Tag Archives: language learning

Struggling to get motivated? How to reach your language learning goals

Join me!

Learning languages is my favourite thing in the world. As an ESL teacher and researcher, it’s my passion, my hobby and my livelihood.

But recently I’ve been struggling to keep on target. I get busy, tired and distracted and before I know it, a week has passed without me doing anything to get closer to my language goals. From reading your blogs I know many of you struggle with the same thing.

How can we keep ourselves on track? By getting some language running partners!

Research at Stanford University shows that people taking on challenging individual tasks can increase their motivation by creating a spirit of teamwork. By working as a team towards our individual language goals, we’ll get a boost in motivation and give ourselves a much better chance of reaching the finishing line. And probably have a lot of fun along the way!

So if you’re in need of a language learning boost, why not set yourself a goal and share it with us? Tell us about your goals in the comments below or post a link back to your own blog.

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Seeing is believing

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If you’ve ever done pronunciation drilling with your hand cupped behind your ear like a demented kids TV presenter (all together now!) you’re probably of the opinion that exaggerating audio cues helps students to discriminate the sounds of a second language. But did you know that students can improve their chances of learning sounds by simply looking at a speaker’s face?

Research on how language learners use visual cues in the perception and production of sounds supports what auditory and visual sciences have known for some time: what you see has a strong impact on what you hear. This relationship is niftily illustrated through the “McGurk effect”, not the latest McDonald’s menu, but a rather compelling example of how the human sensory experience is interlinked.

More recently, with the help of fMRI scans (which basically involve sending people down a tube into a giant washing machine and having a nosy around at changes in cerebral blood flow) neuroscientists have found that the auditory cortex is active while watching silent speech (Calvert et al. 1997). In other words, the part of the brain that usually deals with sound is affected by visual information, which helps native English speakers to identify sounds in face-to-face communication. The good news is, it seems that visual cues can be interpreted by non-native speakers too.

Studies suggest that audiovisual training, in which students are shown a video of the speaker’s face, is more effective than listening practice alone in helping students to differentiate sounds (e.g. Hazan et al. 2005). Unsurprisingly, this technique has been shown to be most effective in sounds where the difference in mouth position is highly visible, such as b and v (a saving grace for Spanish students and their English bowel problems). However, audiovisual training has also produced positive results for problem areas with more subtle physical differences, for example in the differentiation of l and r for Japanese students. What’s more, these studies show a positive impact on pronunciation, indicating that increased attention to native speakers’ mouth movements enables students to reproduce the sounds more effectively themselves.

Most teachers agree that out of the big four (speaking, listening, reading and writing), it’s listening which causes students a real pain in the auricle. Given that the majority of real world listening takes place face-to-face, excluding visual components a priori is at odds with what we know about natural speech processing. In light of studies which point to the advantages of visual training, it’s time to question the dominance of audio-only files in the classroom.

  • Do you do any exercises which draw students’ attention to the speaker’s mouth?
  • How do you think this research could be applied in classrooms which don’t have video technology?
  • Can you think of any practical ways to help students to pay attention to visual cues?

Calvert, G., Bullmore, E., Brammer, M., Campbell, R., Williams, S., McGuire, P., Woodruff, P., Iversen, S and David, A. (1997) Activation of Auditory Cortex During Silent Lipreading. Science 25: 276

Hazan, V., Sennema, A., Midori, I., Faulkner, A. (2005) Effect of audiovisual perceptual training on the perception and production of consonants by Japanese learners of English. Speech Communication 47: 360

 

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Angry words

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“What if instead of tabbing over to the web browser in search of some nugget of gossip or news, or opening up a mindless game such as Angry Birds, we could instead scratch the itch by engaging in a meaningful activity, such as learning a foreign language?”

A man named Harry walks into a café. Eliza Doolittle, who is working in the restaurant as a waitress, greets him in her dire cockney accent, “Ari”. He orders a slice of cake with layers of sponge, cream and forest fruit: a “gateaux”. When Elisa brings over his order, Ari looks at the gateaux, and says “thank you”.

Ari-gatou – you’ve just learned how to say thank you in Japanese through mnemonics: memorisation strategies inspired by the ancient Greeks and endorsed by memory champions as the most effective way to quickly remember large amounts of information.  Memory virtuoso Joshua Foer reports on the benefits of using these techniques for  learning  vocabulary in his article “How I learned a language in 22 hours”, after setting himself the challenge of learning Lingala for his field trip to the Congo. Joshua worked on his vocabulary using memrise, a slick on-line game which draws from mnemonics to optimise memory power. It may come as no surprise that the US memory champion cruised through his vocabulary sets. But before practising these techniques, Joshua, along with many other “memory athletes”, described himself as having only an average memory. In the words of British memory champion, and co-creator of memrise Ed Cooke, “anybody can do this”. So worry not if you can’t remember where you put your keys, or your car, you can never put a name to a face and you once left your child at the supermarket: mnemonics might just work for you.

