跟讀練習: Task-Based Language Learning - 通過影片學習英語口語

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I would rather have a conversation.

I would rather spend time, you know, acquiring information, listening to interesting podcasts and then talk about what I've been listening to and reading.

Hi there, Steve Kaufmann here and today I want to talk about task-based language learning.

Uh, remember if you enjoy these videos, please subscribe, click on the bell for notifications.

Uh, if you follow me on a podcast service, uh, please leave a review.

I do appreciate it.

So task-based language learning.

The really, the reason I raise this subject is because I realized just how important it is in language learning to have specific tasks.

Um, I noticed this, that if I assign myself a task or if I feel an obligation to do something, or if someone assigns a task to me, then I'm likely to do it simply because it's, it's easy to have a task.

If my wife says, you know, chop these vegetables.

Okay, chop the vegetables.

It's, it helps it's, you don't have to kind of think what should I be doing now?

You have a task, and the same with language learning.

So first thing in the morning, uh, typically I'll listen to a podcast and then I'll try and grab the URL if it's on YouTube and somehow get an MP3 file so that I can get it transcribed.

So now I've got this task that's developing, I'm listening to this podcast.

I'm, I've got the transcript.

I'm studying a transcript onLingQ without even having to think about it.

I have this task that I have to do.

Um, if my tutor worked to assign me a task, here are three lessons I want you to read them.

I want you to save words and phrases or, uh, when we're on our 90-Day Challenge, I'm trying to keep to a certain level in terms of LingQs created are words known.

These are very specific things over and above my general interest in the language, specific tasks that help get me going and like so much in life, life it's important to get going.

It's important to do something.

If you do something, it leads to other things.

So tasks I think are very important to keep us, you know, going forward in our language learning activities.

But when you say task-based language learning, if you Google for it, you'll find a different definition.

And that task-based language instruction is a method of language instruction, where as I understand it, um, the learner is asked to perform a task in the language, uh, not to worry about grammar structures or vocabulary and to incorporate, you know, hand gestures or whatever in order to accomplish a task in the language.

Now, I, I don't know whether this is an effective way of teaching the language.

To me, it's a little artificial.

Uh, it's a bit like this role playing thing, which I also don't particularly like.

I would rather have a conversation.

I would rather spend time, you know, acquiring information, listening to interesting podcasts, and then talk about what I've been listening to and reading and sort of gradually see my vocabulary increase, my comprehension level increase.

I'm not that interested in, in engaging in these artificial activities.

The, uh, one example of the application of this task-based language instruction, and of course in the field of language instruction there are all kinds of, you know, the latest, you know, fad, uh, as I see it, uh...

I'm with Krashen, I think language instruction comes down to comprehensible, compelling input, massive listening and reading, allowing the brain to get used to the language and everything else is kind of refinements, which are either interesting or not very interesting, but maybe not all that necessary.

One application is in Canada we have a thing called the 12 language benchmarks, which again yet another way of grading people's language skills.

So we have TOEFL and TOEIC and IELTS and Cambridge.

So there's another one, Canadian Language Benchmarks.

There are 12 levels and each level tries to describe in terms of, you know, listening comprehension, reading comprehension, speaking, and writing, you know, what the person's level is.

Well, level one, theycan't do much.

So, you know, can hardly say anything.

Okay, that's level one.

Level two, can hardly say anything, but can say a little more than level one.

In other words, all of the detailed description of what this person is able to do is relatively meaningless to me.

The person is gradually getting better, hopefully, and there are no clear, you know, demarcation lines between level three and level four and five.

That's why beginner, intermediate and advanced is pretty good because it's simple.

It's a fluid thing.

It's not like there are steps like this that we go through and we may be progressing more quickly in comprehension, not as quickly in speaking or writing, or we may not even bother with writing.

And so trying to say that at each, you know, benchmark level here is a clear definition of what this person can do.

