The Noticing Hypothesis in Language Learning
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- เผยแพร่เมื่อ 2 ส.ค. 2024
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As we are exposed to more of a language, things we hadn't noticed before all of a sudden appear to us. This process of noticing more and more is an important part of acquiring the language.
0:00 - What are the three keys to language learning?
1:29 - What is the noticing hypothesis?
3:59 - Is noticing a deliberate activity?
5:33 - Why do some people notice better than others?
7:48 - Where I agree with the noticing hypothesis.
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The three keys to language learning are the attitude of the learner, time spent with the language, and the ability to notice what is happening in the language. Where does the ability to notice come from? I discuss this in this video.
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Hello Steve. I hope you're doing great. I just came across your youtube channel. You're doing a fantastic job ! I speak 4 languages . I just realized that I was intuitively applying most of your learning strategies and as you said in one of your videos " learn to start from the middle" I was always a fan of this method and it saved me months of work. I do agree with you on the importance of noticing in acquiring any language you're learning. Thank you again for these useful information. You're really contributing on making people's language learning journey fun and effective. I would really love to exchange with you and introduce you to my arab followers so they can benefit from your experience of learning languages.
In education we call this having a schema. A child will learn “dog” and see a cat and say “dog” meaning “four leg animal” and get corrected, and realize that cat and dog are distinct. We have schemas for many things, We learn the sounds of our own language, for instance, so when we approach another language we use the sounds we have in our schema first.
i think the difference between "input" and "noticing" is that noticing happens when you engage with the input. you work your brain with the input, and not just sit and wait that its over.
and the engagement is a product of the attitude of the learner
Yeah, I absolutely gree with you at this point of view. We must actively engage with the input and train our mind to focus on New Patterns each time with lots and lots of Repetitions.
Excellent points:
1. Willingness to learn
2. Time spent with language
3. Noticing … I’m going to add the word “anomalies”
When there is something to be noticed in a language, oftentimes it will stand out because it is significantly different from how our mother tongue expressed it. Whether it is pronunciation or grammar, to the learner, it is an anomaly.
Humans tend to avoid anomalies. These different approaches to similar utterances will seem like anomalies at first, and our brains will try to normalise them to our preset thoughts.
Enter the mind of an anthropologist and/or a musician. The first rule of anthropology is, your home culture is no better than any other culture-keep your judgements at home.
The rule of music is, Beethoven doesn’t sound like Nine Inch Nails-don’t play them the same way.
Similarly, Greek is not English-put Greek in a different part of your brain, and all will be well.
To me, someone like Matt vs Japan is an example of the two principles coming together.
He used a spaced repetition system to "artificially" aid comprehension, and it also boosts the ability to notice (or the comprehension leads to noticing more stuff at a more frequent rate). But then he is also getting massive input. Eventually, he trained himself to be able to comprehend the entire language, and after that, trained the ability to notice accent (including pitch accent), and ended up highly proficient.
Of course it's not the only way to learn a language, but I think it's a highly effective modern approach that takes the two things into account.
im an ex convert of the SRS method. I learned Chinese. I don't think SRS is actually that helpful, because it is, as you say, artificial. The best is to do the 'natural' method. Read. Absorb. Acquire.
In fact, I'm starting my Japanese journey right now. My rules are: no SRS, no grammar books, and no speaking (initially). Don't understand something? Move on. Keep exposing. I'm excited to see where I'll be at in a few months, though I'm not going to take it super seriously as my main love of Chinese will always take first place.
I agree I think input and exposure are the main driver of our learning. But like yoi said about Matt using SRS I found my progress in Russian after 7 months has been little compared to the most recent month of using SRS to aid. When you know the words it is a lot easier to then learn grammar naturally. Also I usually stay away from grammar but even just getting a base knowledge of what each case ending is helps me to now atleast understand what it is. Then I can leave input to handle how it is used.
Someone that can easily notice things in foreign languages (musical ear?) Will have advantage getting fluent in speaking it faster
It’s not just about pronunciation. It’s about all kinds of patterns and structures
Fact
I think this is more relevant at B1 and later. In the beginning you are already overwhelmed with newness.
