so its been a while since i have posted anything. there is a reason for this...seriously...it'll come to me.....uhhhh.......global warming?
i had decided to put this on the backburner for a few months whilst getting resettled and sorting out my life in London :) See, i have an excuse!
So now what?
Nonetheless, I had the opportunity to go to Thailand and visit a very beautiful and special soul (no names :) ) and saw it as an opportunity to test the system in another environment.
I had two weeks to prepare and knew nothing about the Thai language. So i got hold of some tourist language and went from there.
Programming 10 expressions in my head each week, i went to Thailand with 21 expressions ready to use!
I focussed on expressions used in introductions and general 'hello's.
successful. apart from the memory, i felt that a little more opportunity to practice the expressions would have meant much more fluency with these twenty.
How did it go?
What actually happened was that I taught my lovely "fian-Shay" (fiancee Shay) the technique, and together we put in 10 expressions connected with directing taxi drivers (directions). It was a typical situation we kept finding ourselves in.
Again, success. Constantly understood with no need to repeat ourselves, we built up confidence with each passing opportunity. Shay took to the method so much that she started using it putting other expressions into her memory that her friends would help her with
(ordering drinks in a restaurant)
So no issues then?
although, i must add that Thai is a tonal language, therefore contextually whilst you can predict meaning and others can predict yours, you do need the knowledge of how to produce the different tones to some degree.
i dont feel this is something special, just a small facet of a language's phonological individuality.
simple to overcome....awareness and practice.
having left Thailand with renewed faith in language learning, i have decided it is time to pick up the Spanish again and take it to the second reference bank, whilst at the same time starting Manderin.
will let you know how it goes
Language acquisition could be organised into 3 stages
1) Establishing a reference base (data base of general/common items)
2) Solidifying the reference base (gaining familiarity and proficiency with general language and everyday items)
3)Expanding the reference base (gaining proficiency and fluency with very specific/uncommon language items)
Mnemonics and memory techniques can be used to cut learning time significantly
The learner must develop the ability to filter language (or rather choose) to study and language to leave for the time being
The learner should develop methods for exercising the various parts of the brain involved in language (comprehension [listening & reading] and production [speaking & writing])
The learner should take a context-based approach (meaning the situation in which the language is used is more important than the language itself, but it is by no means the only important element to notice)
The Brain has abilities which should be honed
Identifying patterns
Predicting meaning of unknown items from context
Reducing specific items to a general meaning
Filtering items to be studied from all language input
Collocations. Identifying them and using them.
Noticing target language in new contexts and situations
Memorising selected items
What did I do?
Well, in short, here is a basic summary of the most important steps stumbled upon over the last 6 months, included small things I thought to be important.
Post 1 – prediction to become an advanced learner in 6 months
Post 2 – basic memory technique to memorize 100 words per week
Post 4 – theory of how the brain functions (IIT/connectionism)
Post 5 – breakdown of collocation construction
Post 6 – state the aim of the method (prove adults are better, current methods are inaccurate)
Post 8 – active versus passive study
Post 11 – started making videos every 4 weeks to document improvement
Post 12 – embracing error correction
Post 13 – cultural relativity and how language cannot exist without it
Post 14 – reached 1000 words and importance of authentic input
Post 16 – nature of translation, context first
Post 17 – tenth week, started changing memory techniques
Post 18 – realise that, like physical exercise, the brain needs rest periods
Post 19 – twelfth week, 3 tier mnemonic technique established
Post 20 – schema, learning model, 'whys' aren't necessary but rather 'wheres'
Post 23 – setting of more realistic goals
Post 25 – context rich scenarios help with prediction of language
Post 26 – two types of bilingualism proposed
Post 27 – study cycle, 3 week rotation
Post 28 – 100 collocation mark
Post 30 – article of research to support the theories
Post 32 - 23rd week, true vocabulary explosion
Post 34 – Filtration hypothesis
Post 35 – Reflection, revise and future goals
What would I do differently if I could go back in time?
Well, first I'd start on a time table of 10 collocations per week using the 3-tier memory technique. Apart from this, identifying the contexts which the collocations are used (past/present/ future/ etc.) and speaking out loud. Reading out loud and watching more movies with the audio in the language.
I think if I did these things, I could have cut my time and learning by at least a month.
What's next?
Well, although I might enter a post here from time to time, the weekly entries wave us goodbye. I will start to study Spanish as part of my degree. First year is beginner and Intermediate Spanish. Second year is Upper Intermediate and the final year is Advanced. So I have another three years ahead of me, but I will use this as an opportunity to see the differences between the methodology/ language approaches.
