It is our speech areas.
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There's also a little bit of activity in strong readers in the visual sections.
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What they have found is that when struggling students are taught systematically how the language works,
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phonograms, rules, how to read when they're actually instructed in reading and not just left to guess,
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that in as little as 80 hours of systematic instruction, not only do their test scores go up, not only do they become better readers,
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their brains go to look like that of strong readers.
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And this is really remarkable and incredibly encouraging.
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It means that for struggling readers, usually there is nothing organically wrong with them.
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It means that this is probably just a teaching issue.
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The way that student has been taught has not made sense to them.
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Now, I asked a leading researcher this after I heard him speak.
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I asked him, what is the brain doing
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when it is using the front right side of their brain of the struggling readers?
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What is that about?
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And the researcher said he didn't know, but what they do know is that area of the brain is higher order thinking and visual centers.
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And it immediately connected to me that what I had been teaching many, many years ago were reading strategies.
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I was told to tell students that if they didn't know a word, they should reread the passage.
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If they still didn't know, they should reread a little farther back.
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If they still didn't know, they should look at pictures.
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And if they still didn't know, they should go on.
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These students were taught to guess.
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And that is what a lot of students in our schools think that reading is it's about guessing.
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And so it's no wonder they're using higher order thinking areas of their brain.
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When we teach them the sounds and the phonograms, we make connections to the auditory parts of the language
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and they're able to transition and see
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that the written language is all about something that someone could have or might have spoken.
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It's the stories and the words.
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It's auditory communication in a visual form.
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It's also exciting to know that the brain can be rewired through explicit teaching.
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We don't have to feel hopeless.
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There is hope.
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As we conclude this training course,
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I want to talk about the findings of the National Reading Panel and how they relate to the logic of English.
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The National Reading Panel identified five strands of reading instruction that are essential to developing strong readers and spellers.
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The first is phonemic awareness.
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You'll notice that in this training we dealt with phonemic awareness in depth and I provided you ideas.
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Many, many students are stuck at this level and it is vital that teachers understand it.
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This course is also delved deeply into systematic phonics.
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That is really what the logic of English is about.
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It's about how the language works on a linguistics level.
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We've also talked extensively about vocabulary development and morphology and how to develop a student's vocabulary.
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The fourth area that the National Reading Panel identified was fluency.
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Now fluency is very important, but you'll notice that we did not talk about it in this training.
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I'd like to give you a few tips right now on developing fluency.
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The biggest way that we can develop fluency in students is practice.
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Lots of practice.
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First, we practice having them read words, then phrases, then sentences, then books.
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Have those students read aloud.
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Have them read the same passage aloud multiple times and work on fluency.
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There is not a lot of magic to developing fluency other than lots and lots of practice.
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And practice that builds from easier contexts to more and more difficult contexts.
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The fifth area is reading comprehension.
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Now reading comprehension is vital to the success of students in learning how to read.
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However, I did not address reading comprehension in this training video.
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I'd like to say that reading comprehension should be taught systematically.
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We need to teach students how to find the main idea.
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We need to teach them how to infer.
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We need to teach students the strategies for comprehension, and this is really vital for students who struggle with auditory processing.
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Those students will need a lot of help helping to understand how texts are organized and how to better comprehend them.
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However, the reason I did not spend time on that in this training series is one, it's beyond the scope of the series,
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and two, I really believe that many of the problems
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that we have in our society with reading is because we start here.
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I know many kindergarten programs that began on day one or day two with reading instruction with reading comprehension.
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And we forget that the first four parts build into the skills needed to learn the skills for reading comprehension.
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So you can watch from the logic of English in the future.
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There'll be more information for you on reading comprehension, but I really want to focus teachers
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and parents' attention to the foundational building blocks of reading that build up to this stage.
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I also want to give parents and teachers a little tip.
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Many of our nation's students are struggling, and those students, as we have said, experience tremendous amounts of shame in regards to reading.
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Learning the rules and the phonograms can transform lives.
