we try to improve.
I am not American, but if and when people with Hispanic ancestry become the majority in the US, most of them wil likely speak English with the same accent as their neighbours and fel ow citizens of other different ancestries.
I find that this political y correct attitude 'your accent is part of your culture' is patronizing towards new citizens of the United States, who are trying to speak like everyone else. I know that I make mistakes in grammar and pronunciation, when I speak another language. It does not bother me. However, I do not pretend that my incorrect way of speaking is just ?a cultural trait.' To speak like a native is still the ideal, even though I cannot achieve it. Speaking the way I do is not a 'cultural trait'. I do not believe that those people who speak another language wel are less able to represent their own culture. I believe this is just another example of political y correct 'feel good' nonsense.
CHAPTER VII: LEARNING TECHNIQUES
We al have slightly different approaches to learning. Here are some observations on learning techniques that I use.
Language teaching based on explaining the language and its rules is stil the norm in most schools. This method has been quite unsuccessful. Unless such classroom instruction is accompanied by a considerable amount of listening and exposure outside the classroom, most students simply end up not speaking or even understanding the spoken language after 10 years or more of classroom study of that language. This represents a spectacular failure. With the same effort put into math, most students end up able to do quite complicated math. The same is not true for language study. It is time to try something else.
We do not explain a first language to children. We do not put pressure on children to speak.
They speak when they are ready. And then we do not correct children. We just let them enjoy discovering the language on their own.
We need to use the same approach for second language study. We need to help the learners enjoy discovering the language, and we need to encourage them to do so. Adults already have a wide range of concepts and words in their own language, so that they can learn much faster than children, if they are as motivated and as positive and as determined as a child at play.
The role of the teacher begins with showing the learner how to find interesting content at an appropriate level to listen to and read. Ideal y the teacher is able to show the learner how to start using authentic content, i.e. not learner language, at a very early stage. The teacher can then point out some efficient techniques for observing and discovering how the new language works.
Can we master another language? Can we master our own? Can we achieve native -like fluency in a second language? What do these terms mean?
In my previous post I said that we can never master a foreign language. Julien commented that we cannot even master our own language, so we are even less likely to be able to master a second or third language.
Rob had this to say in his comment to my post. '...but it is very possible to speak and write correctly at a native level. I think this type of message should be promoted rather than tel ing a student he/she can't reach that level. Belief is a huge part of language learning. I guess it depends on what your definition of 'perfect' is. If you mean a person can't know any one language in its entirety then I agree, if you mean that a person can't learn a second language to native-level fluency then I wholeheartedly disagree.'
Wel , first of al , let's say that I agree with Julien. Master is the wrong word. But it is true that some people speak their own language wel and others speak their own language poorly.
There are differences in how wel people speak their own language. When I am in the presence of people who express themselves wel in their own language, I am always impressed. I am referring to people who have a large vocabulary, who speak with precision and express complicated ideas simply and clearly. It does not matter if their accent is from this or that region.
Many ESL teachers I have met do not speak their own language, English, wel . I know there is the view, amongst some, that everyone speaks their language equal y wel . According to this view, people with a limited English vocabulary, who use a lot of 'you know' 'like' etc. are communicating as wel as anyone else. I gather that Stephen Pinker, renowned linguist and Harvard professor, is of that view. I am not of that view. We al have an equal ability to learn to speak wel . But to realize that potential we need to read a lot, and to spend time with people who use the language well. And ideal y we do that from an early age.
As to achieving native like proficiency in another language, I do agree that it is something to strive for. However, it is rarely possible to achieve a level in a foreign level that is as impressive as that of a proficient speaker of the native language. We rarely if ever sound as natural as even a poor speaker of that language.
It is pointless to compare the non-native speaker to a native speaker. If someone listens to me speak a language and says, 'but I can tel that you are not Chinese or Japanese or French'.
I say, wel of course you can. I am not! The way the native speaker speaks is my model, what I strive to emulate and imitate, but I do not expect to ful y achieve it. I visualize myself as a proficient speaker of that language, but I am not disappointed when I am told that I do not sound like a native.
I sometimes reflect on the fact that language learning is hard work. It can be fun. It can be enjoyable. It can be interesting, but it is hard work. I guess playing music is the same way. You have to put in the time. You have to work systematical y. You have to read and listen a lot and you have to review your new words and phrases.
I wonder how many people who say they want to learn a language are real y serious enough to get anywhere. Is it 5%? I see immigrants in Canada who flock to free language school but do not put the effort into learning that is necessary to make a breakthro ugh. Many people are happy to sit in a classroom, or to have a conversation in the language they are learning. How many are prepared to do what we ask of them at LingQ, to read and listen, and to save up to 90 LingQs per week?
I have often compared language learning to physical training. There are similarities and of course there are differences.
Language learning is mental exercise. It works the brain and not the body. It is beneficial for the brain. You do not sweat nor expend physical energy. You not only train the language fitness of the brain, you also accumulate words and phrases. None of this is true in physical training where you essential y do not have to think.
But there are many similarities. I compare aerobic training, or jogging, to extensive reading or listening, where you are reading or listening to a lot of different content, most of which you understand. You jog to build up your stamina and the strength of your heart, your cardio -vascular system. In the same way the extensive reading of material that is fairly easy for you improves your reading and speaking, and your confidence in the new language.
Anaerobic training is more about power and strength. You focus on power in sprinting, or jumping. You build up the ability for your heart and muscles to explode when needed in a sports event or competition. I liken that to
