跟读练习: Participants in the learner Persistence study were all drawn from the same - 通过YouTube学习英语口语
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Now turn to Section 4 on page 7.
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Now turn to Section 4 on page 7.
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Section 4.
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You will hear part of a talk about research into learner persistence given by a university lecturer to her colleagues.
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First, you have some time to look at questions 31 to 40 on pages 7 and 8.
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Now listen carefully and answer questions 31 to 40.
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My talk is about a research study I did over a period of five years on learner persistence,
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why some people stick at academic study better than others.
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As teachers, you will know that there is a tremendous variation in the learner's response to certain things.
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For example, a short period of illness might completely destabilize some students and cause them to give up their degree studies.
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Other learners might overcome tremendous difficulties to stay the course.
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I am particularly interested in this second group,
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who are the ones with learner persistence.
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What I decided to do was design a research study using a sample of my university's
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third-year undergraduate students 295 in all who obviously had already stayed
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the course pretty well the sample was drawn from a range of ages
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but there was deliberately a significant number of mature students and all respondents were living at home in the local region
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i wanted to have this element of consistency not having some coming from outside the area and living in university accommodation.
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It should be noted, though,
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that there was significant variation in home background to reflect the variation in our student population.
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I designed questionnaires which were devised to elicit what their concerns had been as they started the course
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and what had sustained them throughout the three years.
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Findings from the first section indicated that their worries when they started It varied from financial concerns,
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though this had not been as strong as I expected, to career prospects.
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But mature students with children tended to emphasize uncertainties about their relationship with them.
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The second section of my questionnaire looked at learner persistence under three main headings,
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social and environmental factors, other factors,
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and intrinsic or personal characteristics.
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I identified three levels of importance for each of these.
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At the first level, those points identified by participants as most important in learner persistence.
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For social factors, many respondents said how crucial it had been to have good support,
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though there was no one specific source.
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It could be family or friends.
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As regards other factors, students are heartened not so much by high grades,
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but by what they regard as success in study.
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And for personal characteristics, many respondents reported that they took pleasure in challenge and that this was regarded as very significant.
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At the second level of importance,
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in the first category, a sizable percentage talked about the fact
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that they had enjoyed themselves in school as an important social factor.
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In the second column, Other Factors,
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a number of people said that what was of most importance was decent health.
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This had a fairly strong influence on their persistence in their studies.
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And then, under the heading of Personal Characteristics,
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there were quite a large percentage of respondents
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who mentioned they felt it was important to have lots of interests in their everyday lives.
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This gave them a depth and sense of perspective,
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which less persistent learners might lack.
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And then, on to the third level.
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Under social factors, several respondents talked about good relationships with their tutors.
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For other factors, they mentioned lack or absence of any problems in their families.
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and finally, under column 3,
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they identified an ability to juggle several roles,
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what we might call their capacity for multitasking.
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Now, these findings obviously helped inform the design of activities, as I mentioned.
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But in addition, a number of further recommendations emerged.
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Firstly, I propose
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that the department distributes questionnaires to first-year students to help get an idea of their maturity when starting the course.
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This is really our overriding concern.
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secondly I recommend we look into ways of offering induction courses
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for some selected students to allow them to take on the
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role of advisors we think they are the best people to act in
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that role this policy will make support much more accessible to
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our students thirdly this help is often most needed in the evening
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and night when offices are closed and
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so we should set up online services instead of the more traditional telephone services research has shown
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that these services are actually more accessible to the majority of students
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and finally it is often important to be proactive
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if students are not meeting deadlines then someone should contact them
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rather than wait for them to come to us now are there any questions about the point
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That is the end of Section 4.
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You now have half a minute to check your answers.
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Thank you.
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关于本课
在本节课中，您将实践英语听力和口语能力，专注于学员的坚持性研究。通过聆听大学讲师的演讲，您将深入了解是什么驱动一些学生在学术上保持坚韧，而另一些则可能中途放弃。您将学习如何通过关注关键的社交、环境和个人特征来提高自己的学习持久性。
关键词汇与短语
- 持久性（Persistence） - 指学习者在面临挑战时不断努力的能力。
- 学术研究（Academic Study） - 指在学校或大学的学习活动。
- 社交因素（Social Factors） - 影响学习持久性的与他人互动的方面。
- 个人特征（Personal Characteristics） - 学习者自身的品质和兴趣。
- 支持（Support） - 来自家人或朋友的帮助。
- 挑战（Challenge） - 需要努力克服的困难。
- 健康（Health） - 其状态对学习的影响。
- 关系（Relationship） - 学习者与教师或同学之间的互动。
练习技巧
为了更好地练习英语口语，建议您使用英语影子跟读（shadowspeak）技术。在听讲师的演讲时，可以尝试即时跟读，以提高您的发音和语音流畅度。在这个视频中，讲师的语速适中，非常适合初学者和中级学习者进行影子演讲（shadow speech）练习。确保您不仅仅是在跟读单词，也要注意语调和情感表达，使您的口语更富有表现力。
在进行shadowing site练习时，您可以暂停视频，重复讲师的句子。这样，您不仅能练习发音，还能加深对内容的理解，同时提高您的听力技能。切记，持久地与有挑战性的材料进行练习是提升英语水平的关键。
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。