シャドーイング練習: Participants in the learner Persistence study were all drawn from the same - YouTubeで英語スピーキングを学ぶ
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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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コンテキストと背景
この講演は、5年間にわたる学習者の持続性に関する研究についての大学の講師の発表です。発表者は、学習者が学業をどのように続けられるかについての異なる反応を観察し、特に持続性のある学習者に焦点を当てています。この研究は、大学の3年生295人を対象に行われ、多様な年齢層から選ばれたメンバーが含まれています。その中には成熟した学生も多く、環境の一貫性を保つために、全員が地域内に住んでいることが考慮されています。この背景を理解することで、学習者の持続性に影響を与える要因を掘り下げることができます。
日常コミュニケーションのためのトップ5フレーズ
- 「みんなが持っている支援の重要性」 - 社会的な要因として多くの回答者が指摘しました。
- 「学んだことを成功と見なす」 - 高い成績よりも、学びのなかでの成功感が重要視されていました。
- 「挑戦に喜びを感じる」 - 持続的な学習者の多くが、課題を楽しむことを重要だと考えています。
- 「学校時代を楽しむことが大事」 - 学生時代を楽しく過ごすことが、持続性に影響を与えていると述べられています。
- 「健康状態の影響」 - 健康が学業の持続性に強い影響を与えることが明らかになりました。
ステップバイステップのシャドーイングガイド
このビデオの内容を効果的にマスターするために、次のステップを試してみてください。
- セクションを分ける - まずはトランスクリプトをセクションごとに分けて、各部分に焦点を当てます。
- 聞き取り練習 - YouTubeで英語学習をする際に、最初に全体を聞いて内容を把握しましょう。
- シャドープラクティス - shadowspeakを利用して、音声を聞きながら同時に話す練習をします。この方法はIELTS スピーキング対策にも非常に有効です。
- 録音と再生 - 自分の声を録音し、発音やイントネーションを確認します。
- 反復練習 - 同じフレーズを何度も繰り返し、自然に話せるようにしましょう。
このガイドを通じて、あなたも学習者の持続性に関する知識を深めつつ、英語のスピーキング力を向上させることができます。特に、shadow speak方法を活用すれば、より実践的な学習が可能です。
シャドーイングとは？英語上達に効果的な理由
シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。