跟读练习: Part 4 A study on learning persistence - 通过视频学习英语口语

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Part 4.
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You will hear part of a lecture on learner persistence.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Now, listen carefully and answer questions 31 to 40.
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Today, I'm going to talk about my research on learner persistence.
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Let me first introduce why I wanted to carry out such research.
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As a university teacher, I found learners' responses to certain things vary a lot.
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For example, some students may completely give up their degree studies because of a temporary illness,
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while others may overcome all kinds of difficulties and try their best to continue their studies.
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The latter are the students with learner persistence, and this is the group that I'm particularly interested in.
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To do the research, first I selected my undergraduate students as the research sample, with a total of 200 people.
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All the students selected were seniors, and they had already stayed in the course very well.
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Although the sample was drawn from a range of ages, there were deliberately a large number of mature students.
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And there was one thing in common.
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All of those students were living at home in the local region.
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I wanted to maintain this element of consistency, so I didn't include those coming from outside this area.
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Then I designed a questionnaire that aimed to find out what their concerns had been when they began the course,
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and then what had made them stick at the three-year studies in university.
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Findings from the first section pointed out that there were different concerns when they started their university studies.
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For example, some worried about the financial circumstances, while others were concerned about their careers after graduation.
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However, the research found the biggest concern for mature students tended to be the relationship with their children at home.
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Next, I wanted to find out what had made those students persist with their university studies.
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So in the second part, I designed my questionnaire under three main headings, social and environmental factors, other factors,
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and personal characteristics, and I included three levels of importance for each of these three headings.
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At the first level, those points identified by the respondents were regarded as the most important in learner persistence.
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Let's look at them one by one.
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For the first column, that's the social and environmental factors, a significant number of students said it was crucial to have effective support,
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whether from their tutors or friends or friends.
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For other factors, students were driven not so much by high grades, but by what they regarded as a success in their studies.
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This was quite different from what I'd expected.
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Regarding personal characteristics, a sizeable percentage of participants said they liked to take up a challenge, which was seen as a very important factor.
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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
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because this gave them good experiences.
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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.
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And then, under the third column, quite a number of respondents had the same view
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that they should have a range of interests in their everyday lives
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because this could broaden their minds and give them a sense of perspective, which less persistent learners might lack.
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And then on to the third level of importance.
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Under Social Factors, several respondents said that they had been keeping close to their tutors in their three-year university studies.
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In the second column, for Other Factors, they mentioned it was very important to live in a family without any problems.
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And finally, under Column 3, they talked about the capacity for multitasking, which was the ability to simultaneously deal with different problems.
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From these findings, I've concluded some recommendations on how to promote students' learner persistence.
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Primarily, I suggest that we should distribute questionnaires to the freshmen
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so as to make clear of their maturity when they begin the course.
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This This is really our most important concern.
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Secondly, I propose
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that we should find ways to offer some training sessions to
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the students who are selected to encourage them to play the role of advisors.
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The purpose of this is to make support much more approachable to other students.
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Thirdly, in the evening and night, when offices are closed, students may have no one to turn to for help.
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As a result, I think we should provide online services to those in need.
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have pointed out that this service is actually more accessible than traditional services.
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And finally, if students don't submit their assignments before the deadlines,
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I think we teachers should contact the students first rather than waiting for the students to come to us.
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So, this is all I want to share on my research.
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Now, let's turn to the next part.
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Are there any questions about...
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That is the end of part four.
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You now have one minute to check your answers to part four.
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本课的词汇与口语要点

这段视频共有 60 个句子、847 个单词可供跟读。 讲话部分时长为 6:27。 说话人语速平稳，每分钟约 131 个词，很适合跟读。 85% 的单词属于英语最常用的 3,000 词，其余的词建议在练习前先学一下。

