跟讀練習: Vol 1 - test 10 - section 4 - 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.

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 sizable 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 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.

Researchers 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

you

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為什麼要通過這個影片練習口語？

在學習英語的過程中，口語練習至關重要。通過觀看這個影片，學習者不僅可以提高對英語內容的理解，還能夠在實際情境中鍛鍊口語能力。影片中講師的研究內容涉及學習者的堅持性，這為學習者提供了一個生動的背景，適合進行英語影子跟讀。在Youtube上學英語時，利用這種實際例子來進行跟讀，不僅提高了聽力理解，還有助於增強口語表達自信。

語法與表達在語境中的應用

這個影片中包含了幾種重要的語法結構和表達方式，學習者可以藉此機會加深理解：

被動語態: 講師提到“I wanted to carry out such research”，學習者可以通過這種結構來表達他們的研究意圖或任務。
條件句: 例如“if you want to improve，”這種結構適合用於談論假設情況或條件，可以幫助學習者表達他們的想法。
定語從句: 在句子中使用“that”或“which”can幫助闡明和具體化資訊，例如“students who are living at home” 。這種用法在日常英語口語中非常常見。

通過影片的內容，學習者可以練習這些語法結構，提升英語口語練習的效果。

常見發音陷阱

在觀看影片時，學習者可能會遇到一些發音挑戰，特別是在某些關鍵單詞上。以下是幾個需要注意的發音陷阱：

persistence: 這個詞可能由於其音節結構讓人困惑，正確的發音為/pərˈsɪstəns/，務必多加練習。
undergraduate: 對於這個單詞，許多學習者可能會發音不清楚，正確的發音是/ˌʌndərˈɡrædʒuət/。
research: 有些學習者在這個詞的發音上會受到影響，注意音節和重音，通常應該重讀‘re-’音節。

通過對這些難發音單詞進行英語影子跟讀，可以幫助學習者提高英語發音，克服口語中的障礙，自信地進行交流。

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: Vol 1 - test 10 - section 4 - 通過影片學習英語口語

選擇練習模式

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Vol 1 - test 2 - section 1

Vol 1 - test 6 - section 4

Vol 3 - test 6 - section 3

Vol 1 - test 3 - section 3

Vol 2 - test 2 - section 3

Vol 3 - test 10 - section 3

Vol 3 - test 4 - section 3

Vol 2 - test 5 - section 3

Vol 5 - test 1 - section 2

Vol 3 - test 5 - section 4

Vol 3 - test 1 - section 4

Vol 3 - test 4 - section 2

Vol 3 - test 6 - section 2

Vol 2 - test 4 - section 4

Vol 1 - test 2 - section 3

Vol 3 - test 8 - section 4

Vol 3 - test 10 - section 4

Vol 1 - test 1 - section 1

Vol 2 - test 3 - section 3

Vol 3 - test 4 - section 4

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為什麼要通過這個影片練習口語？

語法與表達在語境中的應用

常見發音陷阱

影片中的語法

什麼是跟讀法？