跟读练习: TOEFL Listening Practice | Lecture | Learning a Foreign Language - 通过视频学习英语口语
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69 句
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Learning a foreign language is no easy task.
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Researchers into the field of language acquisition have been trying to establish the most efficient ways in
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which learners can retain new words.
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Kathy Wright reports.
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Language learning is all about exposure.
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For example, the more you see, hear, and use a word, the easier it will be to remember it.
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A certain amount of vocabulary acquisition occurs through what is known as incidental learning.
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whereby you pick up words without paying any special attention to them.
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But in order to achieve native speaker fluency, learners must adopt a variety of techniques.
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Professor Chris Johnson has been investigating what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
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We tend to classify such acquisition strategies on a scale ranging from shallow to deep.
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Shallow strategies, such as repetition of a word or memorizing a list of words, activate short -term memory.
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Though these methods are quick and easy, the words are forgotten again within a matter of days or weeks.
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Fixing a word or expression in long -term memory requires deeper strategies.
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As you pointed out, Kathy, repetitive exposure is essential, so a number of different strategies should be employed.
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These include reading a variety of articles on the same topic, where key vocabulary appears frequently.
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In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
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leads to long -term retention.
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Also, familiarizing yourself with word families or other words that combine with the one you're learning helps.
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Some students keep notebooks to help them organize this kind of information.
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More importantly, recent research indicates that fluent speakers have a large amount of prefabricated language at their disposal.
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In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
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These language chunks include a wide variety of phrases and expressions, such as, As far as I know,
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my point is that, Have a nice day!
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This challenges the traditional view of learning discrete words so students should develop deep strategies particularly for learning language chunks.
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But how can learners be sure they are activating long -term memory?
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Well there is a theory called decay theory which contends
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that unless we retrieve and utilize information stored in our memories on a fairly regular basis it will be forgotten.
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New words or phrases need to be encountered in a variety of forms.
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If you read a phrase, try and use it when speaking or in writing and review it at regular spaced intervals.
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After a few hours, the following day, a few days later, and so on.
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Long -term memory has a much greater capacity for storing information, including language items, than short -term memory.
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Furthermore, research has shown that
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But to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Strategies like these demand effort on the part of the learner, but according to the language experts,
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they do pay off and are crucial for anyone wishing to become truly fluent in a foreign language.
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Number 1.
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What are vocabulary acquisition strategies?
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Number 2.
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What is an example of a deep learning strategy?
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Number 3.
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What is a key finding of recent research?
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Number four.
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What does decay theory suggest?
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Number five.
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What does research into long -term memory indicate?
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Professor Chris Johnson has been investigating in what we call vocabulary acquisition strategies
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that student learners can use as they make a conscious effort to acquire words and expressions that don't come so easily.
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Fixing a word or expression in long -term memory requires deeper strategies.
52
In addition, using dictionaries to get a stronger sense of how a word is used and in what context, coupled with practice of these words,
53
leads to long -term retention.
54
In other words, the ability to speak fluently is based on the knowledge of collocations and memorized chunks of language.
55
These language chunks include a wide variety of phrases and expressions, such as, as far as I know,
56
my point is that, have a nice day.
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This challenges the traditional view of learning discrete words, so students should develop deep strategies,
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particularly for learning language chunks.
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Well, there is a theory called decay theory,
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which contends that unless we retrieve and utilize information stored in our memories on a fairly regular basis, it will be forgotten.
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Furthermore, research has shown that to make the most efficient use of all this storage space, students should focus on learning chunks of language,
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because a chunk is stored in the brain as one item, though it may be made up of five or six discrete words.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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I love you.
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We'll be right back.