Steve is correct on all fronts here. Thank you for your infatigable curiosity on the topic of foreign langauge acquistion. I would also add that speaking activates noticing. After enough input the brain develops a fondness for grammatically correct speech, so when one goes to speak and wishes to use the passive for instance, but becomes hesistant or fumbles through the sentence, then they will quickly look up that grammatical structure that they comprehend fine when they hear it, yet remains foggy in the brain as a rule and still strange to the tongue as a form of speech. When one develops a good understanding of the spoken and wrriten language, it is the speaking, and I may as well say writing, that draws our attention to mistakes we make and the weaknesses we must target for improvement.
Agreed. I forgot to say that speaking triggers noticing, big time, assuming you have enough of the language in you.
Another excellent and interesting video. I think we've all had these noticing experiences in language-learning, but bringing it to our attention may actually increase the frequency of its occurrence. Seriously, I think sometimes it could be helpful to ask ourselves: What am I not noticing? Thanks!
Speaking of noticing, for the first time I noticed what Steve Kaufmann was wearing: a very nice, clean short-sleeve top in colors that suit him (match well with his skin and hair color). But the collar is too much, too "busy," and unstylish. The effect is to make him look overly grandfatherly, dated, and out of touch with current styles. The same shirt with the same pattern and colors but with a simpler, more stylish and flattering collar would make him look younger and more hip. (Not sure he cares about that, but it's just one more thing that might help him connect with an even broader audience.)
This is obviously irrelevant to his talk, except in being something I'd *never noticed before,* as I suspect many of his clothes have this quality: appropriate, aesthetic, but out of style or not as flattering as they could be. However, just as it's never too late to learn a language, it's never too late to learn about clothes, if one cares. I'm about the same age as Lingosteve and decided a couple of years ago to educate myself about clothes by subscribing for a few months to a clothing service called *Stitch-Fix.* The clothes they sent me fit better, were more stylish, and made me look better than all the other clothes in my closet. This was definitely educational. (I have no connection with the company.)
Anyway, I hope no one will take offense at this noticing and suggestion. It's not a personal criticism. I'm a big fan of Steve's work. His videos always have a lot of useful information and ideas for language-learners. Even when he doesn't immediately have the name of something, he adds it to the video before uploading, e.g., *The Baader-Meinhof Phenomenon* at 8:12. Having the name up on the screen will almost certainly register more strongly with the viewer than if he'd just said the name and moved on. In short, an excellent video, as always. *_Vielen Dank! Gracias de nuevo._*
I reached the level of auto liking your videos
I love that you bring up NOTICING in language learning. I think about this all the time, but I rarely hear it discussed as much as it deserves.
In the early stages of learning a language, I find myself overwhelmed with the broadest matters: basic vocabulary, simple tense, etc. When these things become more or less automatic, after a great deal of exposure, I find myself free to notice other things which initially escaped me. It's akin to meeting a new person: I notice height, sex and perhaps hair colour, but it takes much longer before unique features become evident. Thanks for an excellent discussion.
When I get as old as Mr. Kaufmann, I wish I can be as classy as him too.
You HOPE you can be as classy as him 👍
@@adamclark1972uk nice correction. thanks ! i noticed it.
Me too ❤️
Hello Steave
If
You are so right Steve, and how you say it and explain it. Is very well put.
This is great. Thanks. I think we can notice on a conscious and unconscious level. Your unconscious can notice distinctions that your conscious mind is not initially aware of.
Yes, of course, Steve. I must try to notice various subtleties of the language we study. The more, the better. And first of all, do it with pleasure in our way to fluency in a language.
Hi Steve,
thanks so much for your video. I am a language teacher (Spanish, French and German) and I have been trying to teach my students to learn a language by noticing differences rather than only learning rules by heart. However, I don't think I paid enough attention to the timing which, now that you have mentioned it, is also highly relevant. So thank you for pointing this out in your video.
