跟讀練習: Part 4 A study on learning persistence - 通過影片學習英語口語

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Part 4.

You will hear part of a lecture on learner persistence.

First, you have some time to look at questions 31 to 40.

Thank you.

Now, listen carefully and answer questions 31 to 40.

Today, I'm going to talk about my research on learner persistence.

Let me first introduce why I wanted to carry out such research.

As a university teacher, I found learners' responses to certain things vary a lot.

For example, some students may completely give up their degree studies because of a temporary illness,

while others may overcome all kinds of difficulties and try their best to continue their studies.

The latter are the students with learner persistence, and this is the group that I'm particularly interested in.

To do the research, first I selected my undergraduate students as the research sample, with a total of 200 people.

All the students selected were seniors, and they had already stayed in the course very well.

Although the sample was drawn from a range of ages, there were deliberately a large number of mature students.

And there was one thing in common.

All of those students were living at home in the local region.

I wanted to maintain this element of consistency, so I didn't include those coming from outside this area.

Then I designed a questionnaire that aimed to find out what their concerns had been when they began the course,

and then what had made them stick at the three-year studies in university.

Findings from the first section pointed out that there were different concerns when they started their university studies.

For example, some worried about the financial circumstances, while others were concerned about their careers after graduation.

However, the research found the biggest concern for mature students tended to be the relationship with their children at home.

Next, I wanted to find out what had made those students persist with their university studies.

So in the second part, I designed my questionnaire under three main headings, social and environmental factors, other factors,

and personal characteristics, and I included three levels of importance for each of these three headings.

At the first level, those points identified by the respondents were regarded as the most important in learner persistence.

Let's look at them one by one.

For the first column, that's the social and environmental factors, a significant number of students said it was crucial to have effective support,

whether from their tutors or friends or friends.

For other factors, students were driven not so much by high grades, but by what they regarded as a success in their studies.

This was quite different from what I'd expected.

Regarding personal characteristics, a sizeable percentage of participants said they liked to take up a challenge, which was seen as a very important factor.

Then at the second level of importance, in the first category, many of the respondents regarded the life they enjoyed at school as an important social factor

because this gave them good experiences.

In the second column, Other Factors, a lot of people said that the most significant thing was decent health, which was also conducive to their persistence in the studies.

And then, under the third column, quite a number of respondents had the same view

that they should have a range of interests in their everyday lives

because this could broaden their minds and give them a sense of perspective, which less persistent learners might lack.

And then on to the third level of importance.

Under Social Factors, several respondents said that they had been keeping close to their tutors in their three-year university studies.

In the second column, for Other Factors, they mentioned it was very important to live in a family without any problems.

And finally, under Column 3, they talked about the capacity for multitasking, which was the ability to simultaneously deal with different problems.

From these findings, I've concluded some recommendations on how to promote students' learner persistence.

Primarily, I suggest that we should distribute questionnaires to the freshmen

so as to make clear of their maturity when they begin the course.

This This is really our most important concern.

Secondly, I propose

that we should find ways to offer some training sessions to

the students who are selected to encourage them to play the role of advisors.

The purpose of this is to make support much more approachable to other students.

Thirdly, in the evening and night, when offices are closed, students may have no one to turn to for help.

As a result, I think we should provide online services to those in need.

have pointed out that this service is actually more accessible than traditional services.

And finally, if students don't submit their assignments before the deadlines,

I think we teachers should contact the students first rather than waiting for the students to come to us.

So, this is all I want to share on my research.

Now, let's turn to the next part.

Are there any questions about...

That is the end of part four.

You now have one minute to check your answers to part four.

