ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: The push for English for All| Vietnam Today

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It's been quite a bit since the introduction of Politburo Resolution No. 71 on Breakthrough Education Development.
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And among the most notable goals, the resolution sets a target of achieving initial results by 2030 in improving English proficiency at the general education level
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and calling for stronger foreign language teaching and learning.
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So this is a big plan we're talking about, Lina.
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That's right, Dylan.
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And Vietnam needs to make the move right now.
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So far, the government has launched the scheme to make English a second language
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or ESL in schools for 2025 to 2035 with a vision to 2045.
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Already in its first phase of implementation, the scheme spans all levels of education from preschool to higher education,
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vocational training and continuing education, affecting more than 50,000 institutions,
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30 million learners, and 1 million teachers and education managers.
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But it also lays a bear some of the biggest challenges ahead, training more than 200,000 teachers,
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attracting educators to disadvantaged areas,
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and applying new technologies, especially AI in English teaching and in teaching subjects in English, just to name a few.
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And behind all of those challenges lies one critical question.
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Can this ambitious rollout reach every classroom equally?
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From cities to remote areas, how can Vietnam make English a true second language in schools without leaving some students behind?
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Our reporter, Lộc Dương, has more.
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As Vietnam pushes ahead with education reform, English is being positioned as a key pillar of the country's long-term development strategy.
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Researchers say ESL is no longer an academic subject, but a tool that shapes competitiveness, innovation, and access to global knowledge.
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If it's success, Vietnam Education may have a chance to catch up with the top-ranking education system in the world.
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And we aim to have some universities among the top 100 and top 200 universities in the world.
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However, not every school begins this journey journey from the same starting line.
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While urban and well-funded schools are adapting quickly, many rural and public schools are facing limited resources,
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uneven connectivity, and challenges in applying AI-powered learning, widening the equity gap that educators warn must be addressed early.
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Looking at local languages and how that integrates into new education reform,
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societal pressures such as housing and the integration of international students,
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and also quality of teaching and equity of access to all people.
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UNICEF has been working with the Ministry of Education and Training to finalize,
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to develop and finalize the AI competency framework in education for both teachers and students.
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Amid these challenges, Vietnam is increasingly turning to international cooperation as part of its broader ESL rollout,
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with supports focused on teacher capacity, localized curriculum and technology deployment beyond major cities, giving learners a fair chance at English medium opportunities.
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We're looking at capacity building with teachers.
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So we are introducing a new professional development framework
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that we have built alongside with Moet to address particularly the needs of the ESL strategy.
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It's the opportunity to practice their English with an AI environment which they otherwise would not have been able to do.
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Turning English into a true second language will require more than new curricula or slogans.
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It demands long-term investment in teachers, smart using technology and a commitment to equity so that no province is left behind.
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Reporting from Hanoi, Lập Dương, from Vietnam Today.
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So we've established that one of the key components to Vietnam's English project success hinges on teachers.
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Improving teaching quality requires not just initial training but ongoing support, known as CPD, Continuing Professional Development,
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which helps teachers update skills and improve classroom practices.
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Our reporter Lục Dung spoke with Byung Sujarat, Head of English and School Education for East Asia at the British Council,
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on how strong CPD can transform English teaching in Vietnam.
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Mr. Sutraja, thank you for joining us.
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Can you explain how a robust CPD system will transform English teaching at the school level
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and what specific teaching teachers will need to shift from teaching
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English as a foreign language to establishing it as a true second language?
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So I think how the robust CPD system could help improve the teaching quality
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and then later the successful implementations of the ESL strategy is that by having a robust CPD system, teachers know that they have a pathway.
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They have a tool for them to assess where they are at, what areas they need to develop,
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and then what pathways or steps that they can go through to improve their professional practices.
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You have regional languages as well in different contexts such as the mountainous area.
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So the teachers also need to be aware of the students' language
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or linguistics repository so that they can help build their capacity to learn in English.
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Based on your regional experience across East Asia,
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what kinds of CBD support or models have proven most effective in helping teachers sustainably improve their English medium instruction skills?
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Here in Vietnam,
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we have tried to pilot what is called teachers' activity groups with several doets in some provinces in Vietnam
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and that has shown evidence that peer learning groups, such as through TEQTS, can be applied
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so related educational stakeholders can look at the evidence
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that has been generated from those pilots and then maybe consider
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that as one of the means in order to bridge that gap.
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What does it take to ensure this initiative doesn't stall after the first decade
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and how can can Vietnam build institutional capacity so that English proficiency becomes embedded in the educational culture, not just a policy mandate.
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So I think the key to that is to ensure that all educational stakeholders have the ownership towards the policy, that they feel like, oh,
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I have a role to play in this.
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It's not something that is only mandated or instructed to me, but they can see the real value of that strategy.
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And the second point would be continuous improvement through evidence.
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So there has to be a mechanism to evaluate what has been working and then refine that for continuous improvement.
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That, when it's done regularly and then continuously,
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it will then generate the real evidence and the right model that will fit with the Vietnam context
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and makes the ESL strategy a lasting process for schools.
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Thank you so much for your valuable insight.
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Thank you.