Totally agree. I've been able to read Korean for awhile, but recently some words that I knew the spoken sound weren't matching how I was reading them in written form, so even though in the past I had read some specific rules or exceptions, they never stuck. Then in May when I was working with a tutor on reading, she pointed them out and suddenly they stuck and I understood because I had consumed enough content for the concept to make sense. And suddenly I went from good pronunciation to almost perfect because I was ready to notice and take in the small rules.
well, i totally agree with Noticing Hypothesis. As an English learner, usually i'll watch English TV shows with English Subtitle only. Sometimes i'll get so immersed that i almost forget that i am watching a show in my second language(which is the most ideal language learning situation according to Professor Krashen ). But what i am engaged in is the plot rather than language points. In this situation, I'll 'notice' nothing valuable, not any new fancy expression, no new grammar point. All i can recall afterwards is what happened in the story. On the contrary, if i choose to pause from time to time while watching, and jot down some new expression, that's the time when i am 'noticing' and learning.
I find the same with me, I have a app which shows sentences loke flashcards in my target languages. But it is very fast paced and I find I don't take time to analyze the sentences for grammar. Instead just trying to get my daily goal of sentences passed.
New Kaufmann video! Time for popcorn
Love from Iraq ❤️
ابداع دائم ما شاء الله
I like this guy, definitely, active learning protects n prolongs cognitive skills . Like most the way you teach. I'm an English passionated learner, Greetings from Medellin.
In simplest terms, attention to detail.
Some people walk up to a house and say, "That's a nice house."
Some people walk up to a house and say, "The front door is crooked."
我刚刚开始看我第一本中文小说"骆驼祥子"。谢谢你的推荐Steve
Thanks, you added to my knowledge to understand my lessons better. Great job!
Totally agree - this also shows why it’s often pretty useless to start off a language by just swallowing a grammar book: you don’t have the reference points to make sense of the grammar and notice the way it is used. Another great point, Steve
I'm from Poland. We read as words are written, unlike English. That habit is strong.
Your father's way of reading is natural to me.
Thank you!!! You’re videos are so good and helpful!
Listening your videos in my way to work
I think there’s a fair bit of linguistic terminological confusion going on here.
In regards to Krashen, through his input hypothesis, he puts forth the idea that when exposed to CERTAIN input at CERTAIN times (natural order hypothesis) the language acquisition device (an unproven area of the brain which is genetically inherited and leads to the cognitive structures necessary for language production) will develop comprehension of the language to the point of fluency. This is a relatively passive process that happens naturally (acquisition-learning hypothesis) over time.
In regards to Schmidt who invented the noticing hypothesis, he initially made the claim that until input is actively noticed by the receiver (usually due to being made aware of it by someone else), it won’t become intake. And so, the potentially fictional language acquisition device isn’t responsible for the subconscious processing of input but instead it is up to the learner to consciously notice the language in order for input to have any value. He later went on to modify this hypothesis, claiming that it wasn’t necessary in all cases that the learner actively notices the input but that it’s still a very important requirement for acquisition.
The way you and so many other TH-cam language learners (especially Matt vs Japan) use the term comprehensible input is very different from how Krashen uses it. If you want to know more about that then look into the natural order hypothesis (which is garbage) to understand what Krashen is actually talking about. It certainly is not any input that is comprehensible. You will also learn that “i+1” is certainly not what you think either.
Krashen has slowly moved away from linguistics over time and seems to have abandoned his early work. Or at the very least has no interest in referencing it. Nowadays, he talks about compelling input which is a concept concerning the development of literacy rather than comprehensible input which is tied to Chomsky’s ridiculous and long disproven claims regarding the cognitive development of language. And for that, I’m glad.
What's your take on language acquisition? Any theory you subscribe to and why? (I'm asking because you sound like someone who has done their homework)
@@Limemill Well I tend to support mass input with active language training. Which means using techniques like chorusing and shadowing to actively improve one’s pronunciation including intonation and rhythm of speech. This may also include referencing grammatical resources and various other supplemental language learning materials. I think mass input is essential for comprehension but leaves a lot to be desired for language production which is a skill that needs to be trained.
