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.