Also, I would like to continue using this technique to push my second level of learning (I believe I am at the 'solidifying' stage).
And then, I will dedicate myself to doing some Chinese using this method as well. I will not be memorising items as frequently (degree studies take priority) but I think its good enough to make significant improvements in a short space of time.
Perhaps dedicate one 'memory house' to a different language?
Thanks very much to all who helped, in whatever capacity, it was a hell of an experience and I hope to make it even better and take it even further :)
watch this space.
Here is my final video for Argentina
As a last post thing, I have compiled all my videos into one clip to be able to see the progression.
comments on the previous post have prompted more in depth discussion on how to filter language input. Consider that for each level of learning (or reference base being worked on) there is a different method. Different things are valuable to the different levels.
Establishing reference base: very selective! Only basic/ general words and phrases as well as the most common.
Solidifying reference base: remain fairly selective with words and phrases, but expand on the manipulations of the words and focus heavily on the sentence structures.
Expanding reference base: focus on rare and uncommon words/ expressions/ sentence structures but paying attention to those most useful to you.
Your reference bases (passive knowledge/ vocabulary) is always going to be greater than your speaking level/ ability to produce language. Always. This is the same with our native language and whichever language we try to learn.
Ready for an example?
OK, don't laugh. I read a comic called “Hellboy” (I'm sure you all know the movie?) anyway, the context (pictures and story prior to this example) is that an artificial humanoid (much like Frankenstein's monster) is describing how his creator threw him into a dark pit to hide him from the world and, well, just be rid of him. So the picture is of the monster lying there on the floor and he says, “pero algo curioso ocurrio en la oscuridad. Decidi vivir. Me tomo anos pero infundi vida nuevamente en mis frios miembros”
Right. Not so difficult for someone solidifying their reference base.
“but something curious happened (occurred) in the darkness. I decided to live. It took me years but ********* new life/ life again in my cold limps.”
I have never encountered this word “infundi” however knowing other words and expressions, I know its a verb, its past tense (reaffirmed as often first person past tense ends with “i”) and know that its connected with life and his body. Easy. The general meaning is “put”
However, the specific meaning could be “will”, “infuse”, “instil”, “charge” or numerous other things.
The real question is, how often will I need to talk about putting life into something? much less a body.
The answer? Unless I use a metaphor, this word is useless to me personally.
Especially as I am trying to solidify my reference base, there are other expressions here more valuable.
Even though I could produce these by translation, I want to program my brain with linguistic 'chunks' like “decidi + infinitive verb”, “me tomo anos pero + past 1st person verb”.
If I put these in my mind with the memory techniques, when I speak, they will flow off the tongue and I wont need much thought to say them. Also, these are native constructions and not translated which means my production will be accurate and high quality as well as 'arming' me with expressions that I am likely to hear on TV or from a native.
Whatever level/ reference base you are working on, the limits of your process must be very personal. Things which should influence your filter are:
Context (relative to the speaker) if it is a topic you like or need, its a context for you!
Frequency (subject to preference) if you hear/see it all the time, or want to use it all the time, its for you!
Remember that, as I said in one of the first posts on this blog, that the brain must develop many abilities such as identifying collocations, predicting/ inferring meaning and also to distinguish between general/ common use vs. specific/rare.
Your language filter should have these characteristics.
Just because you understand something, it doesn't mean that you would produce it accurately nor in the same manner. Reception is always easier than production. Therefore we must train authentic chunks so as to produce native expressions.
Next week
Another 10. more speaking. More listening. Blah blah blah.
Well, thanks to a very busy week regarding training and work, I had a very lazy week with regards to language and collocations. So, in other words, no 10 new collocations. I'm lazy. Deal with it.
So what then?
Well, I more Spanish interaction than ever. My CPE ladies, the German and I all drove to Uruguay for a visa run (my visa, road trip for them) and hence we set out from their place. As a result, I met some family and friends. It was a linguistic eye-opener...
really? How come?
Well, my theory is based on the principal slightly in conflict with what is known as the “communicative approach” which is currently the popular teaching methodology. Basically one need not speak with others to train the brain. But that's a bold and generalised statement, so I'll back up and say that I haven't had much speaking practice at all. General functional things like asking for food or whatever, but not exchanges of opinions and stories. Being in that situation was eye-opening because I saw that I understood a very large amount of what was said and that I know the words to communicate myself.
The parts which were on the flip side were that I didn't communicate fluently and that I still had understanding gaps with unknown words. Speakers used the language faster than I could compute (recognition of collocations meant I needed fractions of seconds more, but I still needed more time) I needed support.
