The traditional way of teaching languages usually makes us develop all the main skills of a language at the same time: reading, listening, writing, speaking, grammar, vocabulary and pronunciation. But do we really need that? And is it the most effective way to learn?
Wouldn't it make more sense to concentrate on just two or three areas for a given period of time, and to see greater improvements in those selected areas?
In the talk, Lydia, a language mentor from Slovakia, is going to share her practical experience with two projects. In these projects, dozens of university students and English teachers decided to improve their level of a foreign language by concentrating on just a few areas in their chosen language, and focused on those areas which they felt had the most room for improvement.
Following many hours of practice, both students and teachers gained immense improvements in their chosen areas, and these amazing results spurred them to even higher levels of motivation, to learn more, and improve further.
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Boredom can be a huge turn-off. I started having fun with my second language - English - when I started watching cartoons, TV shows, and movies in English with English subtitles. I had the audio, and I had the text to go with it. By studying the dialogues in great detail, I moved from B2 to native-like in about 1500-2000 hours of input. That's not the only thing I did, of course. I'm familiar with many methods and techniques, good and bad textbooks, etc. I helped a few adult learners out too. They are generally quite satisfied with the results, way beyond their initial expectations. Still, I see no miracles occurring. I show them how to study, how to pick input that is interesting for them, how to tackle it, etc., but then they need to _do the studying!_ Their results come slowly, and many give up in the mid/long-term, especially if I'm not there - say, at least on a weekly basis - to provide constant encouragement and positive reinforcement.
I agree on the fact students wanting teachers to help and paying for that. There is no problem with that. The problem for me is most textbooks drag the learning process on... You could find yourself bombarded with too much stuff you won't be using in real life. If teachers or those who prepare textbooks focus on usefulness I'd be happy. I actually skip most of the stuff in textbooks when I'm learning by myself. I'd love to hear your experience. I am open and willing to learn :)
To address your original point, there is no conspiracy to keep the industry of language teaching running at the expense of some simple but hidden truth about language learning. Most students, by the simple fact that they ask a teacher to teach them, are defining themselves as being in need of something more than just a _Do It Yourself_ kit, however great it may be. For the purposes of presentation, she exaggerates the _Aha!_ moment students experience when they "find out" that they are responsible for their own learning, and that they are going to have to do most of the work by themselves and of their own initiative. That's a very open secret to most university students. Sadly, the desire to do something does not also imply the ability to do it.
Well the thing is if I am an instructor, I'd have people enroll for a period of time, teach them the basics and then have them continue on their own. I wouldn't have them keep coming back. And I don't think most people think they can do it by themselves. Most believe learning languages is a myth.
By that logic, isn't it even worse to have people PAY you to tell them they can do it by themselves? :) As someone who is very good at doing it by himself, I say let's be honest and realistic about this. They don't tell you you can do it yourself because most learners already know they _could_ do it by themselves _in theory,_ but then they find that they _can't_ do it themselves _in practice._ For most learners, the wonders of self-study are rather underwhelming. There are the good students at the top, and then there are all the others. These others -- who by definition need more help and guidance -- can't make progress just with a few tutorials, a good pep talk, and a pat on the back.
After the 20 minutes you read and listen, do you go back and look up all the words you didn't know? I've found when I write in the book I end up "cheating" and just reading the English. I just picked up the first Harry Potter book and the accompanying audiobook in German. I've seen the little improvements you mention but still feel a bit overwhelmed, and don't like to move on with so many words I'm not retaining between sessions. While I'm in a formal class as well, I feel like I'm focusing on a lot of different parts of the language at the same time. Tips are appreciated!
Sorry, but I comletely disagree with the assumption above. Ukrainian is an entirely different language comparing to Russian. Perhaps these languages have a similar roots but sounding isn't the same. Morover Ukrainian is considered to be more sophisticated and mellifluous. Anyway I think any language could be mocked or abused.
Sergey Prokhorov Do you listen and read as she suggested? Do you look up words or just try to get from context? People have recommended this before but I just can't make myself do it. It just feels like pulling teeth and like it will never improve.
Gostei muito da palestra. Realmente há uma dificuldade monstruosa de se aprender uma nova língua como autodidata. Para mim, diferentemente para alguém que vive na europa e encontra várias pessoas de diferentes nacionalidades, tenho que contar quase que unicamente com a internet e televisão para corrigir meus erros na pronúncia.
Hello and thanks for sharing this video!
I've never thought about prioritising, even if I've been doing it indirectly for 2-3 months now. I'm listening to a lot of English materials, so setting a goal is really helpful. I've been struggling for years to learn English, but only last year I decided to do it more seriously by studying on my own. I even took an international exam, just to prove myself that I can do it. Therefore, I'm going to start learning German by myself (actually, I already started) by using this method. Thanks again
She said 'Esperanto.' It is a constructed language intended to be an easily learnable international auxiliary language. It isn't made to replace national languages, but to provide an neutral language everyone can learn. It was created by Dr. Zamenhoff in 1887. It was popular with the international labor movement and anti-fascists in the past and currently is used as an 'Internet' language for people around the world and has up to 2 million speakers. Structurally, Esperanto is based on Latin root words with a simplified grammar and Yiddish/Russian pronunciation. For example, all nouns end in -o in Esperanto. This is a masculine ending in Romance languages, but when -o ending Romance words are imported into German/Yiddish the word is considered neuter (das.) Zamenhoff, drawing from his native Yiddish, says that all nouns are neuter in Esperanto (except some like viro - man.) To say 'ugly' you say 'malbona' or 'not pretty' so you have fewer vocabulary words to learn. The simplified grammar makes it easy to learn, but it may sound artificial or not smooth and flowing to the ear of Romance language natives. Feminists critique it on several points, including the 'default to masculine gender' in some words (woman is 'virino' or viro- with feminine ending) and lack of animate third person neutral pronoun (they - singular in English.)
These issues aside, it is the most popular auxiliary language and many people report learning the basics in a month or two and becoming fluent speakers in just a few more. There are proposed fixes for the above grammatical and social issues, none of which have been widely adopted by the Esperanto community. To learn Esperanto see Lernu.net and DuoLingo. See also the auxiliary languages Ido and Interlingua.
Community pharmacists are the health professionals most accessible to the public. They supply medicines in accordance with a prescription or, when legally permitted, sell them without a prescription. In addition to ensuring an accurate supply of appropriate products, their professional activities also cover counselling of patients at the time of dispensing of prescription and non-prescription drugs, drug information to health professionals, patients and the general public, and participation in health-promotion programmes. They maintain links with other health professionals in primary health care.