跟读练习: How reading changes the way your brain works - BBC World Service - 通过YouTube学习英语口语
困难
跟读控制
0% 已完成 (0/45 句)
Clicking on this video activated circuits in your brain that took thousands of years to develop the ones required for reading.
⏸ 已暂停
速度:
重复次数:
等待模式:
字幕同步:0ms
所有句子
45 句
1
Clicking on this video activated circuits in your brain that took thousands of years to develop the ones required for reading.
0:00.12 – 0:08.80 (8.7s)
2
We think of language as natural and reading is written language, so it must be natural. But it isn't.
0:08.80 – 0:17.16 (8.4s)
3
It isn't natural at all.
0:17.16 – 0:19.40 (2.2s)
4
Scientific studies indicate that a neurotypical brain is born with the circuitry that allows our eyes to see and our vocal cords to produce sounds, but it doesn't innately have the ability to read.
0:19.40 – 0:31.56 (12.2s)
5
From an evolutionary time scale, our brain hasn't had enough time to develop a dedicated reading brain.
0:31.56 – 0:38.08 (6.5s)
6
And so to build a reading brain network, we co-opt parts of the brain involved in vision and auditory processing, and language and attention and affect.
0:38.08 – 0:49.88 (11.8s)
7
The Sumerian cuneiform symbols are thought to be one of the earliest writing systems in the world, dating back to around 3300 BC.
0:49.88 – 0:58.88 (9.0s)
8
Around the same time, though, Egyptians started developing their hieroglyphics.
0:58.88 – 1:04.36 (5.5s)
9
Symbols evolved over time.
1:04.36 – 1:07.04 (2.7s)
10
The more we read and wrote, the more sophisticated they became becoming the letters and characters we recognise today.
1:07.04 – 1:14.80 (7.8s)
11
Scientists now know that reading activates the brain so that letters and words become associated with sounds and meanings.
1:14.80 – 1:23.28 (8.5s)
12
Reading is really a whole brain process.
1:23.28 – 1:26.48 (3.2s)
13
It involves activation and all four lobes of the cortex.
1:26.48 – 1:32.00 (5.5s)
14
The process of developing a reading brain alters everything from brain activity to brain structure and brain connectivity.
1:32.00 – 1:43.20 (11.2s)
15
And the language we read also shapes our brain.
1:43.20 – 1:47.12 (3.9s)
16
Chinese characters, for instance, are an example of the logographic system.
1:47.12 – 1:52.08 (5.0s)
17
Each object or idea is represented by a symbol rather than by a set of letters of the alphabet.
1:52.08 – 1:57.92 (5.8s)
18
Research indicates that learning logographic writing systems activates different areas of the brain than learning an alphabet-based language like English.
1:57.92 – 2:07.52 (9.6s)
19
The areas involved in visual memory and visual association do more of the work.
2:07.52 – 2:12.96 (5.4s)
20
This theory was corroborated after scientists studied a bilingual patient who knew both Chinese and English.
2:12.96 – 2:19.56 (6.6s)
21
The man suffered a massive stroke, which affected some areas of his brain, including his ability to read Chinese, but astonishingly, his proficiency in English remained intact.
2:19.56 – 2:31.32 (11.8s)
22
It's a beautiful example of how the brain circuit reflects the requirements of Chinese, which inevitably means more visual memory and visual processing of those beautifully intricate symbols or characters.
2:31.32 – 2:52.92 (21.6s)
23
Whatever the language, reading not only impacts the brain, but it also affects us on a physical level.
2:52.92 – 2:59.48 (6.6s)
24
We might feel in our guts the nervousness or the pain of a character.
2:59.48 – 3:05.32 (5.8s)
25
And I mean that not only like I feel it inside me, but I mean that literally.
3:05.32 – 3:10.48 (5.2s)
26
Like the anterior insula, which is responsible for gastromotoric movement for feelings of nausea and pain and discomfort is also the part of the brain that's associated with many of the empathic processes.
3:10.48 – 3:28.60 (18.1s)
27
And the brain is very adaptable.
3:28.60 – 3:31.60 (3.0s)
28
Evidence suggests that it's already changing as a result of new technologies.
3:31.60 – 3:35.72 (4.1s)
29
Reading on a phone or tablet is generally passive scrolling, often interrupted by messages and alerts.
3:35.72 – 3:43.48 (7.8s)
30
When we read on screens, we tend to skim, and when we skim, we're more susceptible to misinformation.
3:43.48 – 3:49.40 (5.9s)
31
We need to support individuals in being able to think critically about the things that they're reading, because that's fundamental to a democracy is our ability to analyse and think deeply about the information that's that we're consuming.
3:49.40 – 4:04.48 (15.1s)
32
Some academic research even suggests that children who use cell phones from an early age perform worse in school later in life.
4:04.48 – 4:12.84 (8.4s)
33
At eight years of age, the amount of digital exposure predicted their attentional executive function processing and academic performance.
4:12.84 – 4:23.24 (10.4s)
34
And it's a negative. The more digital, the worse academic.
