Language Acquisition

So I had this epiphany and I need to get it down.

When we learn a second language, we do it through a process of substituting new words in the second language for words that we already know in our primary language. While this is a given, most language learning programs I have worked with do not utilize this principle very effectively. I was studying German last night and perhaps that is what got me thinking along these lines. I would teach second language via two components - nouns and verbs.

Principle: Nouns are objects. The word that we use as a noun is really a placeholder or symbol in our minds which represents an idea or concept.

Example: I say light in english, I say luz in portuguese, I say lumiere in French.

I am not talking about a light, luz, or lumiere. I am representing an idea in language. So in order to teach nouns I would have students practice like this:

The light outside is really bright.
The luz outside is really bright.
A luz outside is very bright.
A luz fora is very bright.
A luz fora e very bright.
A luz fora e muito bright.
A luz fora e muito brilhante.

The student practices each line several times until the meaning of the word being substituted becomes clear.

This method of practice takes advantage of the substitution principle by allowing the student to make gradual substitutions. Most programs I have used have the student learn entire phrases or what they call "important phrases". I believe that this type of instructional method comes from the immersion philosophy that assumes that a student will learn a language faster by being immersed in it. While the immersion principle is true, most people who use these programs are not immersed in the language outside of the lessons they are using. Therefore, I feel it is more appropriate to teach students in a non-immersion environment via the substitution principle. The substitution principle allows them to create an immersion environment intrinsically which has the potential to extend extrinsically through interaction with objects and people.

Verbs essentially convey ideas as well. Some action is taking place.

Example: Without using the word run, how would you describe the action of running to someone? You would probably find a similar concept (perhaps walking) and try to make a comparison to that concept that would describse what is taking place with running.

In order to teach verbs, it is important that those verbs represent the ones most commonly used by the student. It may be a good idea for the student to make a list of verbs to learn initially based on preference and circumstance. This will create interest in the learning experience for the student.

Verb List Example:

Eat
Walk
To Be
To Have
To Feel

Using the substitution principle above, the student begins to use the new verbs in a sentence based in the primary language.

Example

I love to eat italian food.
I love to comer italian food.

I like to walk around my neighborhood
I like to andar around my neighborhood

I am American.
I sou American.

We have three brothers.
We temos three brothers.

I feel happy.
I sinto happy.

This is exactly how high school students taking a foreign language class talk outside of class. They are playing with the new words. They are exploring. This discovery/play learning is a natural mode of learning that is intrinsically motivated. Students like to learn this way. There are no expectations of performance. They can make as many mistakes as they want. They can also use as much or as little of the new language as they want. Their personal agency is enhanced.

I like this method. I think it is realistic for those of us who cannot spend the next 5 years in a foreign country learning via immersion.

One caveat... As with any discovery/play learning environment, eventually the student must have intrinsic reasons for learning the material or engagement will cease. Students should be encouraged to externalize and explore an intrinsic motivation for learning the material. Goals should be set and progress should be tracked. This is true for all discovery/play learning conditions.

Learning is Everything

8/26/09

I love to learn. I exist to learn. I learn to progress. I exist to progress. Progress is transformation. I progress to transform. I transform to become like Christ.