视频中的重点词汇

视频中 15 个不太常见的单词，附发音和释义：

  • persistence /pəˈsɪst(ə)ns/ (名词) — 堅持 /坚持. The property of being persistent.
  • column /ˈkɒləm/ (名词) — 柱子, 柱. A solid upright structure designed usually to support a larger structure above it, such as a roof or horizontal beam, but sometimes for decoration.
  • select /sɪˈlɛkt/ (动词) — 選 /选, 挑選 /挑选. To choose one or more elements of a set, especially a set of options.
  • heading /ˈhɛdɪŋ/ (名词) — 標題 /标题, 題目 /题目. The title or topic of a document, article, chapter, or of a section thereof.
  • mature /məˈt͡ʃʊ(ə)ɹ/ (形容词) — 成熟, 成長 /成长. Fully developed; grown up in terms of physical appearance, behaviour or thinking; ripe.
  • characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/ (名词) — 特性, 特質 /特质. A distinguishing feature of a person or thing, a part of mental or physical behavior.
  • tutor /ˈtjuːtəː/ (名词) — 私人教師 /私人教师, 家庭教師 /家庭教师. One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction.
  • percentage /pə(ɹ)ˈsɛntɪd͡ʒ/ (名词) — 百分率, 百分比. The amount, number or rate of something, regarded as part of a total of 100; a part of a whole.
  • temporary /ˈtɛmp(əˌɹ)ɛɹi/ (形容词) — 暫時 /暂时. Not permanent; existing only for a period or periods of time.
  • everyday /ˈɛvɹiˌdeɪ/ (形容词) — 日常的. Appropriate for ordinary use, rather than for special occasions.
  • carefully /ˈkɛɹf(ə)li/ (副词) — 小心地. With care; attentively, circumspectly.
  • element /ˈɛləmənt/ (名词) — 要素. One of the simplest or essential parts or principles of which anything consists, or upon which the constitution or fundamental powers of anything are based.
  • encourage /ɪnˈkʌɹ.ɪd͡ʒ/ (动词) — 鼓勵 /鼓励, 激勵 /激励. To mentally support; to motivate, give courage, hope or spirit.
  • illness /ˈɪl.nəs/ (名词) — 疾病, 病症. An instance (episode) of a disease or poor health.
  • decent /ˈdiː.sənt/ (形容词) — 體面 /体面, 正派. Appropriate; suitable for the circumstances.

视频中出现的短语动词

  • find out (动词) — 找出, 查明. To discover, as by asking or investigating.
  • look at (动词) — 觀察 /观察, 看. To observe or watch.
  • point out (动词) — 指, 指出. To identify among a group of similar subjects, or in a scene where the subject might not be readily seen or noticed, with a gesture of the body.
  • carry out /ˈkæ.ɹi aʊt/ (动词) — 進行 /进行. To hold while moving it out.
  • come from (动词) — 來自 /来自. To have as one's origin, birthplace or nationality.
  • give up (动词) — 投案, 自首. To surrender (someone or something); to inform on (someone).

需要注意的发音

说话人用了 6 次缩略和弱读形式，例如 I'm, didn't, don't。请按听到的简短形式来说。

  • “sh” 和 “zh” 音: crucial /ˈkɹuː.ʃəl/, recommendation /ˌɹɛkəmɛnˈdeɪʃən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/, freshman /ˈfɹɛʃ.mən/
  • 长单词——注意重音位置: characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, primarily /ˈpɹaɪ.mə.ɹə.li/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, difficulty /ˈdɪfɪkəlti/, accessible /əkˈsɛs.ɪ.bəl/

如何用这段视频练习

  1. 先完整听一遍视频，不要开口，记下不认识的单词。
  2. 用正常速度逐句跟读，每句重复到你的节奏与说话人一致为止。
  3. 录下自己的声音并与原声对比，特别注意 persistence, column, select 这类单词。

视频中的语法

说话人最常用的结构，并附上视频中的原话：

结构视频中的用法
被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的was drawn · were concerned · were regarded
定语从句 who / which + 从句 — 补充说明人或事物challenge, which was · health, which was · multitasking, which was
现在完成时 have/has + 过去分词 — 过去发生但与现在仍有关联的事I've concluded · have pointed

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。

影子跟读法: 阅读完整分步指南 →