4:23.24 – 4:28.40 (5.2s)
35
If you can imagine if that brain is constantly being distracted and hyper stimulated, you're going to have them not able to really move from one stimulus to the next without a desire for ever quicker intervals between stimuli.
4:28.40 – 4:49.88 (21.5s)
36
So then you have kids going offline and saying they're bored.
4:49.88 – 4:54.20 (4.3s)
37
It's a relatively new field of research, and some studies suggest that monitored and education-focused screen time can be beneficial to children.
4:54.20 – 5:02.40 (8.2s)
38
For parents concerned about navigating the digital world, the advice is to go back to basics.
5:02.40 – 5:07.92 (5.5s)
39
The antidote to all that's happening is the simplest, most beautiful one, and that is to have our children immersed in reading and have a reading life.
5:07.92 – 5:18.16 (10.2s)
40
Our parents and teachers all have to help, you know, they have to model, they have to read to their child.
5:18.16 – 5:25.04 (6.9s)
41
They have to love it themselves.
5:25.04 – 5:28.44 (3.4s)
42
And this is likely to have benefits beyond the individual reader.
5:28.44 – 5:32.84 (4.4s)
43
The power of deep reading is really fundamental to our humanity.
5:32.84 – 5:37.24 (4.4s)
44
When we read deeply, we change our brains and we change who we are.
5:37.24 – 5:42.04 (4.8s)
45
And that process of changing the minds and hearts of individuals changes society and allows us to build bigger, more beautiful futures.
5:42.04 – 5:52.92 (10.9s)
关于本课
在本课中，学习者将关注于如何通过阅读来增强大脑的运作方式。我们将探讨阅读的过程如何影响大脑的结构和功能，并了解到语言学习背后的科学。通过分析视频内容，您将了解阅读对思维方式的影响，并获得提高自身英语能力的有效建议。这将有助于提升英语口语能力，并为您的雅思口语练习提供支持。
关键词汇与短语
- 大脑电路 - 描述神经元活动的网络，负责处理信息。
- 认可的字符 - 我们当前所使用的字母和符号。
- 视觉记忆 - 吸收和保持视觉信息的能力。
- 深度阅读 - 认真分析文本以获得更深层次理解的过程。
- 信息过载 - 由于数字媒体造成的信息接收过多，影响理解能力。
- 情感共鸣 - 理解和感受他人情感的能力。
- 快速阅读 - 通过快速浏览获取信息的方式，但往往容易误解信息。
- 语言加工 - 从文字到发音和意义转化的过程。
练习技巧
在观看此视频时，建议使用英语影子跟读的方法。与此同时，注意模仿发音和语调，可以帮助您更好地掌握正确的英文发音和节奏。由于视频的语速适中，学习者可以先暂停并重复句子，然后再继续播放。通过看YouTube学英语，您能够在轻松的环境中提高口语技能。记得在每次练习中加入一些shadow speak的元素，让自己在说出声音的同时更加专注于内容的理解和情感的表达。
此外，理解数字曝光对学习的影响，给您提供了更深刻的思考。在进行雅思口语练习时，试着扩展自己的词汇量，使用视频中学到的短语和相关表达，这将极大地提高您的口语流利度。
希望通过这样的练习，您将能够在日常生活中更加自信地使用英语，并从中获得乐趣。
什么是跟读法？
跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。
如何在ShadowingEnglish上有效练习
- 选择您的视频： 挑选一段语音清晰、自然的YouTube视频。TED演讲，BBC新闻，电影片段，播客或雅思口语范例都很好。将URL粘贴到搜索栏中。从较短的视频（短于5分钟）以及您真正感兴趣的内容开始——兴趣是最重要的导师。
- 先听，理解上下文： 第一次听的时候，将速度保持在1倍速并仅仅倾听。还不要尝试重复。专注于理解其含义，收集新词汇，并注意讲话人如何强调单词，连读声音及使用停顿。
- 设置跟读模式：
- 等待模式：选择
+3s或+5s——在每句话播放完毕后，视频会自动暂停以便您有时间大声重复它。如果您想完全控制并在每次重复后由您自己点击下一步，请选择手动。 - 字幕同步：YouTube字幕有时会在音频前或后略微出现。使用
±100ms使它们完美对齐以助您准确跟读。
- 等待模式：选择
- 大声跟读（核心练习）： 这是真正发生改变的一步。当一个句子播放出来立刻——或在暂停期间——大声、清晰且自信地重复出来。千万不要只是张张嘴：要模仿说话者的准确节奏、重音、音高和连读。力求听上去就像说话者的影子，而不仅是逐字背诵。使用重复功能多次练习同一个句子，直到感觉自然为止。
- 提高难度： 当练习段落变得相对舒适后，就去挑战自我。将速度增加至 <code>1.25x</code> 或甚至 <code>1.5x</code> 以训练高速语言反射。或者将等待模式调整为 <code>关闭</code> 以进行连续跟读——这是最进阶同样收益最大的模式。持续的每日15–30分钟的练习将可以在几周内产生可见的效果。