Lively discussions on language learning

Here are two more interesting discussions about input based language learning at LingQ that you might want to join.

A criticism of Steve gulp!!

Second language acquisition method used on LingQ.


Here is an interesting video on motivation. The three keys to motivating people are, according to the video 1)autonomy 2)mastery 3) purpose, and not monetary rewards. I think that this argument should be used in union negotiations, especially with the teachers’ union, which regularly threatens to go on strike here in Vancouver.

On a more serious note, I believe that these three elements are important motivators, especially when it comes to language learning.

Why I am allergic to linguistics.

The barrage of offended comments on my youtube channel about my approach to language learning only serves to confirm me in the belief that this “science” is irrelevant to language learning. Here is an example, in response to my recent video called “Vocabulary”.

“more aggressive discouraging of high standards and excellence. basic
phrases and vocabulary, usually learned at the beginning, u dont really
have any way to parse them (unless, gasp, you have studied morphology).
So it is ironic that you think an L1 gloss constitutes their meaning.
clearly it is the nature of the linguaphile to ignore the intricate
complexities of rule-governed behavior of the hierarchical system and
focus on the most mundane and utilitarian aspects of language.

To learn a new language, you listen, you read, you learn words. The more words you learn, the more new words you can learn from context. The more often you see the words you have learned in different contexts, the better you understand their scope of meaning, and how they function. One day you start speaking, at first with difficulty, and then better and better. This is somewhat like a child, except that you can read and use your existing knowledge to help you. Unfortunately you are also more inhibited than the child, since you are afraid to sound childish, which the child is not. That is it. No morphology, no analysis, no rule-governed behaviour, no hierarchical system, no parsing.