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本课的词汇与口语要点
这节口语课以视频“TOEFL Listening Practice”为素材。 视频中反复出现的词有：word, language, strategies, learning, chunk。 这段视频共有 69 个句子、843 个单词可供跟读。 讲话部分时长为 11:13。 说话人语速较慢，每分钟约 75 个词，你有足够的时间模仿每一个音。 只有 79% 的单词属于英语最常用的 3,000 词，词汇难度较高。
视频中的重点词汇
视频中 15 个值得学习的单词，附发音和释义：
| 单词 | 发音 | 释义 |
|---|---|---|
| chunk 名词 | /t͡ʃʌŋk/ | 塊 /块 |
| acquisition 名词 | /ˌæk.wɪˈzɪʃ.ən/ | 獲得 /获得 |
| vocabulary 名词 | /vəˈkæb.jə.lə.ɹi/ | 詞匯 /词汇, 語匯 /语汇 |
| phrase 名词 | /ˈfɹeɪ̯z/ | 短語 /短语, 片語 /片语 |
| efficient 形容词 | /ɪˈfɪʃənt/ | 高效率 |
| indicate 动词 | /ˈɪndɪˌkeɪt/ | 表明, 表示 |
| investigate 动词 | /ɪnˈvɛs.tə.ɡeɪt/ | 調查 /调查 |
| furthermore 副词 | /ˈfɜː(ɹ).ðə(ɹ)ˌmɔː(ɹ)/ | 並且 /并且, 而且 |
| acquire 动词 | /əˈkwaɪɚ/ | 獲得 /获得, 取得 |
| shallow 形容词 | /ˈʃæloʊ/ | 淺 /浅 |
| dictionary 名词 | /ˈdɪk.ʃəˌnɛ.ɹi/ | хуадян, цыдян |
| retention 名词 | /ɹɪˈtɛnʃən/ | 留用 |
| activate 动词 | /ˈæktɪˌveɪt/ | 激活 |
| retrieve 动词 | /ɹɪˈtɹiːv/ | 重拾 |
| contend 动词 | /kənˈtɛnd/ | 奮鬥 /奋斗, 掙扎 |
视频中出现的短语动词
| 单词 | 释义 |
|---|---|
| pick up 动词 | 拾取, 撿 /捡 |
| point out 动词 | 指, 指出 |
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 |
|---|---|
| 现在完成进行时 have/has been + -ing — 以前开始、现在仍在继续的动作 | have been trying · has been investigating |
| 被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的 | is known · are forgotten · should be employed |
| 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 | has shown |
需要注意的发音
说话人用了 4 次缩略和弱读形式，例如 don't, we'll, you're。请按听到的简短形式来说。
- “sh” 和 “zh” 音: acquisition /ˌæk.wɪˈzɪʃ.ən/, efficient /ɪˈfɪʃənt/, exposure /ɪkˈspəʊ.ʒə(ɹ)/, conscious /ˈkɑn.ʃəs/, shallow /ˈʃæloʊ/
- 长单词——注意重音位置: acquisition /ˌæk.wɪˈzɪʃ.ən/, vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, dictionary /ˈdɪk.ʃəˌnɛ.ɹi/, importantly /ɪmˈpɔɹ.tənt.li/
中文母语者容易读错的音：
- /v/ — 不要读成 /w/，上齿轻触下唇: vocabulary /vəˈkæb.jə.lə.ɹi/, investigate /ɪnˈvɛs.tə.ɡeɪt/, activate /ˈæktɪˌveɪt/, retrieve /ɹɪˈtɹiːv/, interval /ˈɪntɚvəl/
- 词尾辅音 — 要读清楚，后面不要加元音: chunk /t͡ʃʌŋk/, phrase /ˈfɹeɪ̯z/, efficient /ɪˈfɪʃənt/, indicate /ˈɪndɪˌkeɪt/, investigate /ɪnˈvɛs.tə.ɡeɪt/
- /r/ 和 /l/ 的区别: vocabulary /vəˈkæb.jə.lə.ɹi/, crucial /ˈkɹuː.ʃəl/, importantly /ɪmˈpɔɹ.tənt.li/, learner /ˈlɜɹnəɹ/, familiarize /fəˈmɪliəɹaɪ̯z/
如何用这段视频练习
- 先完整听一遍视频，不要开口，记下不认识的单词。
- 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。
- 录下自己的声音并与原声对比，特别注意 chunk, acquisition, vocabulary 这类单词。
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。