跟讀練習: Participants in the learner Persistence study were all drawn from the same - 通過影片學習英語口語

選擇練習模式

每種模式都會開啟全屏練習室。

71 句
如果句子過短或過長，請點選 Edit 進行調整。
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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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關於本課

在本節課中，您將實踐英語聽力和口語能力，專注於學員的堅持性研究。通過聆聽大學講師的演講，您將深入瞭解是什麼驅動一些學生在學術上保持堅韌，而另一些則可能中途放棄。您將學習如何通過關注關鍵的社交、環境和個人特徵來提高自己的學習永續性。

關鍵詞彙與短語

  • 永續性（Persistence） - 指學習者在面臨挑戰時不斷努力的能力。
  • 學術研究（Academic Study） - 指在學校或大學的學習活動。
  • 社交因素（Social Factors） - 影響學習永續性的與他人互動的方面。
  • 個人特徵（Personal Characteristics） - 學習者自身的品質和興趣。
  • 支援（Support） - 來自家人或朋友的幫助。
  • 挑戰（Challenge） - 需要努力克服的困難。
  • 健康（Health） - 其狀態對學習的影響。
  • 關係（Relationship） - 學習者與教師或同學之間的互動。

練習技巧

為了更好地練習英語口語，建議您使用英語影子跟讀（shadowspeak）技術。在聽講師的演講時，可以嘗試即時跟讀，以提高您的發音和語音流暢度。在這個影片中，講師的語速適中，非常適合初學者和中級學習者進行影子演講（shadow speech）練習。確保您不僅僅是在跟讀單詞，也要注意語調和情感表達，使您的口語更富有表現力。

在進行shadowing site練習時，您可以暫停影片，重複講師的句子。這樣，您不僅能練習發音，還能加深對內容的理解，同時提高您的聽力技能。切記，持久地與有挑戰性的材料進行練習是提升英語水平的關鍵。

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 →