A NOT To Do List for Successful Language Learners
Here is a run down of the top 10 things NOT to do when learning a foreign language. While what works may differ somewhat from person to person, the following should be avoided for ALL language learners:
- Do NOT spend more than 5% of your study time on grammar, translation, vocabulary lists or any other overt information about the language. Languages are “acquired,” not learned. And acquisition by its very definition happens subconsciously over time given proper input. Which leads us to number 2.
- Do NOT spend time on materials that are too difficult or don’t interest you. Motivation is one of the greatest keys to success in foreign language learning, and motivations favorite fuel is interest. There is a wealth of free information available today for free; you need simply look for it (see the Learning Tools & Materials sections for suggested resources.)
- Do NOT study in long, infrequent sessions. Behind motivation, consistency is the most important factor in language learning. If you are strapped for time (and who isn’t?), it is far better to study a little bit everyday than doing marathon study sessions a few times a month. For example, if you only have 2 hours free per week to commit to language studies, it is far better to do 20 minutes per day, 6 days a week than doing the whole 2 hours on one day.
- Do NOT worry about speaking too soon. Although oral fluency is certainly the goal of most language learners, it takes the brain some time to assimilate enough input to be able to produce meaningful output. Babies listen actively to the language around them for up to 2 years before uttering a single meaningful word. Adults can get to the output stage much earlier if they follow the advice on this site, but they should not force themselves (or let themselves be forced) to speak before they are ready. This is perhaps the single greatest problem with formal language instruction: students are expected to speak long before they are ready, creating a great deal of anxiety and diminishing the student’s motivation and interest.
- Do NOT memorize vocabulary out of context. To have any chance of retaining or using new words, they must be heard or read (preferably the former) many, many times within a meaningful situation. “Narrow reading” is a good way to increase the repetition of key words in a meaningful way. See the Methods section for more.
- Do NOT try to learn new words, alphabets, ideographic characters or spelling using “rote” memory. We have 5 senses at our disposal: use them! Integrate taste, touch, smell, sound and movement as much as possible. Use “imaginative memory” to visualize connections, stories, objects, etc. The crazier the story, the easier it will be to imprint in long term memory. See the Tony Buzan post for more on memory techniques.
- Do NOT overly rely on the written word. Whenever possible, try to listen to a piece first before reading it. This trains you to rely on your ears first, and better follows the natural order of acquisition (remember: you learned to speak your first language long before you learned to read it!)
- Do NOT look up words before making at least one full pass through each reading or listening material (or each section for longer pieces.) Only once you have gone through once or even twice, then go back and look up words you don’t know. When you don’t interrupt the “semantic flow,” it’s easier to get a feel for the big picture. And this prevents us word-nerds getting lost in unrelated vocabulary and new linguistic connections.
- Do NOT let the “affective filter” put a damper on your language learning. The affective filter is a fancy word for a simple and intuitive concept: your emotions and psychological state significantly affect your performance in a foreign language (or any skill-based act for that matter.) If you are nervous, angry, hungry, tired, or preoccupied with the fight you had last night with your significant other, your ability to speak well in a foreign language will go down faster than the current stock market. On the other hand, I am sure you have noticed that a few brewskies can significantly improve your ability to converse in a foreign tongue. Why? Because booze (like meditation, exercise, and experience) helps lower inhibitions and boost social skills like verbal communication. If your teacher makes you feel nervous or stupid, fire their ass. If your language partner does not see the logic in your incorrect, but nevertheless intelligent errors, replace them. You will never make any real progress if you are afraid to speak and are not free to make all the wonderfully logical—albeit incorrect—utterances that define both infant and adult language acquisition.
- Do NOT forget to have some fun! Language learning takes time, but it needn’t be difficult. If you follow the tips listed above and throughout the site, and approach language learning with a smile instead of a grimace, you too WILL succeed!
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This is an excellent list that I will put into full use when reorganizing the English classes at my school.
My short responses to the list:
1. Even 5% of time spent on grammar study is going to be way too much. I would say make it 0%.
2. I agree with the point about not spending time on materials that don't interest you, and if that is the reasoning behind the point about not using material that is too difficult then I can understand why difficulty was included. However, as long as you are interested, the difficulty does not matter.
3. Infrequent - No. Frequent - Yes. Long Frequent sessions are best.
4. agree. Do not speak. Do not force yourself to speak.
5. agree. But why do you qualify the statement and add "out of context?" Just say, do not try memorize words period.
6. no comment
7. ok
8. I'd add, if you do not have to know the meaning of the word (like you do for work or life situations) then do not look it up even after several passes through your material.
9. If you are making mistakes then you are not ready to speak. There is no reason to be making mistakes.
10. What could be more fun that the TV method?
Thanks for posting Keith. I watched your Japanese conversation with Steve. 二人の外国人が日本語でしゃべるのは、ちょっと変な感じするんだけど、良かったと思う。何年間日本に住んでいる？
I think we basically agree on the issues; we're just on slightly different positions on the language learning spectrum. Nobody has all the anwers, I really enjoy hearing different points of view. That is what makes Steve Kaufmann's blog so great (which is where you found me I assume…)
So with regard to your response, I personally agree that little or even NO grammar study is good, but I say "5%" as a way of pulling people over from the "Dark Side" where they spend ALL their time studying grammar. Like Kaufmann, I do occasionally glance at grammars quickly, but I do this out of interest (my academic background is in linguistics), but not because I think it will do much for my fluency or accuracy in a language.