Remedy?
Well, I felt that if I pushed myself into more of these situations, I would fall into the trap of fossilised errors (linguistic errors that you repeat continuously until the become almost impossible to change). This would be because I have a need to communicate but don't yet know a native way to express it. This is what I need to see. Now that I have a good reference base, the solidifying of this base should come in the form of a more natural and native production of the language. In training myself for this state I must expose myself to more spoken word and therefore my listening speed will increase too.
increase comprehension speed through more common collocations and practice
increase speaking fluency through the same.
the collocations to be learnt must mainly be comprised of know words.
To say “a pie” is by foot (both words are know, but the combination of them is unfamiliar)
as contrasted by the know which is “de pie” which is to stand (literally 'of foot')
This is what I consider to be make the reference base much more sturdy, that is the reference base becomes more comfortable and natural. Perhaps functioning in only a handful of common situations, but fluent enough for you to feel relaxed and fast enough to keep pace in a conversation.
Next week?
Another 10 collocations. Starting the series “kdabra” which is Spanish, and watching some Argentine films in order to fish out some unknown combinations
Well, most interesting indeed. Another ten in the head. But more importantly, there have been significant insights into the language!
The insights?
In one of my earlier posts I quoted a researcher who believed children learn day by day until they experience a vocabulary explosion. I said that this is a matter of time but more importantly it could be accelerated by study. Although I estimated a much shorter time, I believe that I have experienced the beginnings of this explosion. According to the theory of the three reference banks, this would mean the explosion comes in the second stage/ second reference bank development.
How can you tell?
Well, defining a vocab explosion, it suggests that a learner gets to the point where they are able to predict unknown vocab very easily and produce unknown forms of words based on current knowledge of how the language is typically constructed. It takes all the 'monkey see, monkey do' information, connects it all together and the learner can now produce language never before encountered, now its 'monkey hasn't seen, monkey do'.
This doesn't mean the learner should stop the process, just that they now can acquire at an accelerated rate and should have more confidence with the language.
This is what I feel has happened to me.
Video
As promised, its video time. I tried using a variety of grammatical forms and some new expressions.
Enjoy.
Next week?
Another 10 collocations. But specifically working on natives speaking and speeding up my listening translation time.
Very good results, indeed. Apart from the next ten collocations in memory, I had many opportunities to converse and listen to conversations. I was very happy with how much I understood :)
and also happy with how much I recognised the collocations in their speaking.
Expanding on original language acquisition
Babies initial steps to learning a language are sounds. Sounds linking to other sounds (collocations) and then sounds linked to contexts. Consider a baby learning the sounds “ahh” and then learns to put their lips together, producing an 'm' sound before. Putting them together, the child produces the sound “Ma”. Then the baby needs to join two together to produce the word “Mama”. Then child then sees the reaction from people around it and it learns that 'mama' refers to a person,thereby linking sounds to context.
Now, within an adult or Second Language Acquisition (SLA), they already know most, if not all, contexts connected with languages. The fruits of the first language acquisition. The adult mind learns words first, able to see and identify them before being able to produce the sounds required.
It seems that the process of initial language acquisition is opposite to that of SLA.
This has been my experience at least. And now I seem to be at a point where I need to focus more on connecting sounds (producing or receiving) to known collocations. Basically I just need to listen to more native speakers.
Next week?
Another ten collocations, more native Spanish films. Only another four weeks before this blog comes to a end. I hope you have been enjoying it :)
I have been promising something special the last few weeks...at last it's done and ready for sharing. i hope you like it
1 - YOUTH
Ask anyone you encounter, or even what you believe personally, whether children are more apt to learning languages than adults and the answer is more often than not “absolutely”. Everyone wanting to learn a foreign language always says, at one time or another, “how I wish I had learnt this when I was young”. Even people who had language instruction in their school years murmur the same phrase - wishing they had put more time into the study. Why does the world believe that children are linguistic geniuses?
Could this be a false assumption? There are no conclusive facts which state the best time for Second Language Acquisition (S.L.A.) nor are there any conclusions about the differences between adult and child S.L.A., only that it is easier and, therefore, better to learn as a child.
The development of language in children is directly connected to the development of the brain in two ways: initial exposure to the world and biological maturation. The studies done on adopted children's language abilities suggest that the brain does have a critical period for initial introduction of sounds – approximately 15 months. This explains the results in Canada and the lag in the development of the orphans. Also, it suggests that the 7 year critical period is vastly overestimated. The brain only developing intonation capacity after 7 years suggests that the years before this point are to establish a type of reference bank of sounds connected with context. The final study suggests that children specialise in that which was introduced during this critical period.