I prefer the term meaningful input since I start with incomprehensible input and often use content that isn't very compelling, in the sense of interesting, but which I find meaningful for me in order to notice more things in the language, or train the brain in the language. But without splitting hairs, the important point is that lots of input is the most important part of any successful language learning program.
Bravo Steve very eloquently put
This is such a good video, kiitos!
ありがとうございました!
Noticing is not just important for the language learning but also for our 人生 と思います❤️
Yes, are you japanese?😊
@@ariohandoyo5973 Can you speak Japanese?
@@hiko7474 only knew some words in japanese, are you japanese native speaker?😊
@@ariohandoyo5973 良いですね(^^♪
I live in Japan, I am Chinese.😁
@@hiko7474 ohh, hehe.😂
One odd thing I noticed (ha) about language comprehension for me (that I assume also happens to other people) is how sometimes I hear a song in English again after a long time and suddenly I am startled I am actually understanding long parts of the lyrics, whereas I *know* I didn't in the past. I am not making a big effort to actively listen, either. They are "just there".
I think it's a twofold thing in this case: on one hand, songs that you listen a bunch become very familiar at least in rhythm an sound, even if you still can't understand the words, and on the other hand in the time that went by from the last time you heard it... your brain somehow has created more connections, you learned to understand the language better *in general*, and when you go back to the song it's familiar, yes, but not so much that you background it in your mind. Suddenly your now-better-at-understanding brain makes you *notice* whole phrases, where before there was only a familiar bunch of sounds.
Sorry if this all sounds like confusing stream-of-consciousness but I never put this into words before, and it's coincidentally something I noticed (ha, again) recently.
I talk to my stepfather all the time about it. Alas I can't even find a proper name for the said phenomena but I totally get you.
Yes, this happened to me also quite often. I actually discover that songs I loved when I was a teenager have (or don't have) a meaning. :-)
I love these videos thanks steve
It happens to a classmate of mine in my English class who reads everything by how it is written, and he could never change that since he started from scratch to learn English, perhaps it’s also the interest or the passion we have when learning a language, the more we are passionate about it or we’re interesting in, the more we’ll absorb or learn these patterns plainly.
You mean, he reads the way you'd read it in Spanish. That happens all the time when you are not doing enough listening and/or nobody corrects your pronunciation.
@@NaturalLanguageLearning that's what I think, but my teacher always corrects it, but... for some reason he still pronounces the same as in Spanish.
VERY USEFUL AND INSPIRING! MANY THANKS!
Thanks so much😊. Your advice go into my ❤️
very clear, thank you professor！
Someone in the comment said mr. Kaufirman is the languange Therapist, ya. We do need Therapist of the languange we are learning.😊
8:00 I believe the term you're looking for is reticular activation system (RAS).
Excellent video.
I agree with you Steve. However I notice because I am looking for any way I can communicate with others. So I seek to notice because I care about people
I enjoyed. Thanking for now!
Great video!
Thank you!
In our Tokyo language school, we had a Chinese student who failed level 1 Japanese ; the teachers said his "ear" was not good enough. Odd, given he was a concert pianist, communicated pretty well in Japanese for a beginner, and had all the advantages of knowing Chinese (shared kanji, vocabulary, etc.). I though this might be a case of "Noticing" or not paying attention or not being an active learner.
FYI - the language school was extra strict as he was aiming to attend Japanese conservatory.
I noticed Slovenia on your map. The number one rider in the world is a 22 yr old Slovenian. He placed first last years Tour de France and with a week to go is looking like he will repeat again this year. Slovenia looks like a beautiful little country comparable in size to central Florida. Of course he is at minimum bilingual.
Thanks for telling me about the Baader phenomenon
05:16 It's because they are thinking (about the written, romanized form) instead of noticing (the actual, spoken form). Brad Blanton has a tedtalk on exactly that.