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It can transform how students read.
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But to be honest, the most difficult part of teaching a student who's struggling how to read is getting beyond the emotional barrier.
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And so I'd like to talk to you about a few things
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that you can do if you have an older student who is struggling.
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First of all, I really encourage you to guard their hearts.
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Do that by helping them to understand that it's not their fault.
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I know that one of my children was struggling and he couldn't read at the beginning of third grade,
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and that is part of how I discovered the logic of English.
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But there was a day when I had to go to him and I had to say to him,
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I am really sorry that you were taught in a way that didn't make sense to you.
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And I have since learned some things that I believe will be really helpful to you.
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In that conversation, it was really neat to see that the weight came off and he began to go,
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you know, you're right, it didn't make sense to me.
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And he began to internalize it as something that was mistaught rather than something that he had done wrong.
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Now, I want to be careful here because teachers
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and parents too often internalize a lot of shame and responsibility themselves in this situation,
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but I want you to understand you cannot teach what you do not know.
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So if this is new information to you, just be thankful that you have it and move forward
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and understand that there's nothing you can do about being able to teach something that you didn't know in the first place,
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but you can become part of transformation.
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The next suggestion I have for you with those struggling students is to not torture read.
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Now, sometimes I share this with public schools and I've actually had teachers gasp when I explain what I mean by this.
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So just hold your breath if you're a public school teacher or a teacher who might be shocked.
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But if you have a student in third, fourth, fifth grade, or an older student who is struggling with reading,
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I would ask you to stop having that student read aloud
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or requiring them to read texts until you have taught them the rules and phonograms.
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You can teach the rules and phonograms to students in four to eight weeks of intensive instruction.
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And what you do is you give
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that student's heart a little bit of time to.. heal a little bit of time to stop wrestling
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so much and then you provide them the tools so
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that they can read well and Then you present them texts again
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and now when they have a text in front of them that they're struggling with you can say oh
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Here's the C is before an E So what is it going to say
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and it's going to relate to the rules and the answers
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that they have been taught and in this way they can move forward.
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And I just challenge you to think, you know, if they have been struggling for three, four, five, six years,
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taking a few weeks off from reading texts and trying to comprehend them is not going to hurt them.
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It's not going to impede their development.
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Rather, spend that time learning the rules and the phonograms.
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If the Logic of English teachers training videos have changed how you think about language,
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And if you believe that this is part of the solution to changing the literacy crisis in the English -speaking world,
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I encourage you to join us in becoming part of the solution.
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I encourage you to tell your neighbors and your friends the spelling rules that are most exciting and interesting to you.
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It might sound terribly geeky to go to your neighbor and say that, I learned that English words don't end in V,
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therefore I need to add a silent final E.
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But until everybody knows this information, we as a nation and as a culture are going to struggle with reading and spelling.
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We have to change the misconception that English is illogical and impossible and full of exceptions,
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and we're only going to do this when all of us take responsibility for educating those around us.
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I'd encourage you also to share the information that you've learned on social media,
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to work on Facebook and Twitter and all the different avenues that you have,
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blogs, write reviews of uncovering the logic of English, share these videos.
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You can become part of social change and you can become part of reversing the literacy crisis in this generation.