2 - THE STATE OF EDUCATION
If anyone wants to start learning a language, they either go to an institute or get some sort of home CD set. Either option follows certain ideas such as translating back to your language is a bad idea, grammar is extremely helpful, the materials are often graded to suit the levels (easy materials for lower levels, etc.) and the institutes require teachers to follow certain procedures. Is the current state counter-productive?
The criteria is also consistent regardless of learners. The vocabulary might change to suit a topic more engaging for the learner but that's about the extent of the variety. The system centres around the principle that grammar and vocabulary are equal to language.
If we need to see to learn, then graded materials are useless. Also grammar and vocabulary without context is useless. Banning translation from the learning process is also folly. Mimicry will lead to a learner passing as a native speaker on content alone. Mimicry also means that translation occurs not from the first language (L1) to the second language (L2), but rather through the context. The brain then stores two groups of words connected with one context and the speaker then can choose either grouping of sounds to communicate.
Learning in this manner works in accordance with the brain's functioning. Context rich learning environments also teach realistic grammar, common vocabulary and appropriate register. Both hemispheres are engaged and a more holistic learning experience is nurtured. Surely, if we work in accordance with the natural functioning, we can cut down acquisition time and increase the accuracy. Learners will sound much more natural and native.
3 - THE RIGID MINDSET
The current understanding of language function within the brain is extremely cloudy. It is indeed a soft science and therefore difficult to get a straight answer. We are constantly looking for the right area of the brain to isolate/ something within the physical structure which answers the question of where in the brain is the area for language.
The studies have shown that the brain separates language comprehension/ formation with actual production (i.e. actually vocalising the language). Scientists have tried to narrow it down, yet each time can find cases where the brain could function without the area being studied. Is it not better to consider the brain as a muscle which needs all aspects to function well, but can still function without one particular area?
The 'rigidity' of adult brains is a misunderstanding. The adult brain is fully matured and able to perform various jobs that immature brains could not do. Brain rigidity depends on whether you think the organisation and presentation of information bears relevance on the acquisition of it. All these studies support a theory of how the brain works known as 'connectionism'. What changes need to be made to the adult classroom if this is so?
CHILD VS ADULT
children:
characteristics
brain not biologically mature
no 'database' of sounds connected with contexts
limited language capacity (complex sentences/ intonation)
better retention of material
Proposed hypothesis
Children first establish a reference bank of sounds, forming preferences to certain groups and resisting others. Then they add contexts to the process and connect context with sound. Languages introduced prior to the '15 month critical period' and reinforced thereafter help the child to establish a bilingual 'database'. Type 1 bilingualism if you will.
Adults:
characteristics
brain biologically mature
pre-existing database of sounds and contexts
full language capacity in mother tongue
poor retention of material
proposed hypothesis
Adults are already proficient in a language. Starting by making a reference base of sounds/ groups of words, adults need only connect new language to pre-existing contexts. Very seldom does an adult have to learn a new context. This means that adults with more experience should learn faster. The key to this, however, is memory retention. Adults have to filter out vast amounts of information due to the nature of life. Choosing what to learn. Adults learning a language with a fully mature brain and honed discipline through years of study/ work should be more efficient language learners. Any learner studying a language after the '15 month critical period' develops type 2 bilingualism.
IMPLICATIONS
combining memory techniques with a more accurate/ organic/ context orientated presentation of language would show adults for the linguistic geniuses they are. Global language education is in need of an update and the model of language too.
- the end of the article -
after writing this, i saw two more studies which i would've included too.
well, apart from another couple of phrases in the memory, a lot of this week has been retrospection.
Later in this post I will expand on this concept, but the idea was basically getting more comfortable and confident with what I have.
The theory of the 'reference bank'
the basic idea which I have previously mentioned is the idea of reference bank being established. That is to say that the foundation of learning is having many examples and a grading of importance of these example (such as commonly used vs. rarely used, general meaning vs. specific meaning, etc.) this type of learning needs data through observation to be able to produce accurate language. Hence a side effect of this type of learning is confidence as you are more sure of the piece of language than through other methods of study.