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本課的詞彙與口語要點

這段影片共有 60 個句子、847 個單詞可供跟讀。講話部分時長為 6:27。說話人語速平穩，每分鐘約 131 個詞，很適合跟讀。 85% 的單詞屬於英語最常用的 3,000 詞，其餘的詞建議在練習前先學一下。

影片中的重點詞彙

影片中 15 個不太常見的單詞，附發音和釋義：

persistence /pəˈsɪst(ə)ns/ (名詞) — 堅持 /堅持. The property of being persistent.
column /ˈkɒləm/ (名詞) — 柱子, 柱. A solid upright structure designed usually to support a larger structure above it, such as a roof or horizontal beam, but sometimes for decoration.
select /sɪˈlɛkt/ (動詞) — 選 /選, 挑選 /挑選. To choose one or more elements of a set, especially a set of options.
heading /ˈhɛdɪŋ/ (名詞) — 標題 /標題, 題目 /題目. The title or topic of a document, article, chapter, or of a section thereof.
mature /məˈt͡ʃʊ(ə)ɹ/ (形容詞) — 成熟, 成長 /成長. Fully developed; grown up in terms of physical appearance, behaviour or thinking; ripe.
characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/ (名詞) — 特性, 特質 /特質. A distinguishing feature of a person or thing, a part of mental or physical behavior.
tutor /ˈtjuːtəː/ (名詞) — 私人教師 /私人教師, 家庭教師 /家庭教師. One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction.
percentage /pə(ɹ)ˈsɛntɪd͡ʒ/ (名詞) — 百分率, 百分比. The amount, number or rate of something, regarded as part of a total of 100; a part of a whole.
temporary /ˈtɛmp(əˌɹ)ɛɹi/ (形容詞) — 暫時 /暫時. Not permanent; existing only for a period or periods of time.
everyday /ˈɛvɹiˌdeɪ/ (形容詞) — 日常的. Appropriate for ordinary use, rather than for special occasions.
carefully /ˈkɛɹf(ə)li/ (副詞) — 小心地. With care; attentively, circumspectly.
element /ˈɛləmənt/ (名詞) — 要素. One of the simplest or essential parts or principles of which anything consists, or upon which the constitution or fundamental powers of anything are based.
encourage /ɪnˈkʌɹ.ɪd͡ʒ/ (動詞) — 鼓勵 /鼓勵, 激勵 /激勵. To mentally support; to motivate, give courage, hope or spirit.
illness /ˈɪl.nəs/ (名詞) — 疾病, 病症. An instance (episode) of a disease or poor health.
decent /ˈdiː.sənt/ (形容詞) — 體面 /體面, 正派. Appropriate; suitable for the circumstances.

影片中出現的短語動詞

find out (動詞) — 找出, 查明. To discover, as by asking or investigating.
look at (動詞) — 觀察 /觀察, 看. To observe or watch.
point out (動詞) — 指, 指出. To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
carry out /ˈkæ.ɹi aʊt/ (動詞) — 進行 /進行. To hold while moving it out.
come from (動詞) — 來自 /來自. To have as one's origin, birthplace or nationality.
give up (動詞) — 投案, 自首. To surrender (someone or something); to inform on (someone).

需要注意的發音

說話人用了 6 次縮略和弱讀形式，例如 I'm, didn't, don't。請按聽到的簡短形式來說。

“sh” 和 “zh” 音: crucial /ˈkɹuː.ʃəl/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/, freshman /ˈfɹɛʃ.mən/
長單詞——注意重音位置: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, primarily /ˈpɹaɪ.mə.ɹə.li/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, difficulty /ˈdɪfɪkəlti/, accessible /əkˈsɛs.ɪ.bəl/

如何用這段影片練習

先完整聽一遍影片，不要開口，記下不認識的單詞。
用正常速度逐句跟讀，每句重複到你的節奏與說話人一致為止。
錄下自己的聲音並與原聲對比，特別注意 persistence, column, select 這類單詞。

影片中的語法

說話人最常用的結構，並附上影片中的原話：

結構	影片中的用法
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	was drawn · were regarded · were driven
定語從句 who / which + 從句 — 補充說明人或事物	challenge, which was · health, which was · multitasking, which was
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事	I've concluded · have pointed

什麼是跟讀法？

跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。

影子跟讀法: 閱讀完整分步指南 →

跟讀練習: Part 4 A study on learning persistence - 通過影片學習英語口語

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