跟讀練習: TOEFL Listening Practice | Lecture | Learning a Foreign Language - 通過影片學習英語口語
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69 句
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Learning a foreign language is no easy task.
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Researchers into the field of language acquisition have been trying to establish the most efficient ways in
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which learners can retain new words.
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Kathy Wright reports.
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Language learning is all about exposure.
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For example, the more you see, hear, and use a word, the easier it will be to remember it.
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A certain amount of vocabulary acquisition occurs through what is known as incidental learning.
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whereby you pick up words without paying any special attention to them.
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But in order to achieve native speaker fluency, learners must adopt a variety of techniques.
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Professor Chris Johnson has been investigating what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
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We tend to classify such acquisition strategies on a scale ranging from shallow to deep.
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Shallow strategies, such as repetition of a word or memorizing a list of words, activate short -term memory.
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Though these methods are quick and easy, the words are forgotten again within a matter of days or weeks.
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Fixing a word or expression in long -term memory requires deeper strategies.
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As you pointed out, Kathy, repetitive exposure is essential, so a number of different strategies should be employed.
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These include reading a variety of articles on the same topic, where key vocabulary appears frequently.
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In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
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leads to long -term retention.
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Also, familiarizing yourself with word families or other words that combine with the one you're learning helps.
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Some students keep notebooks to help them organize this kind of information.
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More importantly, recent research indicates that fluent speakers have a large amount of prefabricated language at their disposal.
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In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
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These language chunks include a wide variety of phrases and expressions, such as, As far as I know,
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my point is that, Have a nice day!
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This challenges the traditional view of learning discrete words so students should develop deep strategies particularly for learning language chunks.
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But how can learners be sure they are activating long -term memory?
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Well there is a theory called decay theory which contends
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that unless we retrieve and utilize information stored in our memories on a fairly regular basis it will be forgotten.
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New words or phrases need to be encountered in a variety of forms.
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If you read a phrase, try and use it when speaking or in writing and review it at regular spaced intervals.
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After a few hours, the following day, a few days later, and so on.
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Long -term memory has a much greater capacity for storing information, including language items, than short -term memory.
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Furthermore, research has shown that
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But to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Strategies like these demand effort on the part of the learner, but according to the language experts,
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they do pay off and are crucial for anyone wishing to become truly fluent in a foreign language.
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Number 1.
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What are vocabulary acquisition strategies?
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Number 2.
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What is an example of a deep learning strategy?
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Number 3.
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What is a key finding of recent research?
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Number four.
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What does decay theory suggest?
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Number five.
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What does research into long -term memory indicate?
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Professor Chris Johnson has been investigating in what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
51
Fixing a word or expression in long -term memory requires deeper strategies.
52
In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
53
leads to long -term retention.
54
In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
55
These language chunks include a wide variety of phrases and expressions, such as, as far as I know,
56
my point is that, have a nice day.
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This challenges the traditional view of learning discrete words, so students should develop deep strategies,
58
particularly for learning language chunks.
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Well, there is a theory called decay theory,
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which contends that unless we retrieve and utilize information stored in our memories on a fairly regular basis, it will be forgotten.
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Furthermore, research has shown that to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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I love you.
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We'll be right back.
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本課的詞彙與口語要點
這節口語課以影片“TOEFL Listening Practice”為素材。 影片中反覆出現的詞有：word, language, strategies, learning, chunk。 這段影片共有 69 個句子、843 個單詞可供跟讀。 講話部分時長為 11:13。 說話人語速較慢，每分鐘約 75 個詞，你有足夠的時間模仿每一個音。 只有 79% 的單詞屬於英語最常用的 3,000 詞，詞彙難度較高。
影片中的重點詞彙
影片中 15 個值得學習的單詞，附發音和釋義：
| 單詞 | 發音 | 釋義 |
|---|---|---|
| chunk 名詞 | /t͡ʃʌŋk/ | 塊 /塊 |
| acquisition 名詞 | /ˌæk.wɪˈzɪʃ.ən/ | 獲得 /獲得 |
| vocabulary 名詞 | /vəˈkæb.jə.lə.ɹi/ | 詞匯 /詞彙, 語匯 /語彙 |
| phrase 名詞 | /ˈfɹeɪ̯z/ | 短語 /短語, 片語 /片語 |
| efficient 形容詞 | /ɪˈfɪʃənt/ | 高效率 |
| indicate 動詞 | /ˈɪndɪˌkeɪt/ | 表明, 表示 |
| investigate 動詞 | /ɪnˈvɛs.tə.ɡeɪt/ | 調查 /調查 |
| furthermore 副詞 | /ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/ | 並且 /並且, 而且 |
| acquire 動詞 | /əˈkwaɪɚ/ | 獲得 /獲得, 取得 |
| shallow 形容詞 | /ˈʃæloʊ/ | 淺 /淺 |
| dictionary 名詞 | /ˈdɪk.ʃəˌnɛ.ɹi/ | хуадян, цыдян |
| retention 名詞 | /ɹɪˈtɛnʃən/ | 留用 |
| activate 動詞 | /ˈæktɪˌveɪt/ | 啟用 |
| retrieve 動詞 | /ɹɪˈtɹiːv/ | 重拾 |
| contend 動詞 | /kənˈtɛnd/ | 奮鬥 /奮鬥, 掙扎 |
影片中出現的短語動詞
| 單詞 | 釋義 |
|---|---|
| pick up 動詞 | 拾取, 撿 /撿 |
| point out 動詞 | 指, 指出 |
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 | have been trying · has been investigating |
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | is known · are forgotten · should be employed |
| 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 | has shown |
需要注意的發音
說話人用了 4 次縮略和弱讀形式，例如 don't, we'll, you're。請按聽到的簡短形式來說。
- “sh” 和 “zh” 音: acquisition /ˌæk.wɪˈzɪʃ.ən/, efficient /ɪˈfɪʃənt/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, conscious /ˈkɑn.ʃəs/, shallow /ˈʃæloʊ/
- 長單詞——注意重音位置: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, dictionary /ˈdɪk.ʃəˌnɛ.ɹi/, importantly /ɪmˈpɔɹ.tənt.li/
中文母語者容易讀錯的音：
- /v/ — 不要讀成 /w/，上齒輕觸下唇: vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, activate /ˈæktɪˌveɪt/, retrieve /ɹɪˈtɹiːv/, interval /ˈɪntɚvəl/
- 詞尾子音 — 要讀清楚，後面不要加母音: chunk /t͡ʃʌŋk/, phrase /ˈfɹeɪ̯z/, efficient /ɪˈfɪʃənt/, indicate /ˈɪndɪˌkeɪt/, investigate /ɪnˈvɛs.tə.ɡeɪt/
- /r/ 和 /l/ 的區別: vocabulary /vəˈkæb.jə.lə.ɹi/, crucial /ˈkɹuː.ʃəl/, importantly /ɪmˈpɔɹ.tənt.li/, learner /ˈlɜɹnəɹ/, familiarize /fəˈmɪliəɹaɪ̯z/
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 chunk, acquisition, vocabulary 這類單詞。
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。