I can not help but think that there must be some positive correlation between the ability to notice and general intelligence. Yes, it is complicated because likely there are connections with motivation and physical brain characteristics (e.g., glial density, etc.). I suspect some quantitative research would yield interesting evidence, perhaps with statistical significance.
Interesting. And what about morals? Do they play a role in language learning? I think so, at least when it comes to humbleness and the willingness to set your own prejudice aside in order to absorb new information.
Wow Steve, near verbatum to my own Jigsaw puzzle simile I used last week !!! great minds think alike ? There is a gain your content provides which does not auto-translate well. That is your tone, which tells us all of your belief in the truth of your video's. Thank you, keep talking.
In order to notice things better, we have to make a deliberate decision to do it. The best way is to repeat what you listen to with "New Distinctions". By doing this, you keep listening to the same lesson again and again, but changing your focus on different kinds of things. The first time you might focus on "New Phrases" that you wanna learn. Then, you might focus on the speed. Next, you might listen very carefully and focus on the sound, pronunciation of each individual word. This is one of the secret that I've been learned from my best English teacher AJ Hoge.
Excellent points! I also used to think that the key to learning English on my own was all about noticing things. Now, I'm an English teacher, and I always try to get my students to notice things. Currently, I'm preparing an entire course on how people can learn English by themselves using this method. The course will focus on getting students to notice concepts like sentence patterns, fixed expressions, and verb patterns. Has this hypothesis ever been used as a teaching technique? (I've read about the awareness raising approach but never seen in practice) If so, where can I find examples? I would greatly appreciate any suggestions on how to implement this method when teaching! Thanks in advance.
I actively notice. Never passively.
The act of noticing is inherently active. One cannot passively notice.
I never noticed the intrusive R but after watching a video about it I started to notice it in some native speakers' speech.
Speaking of Mr Sako/Sako and your dad pronouncing word as ward, I know a Filipino here in Australia who will deliberately pronounce something wrong. How he says a lot of words isn’t even how Filipino’s on the Philippines would pronounce the words. He goes out of his way, I guess he just likes being different 🤷♀️
👍
I thought I was good at noticing things, but I definitely struggle to notice and internalize the case system in Russian (though thanks to practicing the grammar intentionally I am noticing more than before).
And that's where I think intentional practice speeds up things *a lot*. You will absorb and internalize a lot from language exposure, but you need to know what to pay attention to to be truly effective at it.
Everyone who learns Russian struggles with the case system one way or another. German requires, in effect, internalizing a 4x4 table. The Russian "table" is what-twice as big? *_Ich spreche kein Russisch._* :-)
@New Apollo Thanks. I should have said 4x4, and I've now made the correction: 3 genders and the plural across the top and the 4 cases vertically.
@New Apollo But notwithstanding the case system being taught in school, surely Russian children must, on the whole, learn to use it correctly through natural acquisition? Are you saying that without school instruction, the Russian language would see a rapid change in its present case structure? I know that languages, grammar included, do change through time - perhaps schooling serves as a brake on this?
@New Apollo That's really interesting and of course we all make mistakes in our mother tongue or or have uncertainties over something or other - I had to edit my above comment to insert 'brake', I'd first used 'break' (embarrassing!). A common mistake that grates in English is where people use 'should of' instead of 'should have', which really indicates poor schooling (effectively poor reading) as people are just using what they hear.
I think mistakes do become a norm, the 'new normal' over time. I believe English once had an extensive case system which has withered over time, in significant measure because of language contact. I'm quite picky myself but I guess we have to realise that if mistakes were never made then there would in fact be little variation among the languages of the world today.
Didn't know that his father was from Czechoslovakia. Would be perhaps an interesting story as to when and how he emigrated.
And now, were his parents Czechs or Slovaks!