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คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้

บทเรียนฝึกพูดระดับ B2 นี้ใช้วิดีโอ “The push for English for All” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: English, teacher, Vietnam, teaching, language วิดีโอนี้มี 75 ประโยค และ 1056 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 7:44 ผู้พูดพูดด้วยความเร็วสม่ำเสมอ ประมาณ 137 คำต่อนาที เหมาะกับการฝึกพูดตาม มีเพียง 80% ของคำที่อยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ คำศัพท์จึงค่อนข้างยาก

คำศัพท์สำคัญในวิดีโอนี้

คำที่ยากที่สุด 9 คำในวิดีโอ พร้อมคำอ่านและความหมาย:

คำศัพท์คำอ่านความหมาย
mandate คำนาม/ˈmændeɪ̯t/อาณัติ, คำสั่ง
curriculum คำนาม/kəˈɹɪk.jə.ləm/หลักสูตร
classroom คำนาม/ˈklɑːsɹʊm/ห้องเรียน
linguistics คำนาม/lɪŋˈɡwɪstɪks/ภาษาศาสตร์
pillar คำนาม/ˈpɪlɚ/เสา, หลัก
slogan คำนาม/ˈsloʊɡən/สโลแกน, คำขวัญ
researcher คำนาม/ˈɹiˌsɝ.t͡ʃɚ/นักวิจัย
ambitious คำคุณศัพท์/æmˈbɪʃ.əs/ทะเยอทะยาน, มักใหญ่ใฝ่สูง
warn คำกริยา/woɹn/เตือน

กริยาวลีที่คุณจะได้ยิน

คำศัพท์ความหมาย
leave behind คำกริยาลืม

ไวยากรณ์ในวิดีโอนี้

โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:

โครงสร้างในวิดีโอ
Present perfect continuous have/has been + -ing — การกระทำที่เริ่มก่อนหน้านี้และยังดำเนินอยู่has been working
Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบันIt's been · has launched · have built
Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำbeing positioned · must be addressed · is left

การออกเสียงที่ควรระวัง

ผู้พูดใช้รูปย่อและรูปลดเสียง 4 ครั้ง เช่น we're, doesn't, we've ให้พูดแบบสั้นตามที่ได้ยิน

  • เสียง “sh” และ “zh”: proficiency /pɹəˈfɪʃənsi/, ambitious /æmˈbɪʃ.əs/, institutional /ˌɪn.stɪˈtju.ʃə.nəl/, instruction /ɪnˈstɹʌkʃən/
  • คำยาว — ลงเสียงหนักให้ถูกพยางค์: proficiency /pɹəˈfɪʃənsi/, educator /ˈɛd͡ʒəkeɪtɚ/, curriculum /kəˈɹɪk.jə.ləm/, competency /ˈkɑm.pə.tən.si/, competitiveness /kəmˈpɛtɪtɪvnəs/

เสียงที่คนไทยมักออกเสียงยาก:

  • เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: finalize /ˈfaɪ.nə.laɪz/, competitiveness /kəmˈpɛtɪtɪvnəs/, linguistics /lɪŋˈɡwɪstɪks/, localize /ˈloʊkəlaɪz/, mountainous /ˈmaʊn.tɪ.nəs/
  • /v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: competitiveness /kəmˈpɛtɪtɪvnəs/, uneven /ʌnˈivən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, evaluate /ɪˈvaljʊeɪt/, provinces /ˈpɹɔv.ɪns.ɪz/
  • /z/ — เสียงก้อง ไม่ใช่ /s/: finalize /ˈfaɪ.nə.laɪz/, localize /ˈloʊkəlaɪz/, repository /ɹɪˈpɒz.ɪ.t(ə.)ɹɪ/, provinces /ˈpɹɔv.ɪns.ɪz/

วิธีฝึกกับวิดีโอนี้

  1. ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
  2. พูดตามทีละประโยคด้วยความเร็วปกติ ทำซ้ำแต่ละประโยคจนจังหวะของคุณตรงกับผู้พูด
  3. อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง mandate, curriculum, classroom เป็นพิเศษ

เทคนิค Shadowing คืออะไร?

Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ

เทคนิค shadowing: อ่านคู่มือฉบับเต็มทีละขั้นตอน →