Here are the stages of learning I am proposing:
1 – reference base
establishing the limits/ range of grammar
word forms/ tenses/ register
contexts of importance
2 – solidifying
no new input but focussing on fluency and strength of known language
verb forms (Spanish specific, any other language is unique in its own way)
groups of words (typical expressions using combinations of words already known)
extra words (taking new forms of known words/ new vocab that is strongly connected to the known vocab
3 – expanding reference base
as much vocabulary as possible to push proficiency up
formal/ unusual grammatical structures to push proficiency up
increased knowledge of contexts to push proficiency up
Where I am at (the point at which I am up to)
so without any doubt I would say that after 5 months I am up to the second phase. I am at a place where I am ready to consolidate my current knowledge with much more strict and specific principles.
I did an online test to check my level of proficiency at this website, and it placed me as an intermediate learner. I thought that I would like to see if I were able to do the other levels or at least understand the higher levels, so I went back, changed answers and progressed to the next levels.
I found two things surprising. The first is that I understood all the sentences in the test (general meaning) and the second is that I got more of the advanced questions right than the intermediate ones (although truth be told I flunked out of the upper intermediate questions, too specific for me)
but this does still testify to the acquisition process I have mentioned above. With the reference base created, most of what is presented is understood. Specifics escape me somewhat, but generally the gist is there.
Next week?
Another 10 expressions. But looking specifically for language which I know but combinations or groupings I wouldn't have thought of nor been able to guess.
( a quick example is “me di cuenta de que habia olvidado las llaves cuando...” all the vocab is known. Di = I gave, cuenta = story/ account, de = of, que habia olvidado = that I had forgotten, however the combination of words, me di cuenta = I realised, makes a lot more sense but difficult to arrive at this meaning alone!)
well, thanks to the flu, the week was a bust. I put 10 expressions in the old noodle today, and next week I'll repeat those and put 1 or 2 expressions in on daily basis (hence testing what I was supposed to last week)
video
OK so its a week late. Sue me.
Also at the end of the page is my hundred collocations. None were exceptionally difficult. If you want to know what they mean, look them up on google you lazy bastards!
Expressions and collocations
improved Mnemonics
1 – de que hablas
2 – uno siempre le teme a lo que no conoce/ entiende
3 – por tu propio bien
4 – me parece justo
5 – que he hecho yo para merecer esto
6 – ten cuidado con lo que deseas porque puede hacerse realidad
7 – como lo hubieras hecho
8 – vaya al grano
9 – dejeme preguntarte algo
10 – todo mundo debe hacer algo para ganarse la vida
11 – eso apesta
12 – de ninguna manera
13 – cuando llegue, ya te habias ido
14 – mi hija me insultaba, me decia que yo no era su padre y que no tenia que obedecerme
15 – los borrachos y los ninos siempre dicen la verdad
16 – no dejes para manana lo que puedas hacer hoy
17 – despues de la tormenta viene la calma
18 – no se hablas de otras cosas
19 – justin bisbiseaba como si hablarse consigo mismo
20 – hay tres tipos de personas en el mundo: los que saben contar y los que no
21 – como hice eso
22 – debo encontrarla antes que eses animales
23 – lo que es malo para jack es malo para todos nosotros
24 – crees que uso esta peluca para mantener calida mi cabeza
25 – debo encontrar a Jack y convenserlo que regrese a londres
26 – a cambio, retiraran los cargos en nuestra contra
27 – debemos encontrar nuestra propia forma de asegurar su libertad
28 – estoy contento de verte
29 – espero que podamos llegar a alguno acuerdo
30 – no debes preocuparte
31 – era una mujer tan cambiante, tan dura y tan indominable como el mar
32 – le temes a la muerte? Le temes a eso obscuro abysmo?
33 – hueles muy mal
34 – no podemos quedar aca por mucho tiempo, sobre todo por aca
35 – tenemos que contiuar caminando
36 – no tuve elecion
37 – solamente un indio quedo, quedo solo con su condena
38 – cuando el rey dormia, un nuevo mundo del mal crecia
39 – hiciste lo que tenia que hacer. Nadie lo juzgara
40 – haga una predicion
41 – ahora es mas importante que nunca
42 – ya basta! Que cobarde!
43 – los ojos no ven todo lo que sos
44 – no puedo evitar notar que no has contestando mi pregunta
45 – no cabe duda de que es un lugar desolado
46 – no te veo. No veo a nadie
47 – no me pongas a prueba
48 – le agrado a los ninos
49 – te encantera esto
50 – no parece que estoy bien?
51 – tal vez te perdiste?
52 – me encanta tu barrio
53 – veo que no tienes una cerradura en tu puerta
54 – te lo he dicho cuantos veces?
55 – veo que los libros te son utiles
56 – en realidad, quiero hablarte de algo serio
57 – intento descansar
58 – puedo quitar la musica un momento?