Learning vocabulary is an enormous undertaking. In their native language, college-educated English speakers are estimated to possess a whopping 60, 00 word vocabulary (Pinker 1994). Children between the ages of one and six act as “lexical vacuum cleaners”, picking up around 9 to 10 words per day (Pinker 1994; Bloom 2000). If you’ve ever set yourself this familiar target for learning a foreign language, you’ll realise what a cognitive challenge this is. Yet children do it with finesse, without dictionaries, word lists or fancy apps.  The difference between adult and child vocabulary development recalls the age-old nature vs. nurture schism which has been causing bloodthirsty brawls between meek and mild academics and sending hungover undergraduates to sleep for centuries. The nativist camp (e.g. Pinker; Markman) argue that babies are born with an innate ability to learn vocabulary which fades as the maturation process kicks in, leaving adults at a cognitive disadvantage. Alternatively, empiricists (e.g. Snow; Bates; Tomasello) emphasise social and contextual differences: adults often receive less (and different) exposure to the second language, cognition may be biased towards first language settings and adult inhibitions may hinder vocabulary development. Putting aside linguistic fisticuffs about how our brains are wired, all approaches agree that learning vocabulary is a formidable challenge: any techniques which assist in memorisation are a welcome addition to the language learner’s tool box.

The site memrise takes advantage of mnemonics by linking new vocabulary items to images, rhymes or anything memorable about the word. Learners are encouraged to visualise the details: “the stranger the imagery, the more markedly memorable it is” – think Eliza Doolittle with a blackforest gateaux in hand. To help adults overcome their fear of vocabulary lists, creators Ed Cooke and Princeton neuroscience PhD Greg Detr drew from principles of social gaming to make studying “so fun, so secure, so well directed and so mischievously effortless that it’s more like a game – something you’d want to do instead of watching TV”. What’s more, with a smartphone these games are completely mobile: time spent stuck in traffic refining your road-rage vocab could be put towards more useful linguistic prowess. In the supermarket, instead of deliberating whether to move to a shorter queue (or take out the granny at the front with a tin of beans), you could be serenely buffing up on how to order a cocktail in Spanish.

Designed to be played in short bursts, the game is based on time-honoured principles of human cognition: studies show that the most effective way to commit something to memory is through “spaced repetition”, where information is encountered in short repeated sessions spaced out over a relatively long period of time. True to form, Joshua learned the 1000 most common words in Lingala in short 5 minute bursts, totalling 22 hours over a space of 10 weeks. Amazingly, upon arriving in the Congo, Joshua was able to converse with the natives in a simple exchange about family and friends. Not a bad result from playing the linguistic equivalent to angry birds for a few minutes a day. Admittedly, when it came to communicating more complex information, he was lost for words. So can mnemonics help you learn a language in 22 hours? Probably not. But they can do wonders for your word power.

  • Do you use any mnemonic techniques in your teaching?
  • Can you think of any activities to encourage students to use mnemonics, either in the classroom or at home?

http://www.memrise.com/

http://www.mindsnacks.com/

http://www.guardian.co.uk/education/2012/nov/09/learn-language-in-three-months

http://www.ted.com/talks/joshua_foer_feats_of_memory_anyone_can_do.html

Bates, E., Bretherton, I., Beeghly-Smith, M., McNew, S. (1982) Social bases of language development: A reassessment. In Reese, W., and Lipsitt, L. P. (Eds) Advances in Child Development and Behaviour (16) 

Bloom, P. (2000) How children learn the meaning of words, MIT Press: Cambridge, Massachusetts

Markman, E (1991) Categorization and Naming in Children, MIT Press: Cambridge, Massachusetts

Pinker, S. (1994) The language instinct Penguin Books: London

Snow, C.E. (1999) Social perspectives on the emergence of language. In B. MacWhinney (Ed.), The emergence of language (pp.257-276). Lawrence Erlbaum: Mahwah, New Jersey

Tomasello, M. (2003) Constructing a Language: A Usage-Based Theory of Language Acquisition, Harvard University Press, Cambridge, Massachusetts

Oxford, R. L., Scarcella, R. C., (1994) Second language vocabulary learning among adults: State of the art in vocabulary instruction. System 2:22 (231–243)

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