Now, the reason for this is that for this Canadian Language Benchmark system, they, they hope that, um, immigrants, for example, can demonstrate the ability to perform, uh, tasks related to being a clerk, uh, you know, in a supermarket or a receptionist at a hotel, uh, jobs that are considered to be less demanding when it comes to language.

You know, jobs that immigrants could easily fill once they achieved that level.

Now of course, here again, uh, I have, uh, met many checkout clerks at supermarkets, many of whom are immigrants, they all speak quite well.

I mean, the, the ones that are good at it, they can actually entertain conversations on different subjects.

I don't think it's that useful to try to just train yourself on the limited number of words you need for that.

A receptionist at a hotel even more.

So I think it's far better to focus on improving your overall level in the language, acquiring more words, doing more listening and reading and not pretending that just because you act out certain roles or certain tasks that that's going to prepare you for that task.

You're better to continue to improve your comprehension through lots of listening and reading.

And if you have that base, even if when you start in a particular job, you struggle.

If you have that comprehension, you have the vocabulary you will eventually improve.

And it really doesn't matter.

You know where you are, theoretically in the sort of steps of the 12 language benchmarks, what matters is, how do we get the, get the person?

How do we encourage that person?

How do we make it easier for that person to continue to improve and get better and better?

And I'm not sure that the sort of Canadian Language Benchmark task-based instruction is the way to go.

On the other hand, assigning yourself tasks like doing a lot of listening and reading and speaking is probably going to get you there sooner.

So maybe a little bit controversial.

I'm sure I'll get some pushback from professional language teachers.

Okay. Thanks for listening.

Bye.

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為何這個影片是練習口語的好素材？

影片中Steve Kaufmann的表達自然且貼近日常，沒有複雜的語法結構，非常適合作為“看YouTube學英語”的素材。他談論語言學習的真實感受，比如“我寧願聊天，花時間獲取資訊，聽有趣的播客，然後討論聽過和讀過的內容”，這種口語化的表述能幫助學習者掌握實用表達。同時，內容圍繞“任務型語言學習”展開，話題聚焦且有深度，適合用來練習連貫表達和邏輯思維。

拆解自然表達，學習地道口語

“I would rather have a conversation.” 中的“would rather”是口語中常用的表達偏好的結構，比“prefer”更自然。學習者可模仿這種簡潔的偏好表達，如“我寧願在家看書，也不願出去聚會”。
“It's easy to have a task. If my wife says, chop these vegetables. Okay, chop the vegetables.” 這裡的短句和重複讓對話更真實。口語中無需追求複雜句式，簡單重複能增強表達的節奏感，適合shadowing練習。
“I'm not that interested in engaging in these artificial activities.” 中的“not that interested in”是典型的口語弱化表達，比“我不感興趣”更委婉。學習者可模仿這種語氣，讓表達更符合 native speaker 的習慣。

簡單有效的shadowing練習流程

利用這個影片進行“shadow speak”練習，可遵循以下步驟：首先，選擇影片中1-2分鐘的片段，逐句播放並跟讀，注意模仿語調、重音和節奏。然後，使用“shadowing site”錄製自己的跟讀內容，對比原音，找出語速和發音的差異。重複這個“聽-跟-錄-比”的迴圈，每次聚焦3-5個句子，直到能自然流暢地複述。此外，可挑選影片中的核心表達，如“task-based language learning”，結合自身經歷造句，比如“我通過任務型語言學習提高了英語水平”，強化記憶的同時提升輸出能力。堅持每天15分鐘，能有效提升口語的流利度和自然度。

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
現在完成進行時 have/has been + -ing — 以前開始、現在仍在繼續的動作	I've been listening
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	is asked · are considered

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: Task-Based Language Learning - 通過影片學習英語口語

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為何這個影片是練習口語的好素材？

拆解自然表達，學習地道口語

簡單有效的shadowing練習流程

影片中的語法

什麼是跟讀法？