@@Ballykeith doesn't matter
His family immigrated to Canada when he was 5
@@marcelosilveira7079 I actually remember that story. I forgot that they originated in Czechoslovakia
hello Mr. Kaufmann. I have a question: How can I raise my level from UPER Intermedia to Advanced?
if you already have this level, you are able to have discussions, read books, listen to podcasts or watch movies in the language you learn. Repetition and exposure to the language is the way. I was last day listening to a language expert (not Mr Kaufmann :-) who said that, although children can learn a new language faster than adults, he would choose any day to learn a new language by immersion as an adult rather at school as a child
A good example is voiced and unvoiced consonants in Polish. After short time of reading and listening.
More exposure = more noticing
We have the same problem with new teachers at my school. We have “training” that happens at the beginning of the year. New teachers come in and get the training, but the training is meaningless until they’re actually in the classroom... by which point we have no time for “training” and they already think they’re experts anyway 😂
And that’s one reason language teaching is so slow to change...
💥 Boom! And there you have it! 👏
I noticed that you noticed that the noticing hypothesis may not conflict with comprehenible input. After all what do we do with input? We notice things about the input.
From a theoretical point of view they do indeed conflict. Krashen claims that it is the language acquisition device that processes input subconsciously whilst Schmidt claims that input is processed consciously by the learner noticing the input. Cognitively speaking, that’s two completely different processes.
@@Liliquan - My thought is it is not an either/or situation. The brain processes at levels of higher brain functioning and even in the amygdala. That issue seems more a neuroscience issue than a linguistic one. Most people have a very hard time turning off the conscious mind. My anecdotal experience is the same as Steve's. I can't help but notice things.
I’ll try to unpick the ‘controversy’ for you.
In a nutshell:
Krashen is wrong (hear me out): Krashen’s Input Hypothesis is too married to the idea of passive learning. Any time a person memorizes vocabulary or looks at a grammar rule (notices), Krashen’s acolytes cringe and tsk.
Krashen can be easily proven wrong: he postulates that comprehension leads to an ability to use a language, and this, and only this, leads to ‘acquisition’ (which he differentiates from learning). Yet, we have receptive bilinguals-people who understand a language and yet can’t speak it (think the children of immigrants). We also have people who memorize vocabulary and grammar while studying in a more traditional manner (think of many of the polyglots and hyperpolyglots that attend the language conferences or grace TH-cam), and do extremely well. Matt vs Japan (I don’t know his real name) for example, talks about SRS a lot, which goes against what Krashen’s input hypothesis postulates. Yet, nobody would accuse Matt of not speaking Japanese well. Krashenites would probably say that he learned Japanese in spite of his method, but insofar as they would ask Matt his opinion on his own learning, they would only accept what matches what they want to believe.
This is not to throw out all things Krashen. I+1 is, I think, a good guideline for learning, although as a guideline it differs a little from what Krashen says (what people understand and what he says are different things). In any case, i+1 has analogues in many learning theories, ranging from the field of flow, to the deliberate practice of expertise and expert performance, to the zone of proximal development of Vygotsky. If you want to improve, aim at doing things a little higher than your present level of ability; efforts in this area are where gains are to be had. In this process you will (almost certainly) pick some things up by osmosis (similar to what the input hypothesis says), but your skill level in many areas will get a boost with overt considerations (think: possible shortcuts). This is where noticing will be helpful (and it can be a big part of self-regulation). Your ‘Sato’ example is a good example of this-if a person doesn’t notice what they are saying wrong, they won’t correct it.
TLDR; don’t get locked into one idea about how to learn a language. Try different things to see what works for you at different points in your language journey.
OMG, I am dealing with this problem. I don't know why I can understand English very well but when it comes to speaking or writing, I just kind of can not speak and write. My mind goes blank and everything I've been learned just disappeared. I thought that the problem was maybe because of passive learning (acquisition). I passively listened to and read tons of English materials.
I thought that "understanding" is a passive skill. But Speaking or Writing is an active skill and it requires us to think, analyze, and put a lot of deliberate practice!
I also believe that, when we understand something as a result of the input hypothesis, it doesn't mean that we're gonna be able to use the language unless we put the effort into practicing how to use it.