59 – me asustas porque lees esta basura!
60 – si algienn comete un error grave, crees que deberia pagar ello todos los dias de su vida?
61 – al menos prometeme que piensaras en quitar los autos
62 – sabia que estarias aca
63 – pude oler su miedo
64 – segun la leyenda, el contrato fue robando y escondido en un cementario cerca
65 – damas y caballeros! Bien venidos al salto de la muerte de Johnny Blaze!
66 – acabare con el al igual que acabare contigo!
67 – en mi vida he visto y oido casi todo
68 – asi que nada de lo que me digas me sorprendera
69 – no se de que me hablas! No me mientas!
70 – no me hagas esperar!
71 – supongo que solo me queda esperar que me da un segundo opertunidad
72 – parace que se te acabo el tiempo
73 – no me das miedo
74 – aprecio tu oferta pero no puedo
75 – en eso caso, sere un placer
76 – me hizo enojar
77 – me voy a acostombrar a las cosas aca
78 – odio esta pelicula
79 – jamas le digas que estuviste aca
80 – estoy harto de esta espera
81 – fue dinero bien gastado
82 – sigas trabajano/ buscando
83 – le gustas como te ganas la vida?
84 – no estoy de acuerdo contigo
85 – no me hagas favores
86 – ahora es tiempo de yo y vos atendamos nuestros asuntos
87 – tengo noticias que seran duro de escuchar a ambos
88 – me atrapado con el laburo
89 – he tenido un dia malo hasta ahora, pero parace que se puso peor
90 – despistado. Lo que los ojos ven y los oidos oyen, la mente cree.
91- ten cuidado con el espacio entre el trein y el anden
92- le avise al Gustavo que nos ibamos y me fui a la fonda
93- me parece una tonteria que vayamos tan pronto a Londres
94- tendre que hacer un esfuerzo
95- me lave los dientes
96- lo veo a menudo
97- si puedo ayudarte de alguna manera, dimelo
98- debemos tener ciudado al proteger nuestra informacion personal
Another ten in ye olde cranium. Method works well. Haven't had to really change up the methodology in quite a while so I really think this is it. Saying that, there are always smaller adjusts needed.
Another thing was that I sat in on a gathering on Friday night at my apartment. 8 Argentines chatting around a table. I was quite happy that I was sitting with a PHD candidate who has been learning just about as long as I have and he was clearly lost. I managed to keep pace with the convo, seeing when they changed topics and when they made jokes. I would say that I understood 80 percent of what was said to about a 60 percent accuracy. Of course context helped a lot too, but I kept noticing expressions which I had already memorised and verb forms that are in the expressions.
The memory specification
The mind cant take new things in endlessly. Its like running a marathon without training. You have to build up to it. Of the 10 expressions which you put in your memory in the beginning, you should make 8 of them phrases of no more than 3 words.
0 – 3 words is a general benchmark of language. Easy for the mind to process
4 - 6 words starts to use the previously learnt sections (and your proficiency of them) and combines them into a much more native like fluent construction
7+ words are either easy to handle, due to prior training, or just combinations of the previous two sections. This takes a while to build up to.
8 out of the 10 should be the expressions you can manage. The final 2 should be a step up. Always pushing just enough.
The rotation basis.
Another thing worth mentioning is that its a little strange to just find 10 expressions, and all at once put them in your head. It takes time and it should be more natural.
For this reason, its a good idea to run a rotation system.
Each week keep your eyes open and everyday put either one or two expressions in.
the week following, you revise the previous weeks expressions whilst still putting in another ten.
It works like this
Week 1: 1st ten are input over the course of the week. One or two per day
Week 2: 2nd ten are input at one or two per day. The 1st ten are revised and used according to the schedule laid out in previous posts (see post number 23).
Week 3: 3rd ten are input throughout the week. 2nd ten are revised and 1st only get revised on the Sunday (memory day to revise each 100 phrases already input into the memory)
Next week?
Another ten put in during the week to test out the rotation system. I'll let you know how it goes.
Well, errmm. After a heavy week, no new sentences were input into the old cranium. However, as ever, movies with spanish subtitles and conversation with native speakers here
Bilingualism
one thing that sparked this week is that there might be two types of bilingualism.
Those from birth and those from any other period.
Type 1 bilingualism - From birth means that the child has authentic native input in a given language. If it isnt before 15 months (there is a reason for this time period, but more on this later) nor is the language input maintained, the child will have to settle for being with the rest of the herd in the second lot.
