跟读练习: Lecture or Interactive Teaching? New Study of an Old Issue - 通过YouTube学习英语口语
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This is the VOA Special English Education Report.
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This is the VOA Special English Education Report.
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Professors have lectured for centuries.
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But how effective is lecturing to students compared to working with them?
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A new study compared two classes of a beginning physics course at the University of British Columbia in Canada.
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There were more than 260 students in each section.
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Both were taught by popular and experienced professors.
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The study took place for one week near the end of the year.
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One class continued to be taught in the traditional lecture style.
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The other professor was replaced by two teachers.
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They had little teaching experience, but received training in interactive teaching methods.
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The training was led by Carl Wyman, a Nobel Prize-winning physicist who leads a science education program.
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There was almost no lecturing.
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The teachers put the students in small groups to discuss and answer questions.
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The instructors always gave feedback after the groups did tasks.
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And they gave readings and quizzes to finish before class so the students would come prepared to discuss the material.
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Professor Wyman says there was a great deal of data showing
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how identical these two large sections of the class were before the study.
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At the end of the experiment, both classes took the same test.
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Students in the interactive class scored nearly twice as high as those in the traditional class.
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Attendance also increased that week.
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Graduate student Ellen Shalhou was one of the teachers.
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She says the methods they used are designed to encourage students to think like science.
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The study appeared in May in the journal Science.
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It seems to confirm earlier findings about lecturing to large classes.
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But some experts have criticized the way the study was done.
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Both of the researchers who taught the class, Ms. Chaloux and Louis Delaurier, were also authors of the study.
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This could raise questions about whether their involvement might have influenced the results.
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Professor Wyman is currently on leave from the University of British Columbia and the University of Colorado.
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He is the Associate Director for Science in the White House Office of Science and Technology Policy.
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He says research has shown better ways to teach based on evidence about how the brain learns.
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And he hopes more professors will learn that how someone teaches may be more important than who does the teaching.
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For VOA Special English, I'm Alex Villareal.
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You can find a link to the physics test that the students took at voaspecialenglish.com.
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为什么要通过这个视频练习说话？
通过观看和模仿这段视频，学习者可以有效提高他们的英语口语能力。教授传统授课的方式和互动教学的比较提供了一个重要的语言学习背景，帮助学生理解如何在实际的教育情境中应用语言。通过这种英语影子跟读的方法，学生能够更好地掌握语音、语调以及语速，同时在与他人的互动中增强自信心。
语法与表达在上下文中的应用
视频中讲者使用了几种关键的语法结构，可以帮助学习者更好地理解和应用英语：
- 比较句式：“...比...更有效。” 此句型强调了互动教学相对于传统讲授法的优势。
- 条件句：“如果他们接受培训…” 这种结构用于表达假设或条件，为学生提供了讨论的基础。
- 被动语态：“研究显示…” 这种句型可以有效地将焦点移向事件的结果，而非施动者，适合在学术讨论中使用。
- 名词性从句：“当学生们准备好讨论材料时。” 使用这种结构可以帮助学生在复杂的表达中提升语言的流利度。
常见的发音陷阱
在视频中，有一些发音较为困难的单词和短语，学习者在shadowing时需特别注意：
- “effectiveness” - 这个单词的发音需要注意音节的重音位置，以便在说话时传达清晰的意思。
- “feedback” - 由于涉及到两种元音的结合，很多学习者在此词的流畅发音上会遇到挑战。
- “discussion” - 此词的重音和音节需要掌握，可以通过多次跟读来强化记忆。
通过反复练习这些发音和语法结构，学习者能够在与他人互动时更自然地使用英语，提升他们的交流能力。需要注意的是，利用shadowspeaks和类似的shadow speech技巧能够帮助学习者在模仿中找到自我表达的方式。
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。