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คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้
บทเรียนฝึกพูดนี้ใช้วิดีโอ “Reading & Spelling Teacher Training Section 9” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: student, reading, struggling, English, teacher วิดีโอนี้มี 144 ประโยค และ 2039 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 11:54 ผู้พูดพูดด้วยความเร็วเป็นธรรมชาติ ประมาณ 171 คำต่อนาที ใกล้เคียงกับบทสนทนาในชีวิตประจำวัน 86% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก
คำศัพท์สำคัญในวิดีโอนี้
คำที่ควรเรียนรู้ 15 คำจากวิดีโอ พร้อมคำอ่านและความหมาย:
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| reader คำนาม | /ˈɹi.dɚ/ | ผู้อ่าน |
| comprehension คำนาม | /ˌkɑmpɹɪˈhɛnʃn̩/ | ความเข้าใจ |
| encourage คำกริยา | /ɪnˈkʌɹ.ɪd͡ʒ/ | ให้กำลังใจ, ส่งเสริม |
| literacy คำนาม | /ˈlɪtəɹəsi/ | การรู้หนังสือ |
| awareness คำนาม | /əˈwɛɹ.nəs/ | ความตระหนัก |
| column คำนาม | /ˈkɒləm/ | เสา |
| slide คำนาม | /ˈslaɪ̯d/ | กระดานลื่น |
| researcher คำนาม | /ˈɹiˌsɝ.t͡ʃɚ/ | นักวิจัย |
| conclude คำกริยา | /kənˈkluːd/ | ปิดท้าย |
| vocabulary คำนาม | /vəˈkæb.jə.lə.ɹi/ | คำศัพท์, วงศัพท์ |
| silent คำคุณศัพท์ | /ˈsaɪ̯lənt/ | เงียบ, นิ่ง |
| avenue คำนาม | /ˈæv.əˌn(j)u/ | ถนน |
| connect คำกริยา | /kəˈnɛkt/ | เชื่อม, ต่อ |
| exception คำนาม | /əkˈsɛpʃən/ | ข้อยกเว้น, การยกเว้น |
| phrase คำนาม | /ˈfɹeɪ̯z/ | วลี, ประโยค |
ไวยากรณ์ในวิดีโอนี้
โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:
| โครงสร้าง | ในวิดีโอ |
|---|---|
| Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน | has been done · have been done · There's also been |
| Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ | has been done · is taught · was presented |
| Relative clauses who / which + อนุประโยค — ข้อมูลเพิ่มเติมเกี่ยวกับคนหรือสิ่งของ | students who are · students who struggle · student who is |
การออกเสียงที่ควรระวัง
ผู้พูดใช้รูปย่อและรูปลดเสียง 32 ครั้ง เช่น didn't, you'll, I'd ให้พูดแบบสั้นตามที่ได้ยิน
- เสียง “th”: breathe /bɹiːð/, thankful /ˈθæŋkfəl/
- เสียง “sh” และ “zh”: comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, instruction /ɪnˈstɹʌkʃən/, shock /ʃɔk/, transition /tɹænˈzɪʃ.ən/, exception /əkˈsɛpʃən/
- คำยาว — ลงเสียงหนักให้ถูกพยางค์: literacy /ˈlɪtəɹəsi/, systematic /ˌsɪs.tɪˈmæt.ɪk/, vocabulary /vəˈkæb.jə.lə.ɹi/, systematically /ˌsɪs.təˈmæt.ɪ.kli/, primarily /ˈpɹaɪ.mə.ɹə.li/
เสียงที่คนไทยมักออกเสียงยาก:
- เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: encourage /ɪnˈkʌɹ.ɪd͡ʒ/, vital /ˈvaɪtəl/, skill /skɪl/, awareness /əˈwɛɹ.nəs/, passage /ˈpæsɪd͡ʒ/
- /v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: vital /ˈvaɪtəl/, vocabulary /vəˈkæb.jə.lə.ɹi/, avenue /ˈæv.əˌn(j)u/, reverse /ɹɪˈvɝs/, intensive /ɪnˈtɛnsɪv/
- /z/ — เสียงก้อง ไม่ใช่ /s/: transition /tɹænˈzɪʃ.ən/, phrase /ˈfɹeɪ̯z/, regards /ɹɪˈɡɑɹdz/, organize /ˈɔɹɡənaɪz/, internalize /ɪnˈtɝnəlaɪz/
วิธีฝึกกับวิดีโอนี้
- ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
- เริ่มที่ความเร็ว 0.75× พูดตามทีละประโยค แล้วกลับไปใช้ความเร็วปกติเมื่อเริ่มคล่อง
- อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง reader, comprehension, encourage เป็นพิเศษ
เทคนิค Shadowing คืออะไร?
Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