Type 2 bilingualism – after 15 months, as the child as established a language reference bank, the infants brain will always contrast any new input against existing input. Meaning that children of this age are in the same predicament as adults attempting to learn a new language. Although children can throw more years at the endeavour.
Implications?
Well, just that unless there is a native speaker of the desired language in the house, the child must undergo the same process as an adult. Whilst a adult doesnt have the extra time to dedicate to learning, the brain of an adult is much more mature and able to streamline the process
next week?
Another 10 expressions, comics, conversations, etc.
it was a good week, memory exercised, creativity challenged with phrases, and also more complicated phrases were used. Seemingly effortless.
The context observation
based on the context, the brain increases the probability of comprehension.
High context scenarios
A man walks up to you in the street, mumbling something strange, he points at his wrist. The brain can predict the most likely scenario...he is asking the time. Even without speaking a 'lingua franca', you can still understand and communicate (i.e. show him your watch)
Low context scenarios
A man walks up to you in the street and mumbles something strange. He stands there,waiting for your response. Even with speaking a 'lingua franca', the pressure of understanding and communicating builds and therefore making the encounter a less the favourable one.
The implications
1 – the brain is able to predict scenarios of high context and communication does not pivot on the point of being able to speak a lingua franca. Context is more important for communication than language.
2 – the learner, trying to obtain a higher level in the target language must seek out scenarios of low context to push, stretch and learn more about the language component in the scenario in order to connect a context to the scenario and communicate more effectively. Allowing the brain to do its magic.
Next week
I will continue with another 10 expressions. Although I have found motivation to be low of late, I will try to watch movies with no subtitles.
Seems like failure. No new phrases and expressions. So when failure occurs, its time to reassess the idea....
what is it that is occurring?
Coupled with living a regular life of work, exercise, play and study; 50 expressions is too much. Also, if the assumption is that language = memory + creativity, then we must ask, where is the creativity? I was supposed to put it into practice this week, but have found that it is too heavy, the mind loses focus too quickly. While a few people might be able to step up the quantity, the vast majority of people won't be able to handle it.
Therefore, dropping the level of memory items and increasing time to manipulate them seems the logical path forward.
Revised syllabus
10 expressions per week (to maximise this, they must include one or more new vocabulary items, for which synonyms and similar parts of speech are know, so as to aid the creativity section)
Day 1
insert the phrases using mnemonics
Day 2
repetition of the phrases, focussing on word count and accuracy of form/ construction
Day 3&4
repetition of phrases, increasing speed and fluency, focussing on accuracy and natural pronunciation
Day 5&6
repetition of phrases, focussing on manipulation of phrases, exchanging words in accordance with multiple pre-selected contexts.
Day 7
repetition of all know phrases
conditions?
All repetitions should ideally be verbalised as it increasing muscular familiarity between meaning and actual sounds.
Pre-selected contexts should be areas of interest.
The above outlines active practice of language. Passive study such as movies, songs, reading, conversations and the like must still be included. Whether language is produced or received is not a major issue.
Week coming?
10 expressions, high repetitions, quality driven, with manipulation of phrases into pre-selected contexts.
Not much, very busy week and I was occupied with a ton of other stuff. No excuse. But have been drilling my other phrases. And have had an insight.
The insight
picture a six shooter pistol from the wild west. The bullets go in one of six chambers. My idea is to manipulate the language I have into six topics I am interested in. thereby contextualising the language and giving me production practice.
The video
OK,so here it is.
Throughout the week I will put in captions, too tired today (like I say in the video) sorry.
Please remember that I haven't practised and that it is just coming into my head as I speak.
But perhaps it is an idea to do one where I have practised. Leave ideas in the comments section if you want me to speak about a topic.
The plan.
I need to regulate my studies, dedicate time to them. So 50 more expressions. More frequent practice and grammatical manipulation of the existing ones.
Using the combined techniques laid out two posts prior, I have memorised 50 big phrases/ sentences. To what end? The purpose is not to just be able to recite phrases, but rather allow the brain time to go over work and 'chew' it's way through language. This process renders the memorised language as less tricky and the brain actually glanced over it in the real world with little effort.
Examples?
Sure, the first is “don't test me” which is “no me pogas a prueba”. Before memorisation, this phrase wasn't connected and although I know all the words, the unity of the phrase means I can predict the meaning if I only see part of the expression. The brain requires less time to translate :)
The second is “I did what I had to do” which is “hice lo que tenia que hecer”. Since learning this phrase I have seen it and smiled in 3 different movies (namely Pandorum, Law-abiding citizen and Pirates of the Caribbean 3). The brain connects meaning with large portions of words meaning the more you learn,the easier it should become and the more accurate and native you should be.