While I do firmly believe in the need for a silent period (3 months to 2 years depending on your exposure to the language, motivation, attitude, etc.), if you wait until you don't make mistakes, you will NEVER start speaking. I still make "mistakes" in English from time to time (i.e. accidentally writing "their" instead of "there.)
I agree that TV rocks for language learning. In fact, I will be adding a link to your blog on the site soon. Also, would you be interested in doing any guest posts on site? My readers would benefit from hearing more about the TV method.
I agree with some of what you say, but we're not babies! We cannot learn like young children. Trying to replicate the conditions under which kids acquire their first language is futile. Why should we stigmatize traditional methods that work at least for some adults?
I agree that there are differences between adult and infant language acquisition. The first difference is that ALL children acquire their first language while very few adults do. This is a strange phenomenon considering that adults actually have many advantages over babies:
1) The ability to read. This allows for a second channel of input, the ability to confirm the meaning of what one has listened to, and to systematize the acquisition of vocabulary. This is the basis for such sites as LingQ. You can see my review here: <a href=”http://l2mastery.com/featured-articles/lingq” target=”_blank”>http://l2mastery.com/featured-articles/lingq
2) The ability to think creatively, holistically, analytically, etc. The adult human brain is an amazing thing, and can be a big help in foreign language learning if used correctly and applied to the right tasks. In general, we can (and should) apply our consious super computers to vocabulary acquisition and writing, but not to grammar.
A good example of effective consious language study is the use of "imaginative memory" for learning Chinese characters. You can read more about this here: <a href=”http://l2mastery.com/language-specific-tips/using…” target=”_blank”>http://l2mastery.com/language-specific-tips/using…
However, trying to memorize how a language works (e.g. grammar rules, congugation lists, etc.) is NOT an efficient use of our time, energy and brain power. The brain has evolved to automatically learn these rules subcionsciously if it receives enough input, and will have a very hard time being able to remember (yet alone use) this kind of information. We learn languages much like we learn to swim: both are physical skills, both require a lot of practice, and both improve gradually over time at a subconscious level.
Most adults fail because the traditional language learning method relies on conscious study and does not provide enough interesting, meaningful input to allow our brains to naturally acquire languages. Futhermore, the traditional method has a terrible effect on the single most important success factor: attitude. Most students emerge from years of tradtional study unable to speak and with a distaste for foreign langueges. This makes them feel like failures, causes a great deal of anxiety any time they are expected to communicate in the language, and curbs further study and meaningful exposure to the language.
I discuss these issues in more depth in my presentation:
<a href=”http://www.slideshare.net/L2mastery/language-lear…” target=”_blank”>http://www.slideshare.net/L2mastery/language-lear…
Sorry, that link should have been:
http://www.slideshare.net/L2mastery/language-lear...
Hello John. I didn't receive notification about your reply 1 week ago. But I did receive notifications about your replies (2) today, but not one for Sergio's comment.
Theoretically, one should be able to speak without making any mistakes. Mistakes happen when you try to say something that you don't know how to say so you forge into new territory and start making things up that you think will get your point across. It may not be practical to avoid that situation but I don't see that it couldn't be avoided.
For the purpose of my debate, I guess I would consider a mistake to be something that was said while having no clue that it was wrong. Basically that happens when you make up grammar or expressions. And then, it's probably only a bad thing when you remember how you said it (which was wrong) and then keep using it.
If you have students or friends, you can see that. You correct something they said that was wrong, but they are so used to saying it that way or thinking that way that they will repeat the same mistake immediately.
So my only purpose for wanting to avoid mistakes is to avoid unnecessary problems.
How should one learn Chinese characters if one does not have a good imagination?
I've been having some issues with IntenseDebate (my Wordpress comments plug-in.) It has a lot of potential, but has been a little buggy so far. Hopefully you receive future upodates…
I understand your position on mistakes and am on the same side of the linguistic spectrum, but I do think that mistakes are inevitable (and even helpful) in the early stages of speaking a language. By "early" I mean when you begin speaking after a sufficient silent period. It is important to draw a distinction, however, between "mistakes" and "errors." The former are slips of the tongue or one-time screw ups that are not fossilized into memory. Errors are what you described: repeatadly making mistakes and not being aware of it. As you said, it is probably possible to avoid both, but practically speaking, one should just focus on avoiding errors by waiting to speak until they have received sufficient input, and getting feedback on their output from a tutor.
Everyone has a good imagination (or at least the potential to think abstractly.) It is a skill that can be practiced and improved over time. This is one reason why reading tends to be better for thinking than TV; it forces YOU to picture the story line, characters, etc. Don't get me wrong; TV has its place in learning. But like with all things, variety is the key.
And speaking of TV, I'd love to have you do a guest post on the TV method. Interested?
I had a feeling that you probably differentiated between mistakes and errors. But it's a mistake to think that way! Or should I say it's an error to think that way? Hmm. I think it would be a good topic to discuss. You should consider putting those words in your Linguistionary.
Thank you for the invite to guest post. I'm flattered. I will consider your offer in the future when the appropriate time comes.
Good idea; I'll add them to the Linguistionary soon. Just let me know when you want to do a post and I'll add it to the "featured articles" section.
I agree it. Language learning can only really happen if you are motivated and find it fun.
For my a mixture of both combine amazingly well with the enriched culture that China has, allowing me to explore the language and culture together.
Hi Charlie. I like what you are doing with Discover Mandarin. Keep up the good work!
Hi John, thanks for your kind comments.
Discovering Mandarin is a work in progress and may well be moving over to my own hosting very soon.
Watch thi space.
In the mean time keep this site going. It is a great resource.
Charlie