Better defining techniques of mnemonics
Technique number 1 (the house) is known and we have spoken of it to death.
Technique number 2 (number association) should be expanded upon. 1 – we can associate numbers with rhyming words (two with shoe), 2 – we can associate numbers with how they look ( 2 can look like a swan's neck and head), 3 – we can associate numbers with personal memories (on your 21st birthday you typically receive a key, therefore 21 is associated with that key)
moreover, double digits can be approached systematically. 23 = 2+3 (shoe and tree) therefore imagining a tree with shoes as its fruit. Easy.
Technique number 3 (Letters to phrases) has, until now, been reserved as a means of ensuring accuracy with large sections of language (T ake a C ool C at and a L ittle Q uiet D og and P lace their P aws on a H and R ail = T en C uidado C on L o Q ue D eseas P orque P eude H acerse R ealidad, which is “Be careful what you wish for as it may come true”) truly a good mnemonic
Expanding the schema theory
A recent study showed how children have number of realisations about language and how it functions. This support the schema theory as it shows that children need to create the schema for language (meta-schema) step by step. As it happens to developing minds and not with developed minds, it suggests that there are a finite amount of realisations to make to attain a decent language ability.
How about we divided meta-schema into two further partitions
1 – general (the schema attached to languages and language learning in general)
2 – specific (the schema attached to the specific language and culture of the child/person)
saying this and defining that there are a limited number of realisations to be had, surely its logical that teachers of language should know these realisations, but more importantly they should teach or at least discuss the with learners...
One of the basic ideas of a good learner is the concept of being comfortable with paradox. If you have a set of rules, but most of the items that should follow those rules are actually exceptions, how long would it take you to get angry and loose your mind. For most learners, not long as this is what happens to learners who attempt a language such as English.
Language has a large body of information which is perhaps one of the most complex in the world.
All language is highly complex and multi-layered and requires many hours of studying, and still you aren't guaranteed to be proficient.
Learners who have had experience with large, complex bodies of information (such as university graduates) usually have a very systematic approach to learning which doesn't require them to master the subject in early days, hence approach language in the same way.
Schema
Schema is basically how we view the world. If a person has a good understanding of the world, it is because their schema is flexible. Confused people, or the like, don't have the appropriate schema, that is their understanding of the world cannot process certain information.
In language learning, and in life, it is important to have a strong, flexible encompassing schema.
Could cognition be directly related to the establishing and revisiting of schema?
Age doesn't always mean you get smarter. Chess masters and Specialists like doctors have been found to have bad memory and trouble learning in areas outside their expertise (schema theory supports this) this suggests that their schema related to their specialism is very good, but limited. Their cognition would have probably spiked when they were studying, but once their schema was established and they stopped learning and started repeating/ using their knowledge, I'll wager that their cognition dropped. The more you repeat something, the less you need to concentrate to achieve success. Like riding a bike.
Memory doesn't equal cognition.
Dividing schema
How you understand life is a much bigger network of ideas compared to how you understand cooking French cuisine. It is possible for us to define two things:
1 – Macro-schema: how you understand life and other philosophical debates
2 – Micro-schema: how you do an action, such as cook, drive a car, etc.
A person who has a weak understanding of life, or one which has been conditioned into them, will defend it. A person comfortable with their macro-schema will be comfortable with change. To themselves and their environment.
This leads to the idea that if a learner has a willingness to change things/ allow you to help change, it suggests a flexible & strong macro-schema It also suggests internal motivation. Perhaps we could directly connect internal motivation to strong, flexible macro-schema
In language studies we teach words to describe language (verbs,nouns, progressive tenses, etc.) which we call 'metalanguage'. It merits mentioning that the understanding of how language functions and how it is understood is also valuable to the learner. The schema governing language is seldom examined in a classroom and it makes sense that it could benefit learners as much as metalanguage. Therefore, schema concerning language could be called 'meta-schema'.
In conclusion, a simple test to establish whether a learner is comfortable with paradox will tell whether that learner has a flexible macro-schema meaning the micro-schema can be established and modified easily. This 'paradox test' could eliminate learners who are going to waste time defining a micro-schema when they need to put more time into their macro-schema
Once again, this shows that not only would adults benefit more from learning a language, but they are also in a better position to learn the language as they have better established schema than children.
Take a glance at this informal study and see you can connect this blog post to the conclusions drawn from this study.