Yeah, I just can't understand why there are so may people who learn English in the traditional way and they even have excellent English skills (They got 8.0 or 9.0 on the IELTS exam, they use English very naturally and quickly). I thought this may come from the ability to noice things (notice grammar rules, new words...) and deliberately practice using them.
I notice you are saying Lanwedge
I heard молоко before I ever saw it spelled and for he longest time I could not accept that the first two О's were pronounced like A's (to my English speaking ear) and that I must have been hearing and saying it wrong the whole time.
@New Apollo I disagree that you need a textbook (though I may be biased having studied Spanish and German for the past 2 years without one) though I also disagree with the "naturally" way as well, though I think I lean that direction more. I learned молоко verbally from some Ukrainians long before I ever started thinking about learning Russian and I learned about stressed syllables from TH-cam shortly after starting Russian. I may have been over exaggerating when I said "for he longest time"
@New Apollo They only speak Russian but I have developed a slight Ukrainian accent from them on some Russian words like "что?"
Привет друзья! 🤝Я изучаю английский. Если вы изучаете русский и у вас есть вопросы по русскому, то обращайтесь. Буду рад помочь ✌🏻
reticular activation system
First person to comment.
Anyone can be first for anything. Is it something that is worth a 2nd place etc. ? That's what matters to me.
A resounding yes for this channel for sure.
9:30 Which one of the 4 Slavic languages this teacher is teaching Steve? (Question for Kaufmann's video editor who has a specific racial bend in all recent videos)
End this Russian word is Корова(a caw)🤗
The reason that most of foreign language fail to be learned or noticed is that we mostly study the language from written books not from listening to natives as it should be.
The books are the enemy of language learning.
Not necessarily, I mean Steve is a big proponent of reading to enhance language learning
Obviously you have to listen to spoken language too, but FWIW, literacy actually makes you better at oral pattern recognition and discriminating sounds, in a process known as "speech-print integration". Meaning that a literate person is actually better at discriminating the different sounds of speech than an illiterate person. Weird huh? :-) IIRC it has to do with the fact that when you learn how to read, you're creating overlap between the oral systems of the brain and the visual systems.
Can't say I've found books to be the enemy of language learning. I suppose it's like anything though: balance is key.
@@kevinfalconett8012
If you observe all human kind since start till today, you will notice that they learned their native languages by listening to the speakers, not by reading books.!
By this, they became native also.
Learning the language from books first will let you lost the correct pronunciation of the words.
Later on, even if you live with natives, you will face difficulties to correct the wrong things you learned.
To apply this idea, I let my kid to watch English baby songs from TH-cam since she was 1 year old.
Today she is 6 years old, and she speak English like natives, even that she is living in her country Somaliland only.!
All people asking me, how you taught her ?.
I reply, I did not teach her anything.
She learned it normally by listening to the natives.
@@LastMomentMan I see, you are very smart for exposing your daughter to English at young age. Books are very important if you also listen to native speakers. If you do not listen reading is useless.
@@kevinfalconett8012
You are absolutely right. From your comments, I can divide the journey of language learning to two levels and steps:
1- The level of illiterate English speaker, which they call it the 5000 words.
Here, the learner will master how to pronounce the basic words.
2- The level of literal English speaker.
And here you can read books, magazines, sites, grammar.
Those two steps should be in sequence.
We should not mix them, or change their sequence. That is what I can see in mother nature.
Based on this theory, I am preparing a program to teach English language to the level of native speakers.
Active learning > passive learning.
Isn’t that totally obvious?
Of course you notice more and more during the process of learning a language.
It would seem obvious... But this does come from pedagogy. I guess the catch is that of course someone like a Steve Kauffman viewer would have their mind consciously geared towards new patterns and exceptions within a language, while in a classroom this is not necessarily the case. The students may just be taking in information from the talking head, and not doing the rewiring. Still, I'm not sure how useful this hypothesis/video is then.
@@e.matthews Yeah, I think you are right.
I’v been studying languages on my own for many years. So the process of noticing new structures and patterns seemed very obvious to me.
@@jeff-8511 I'm just glad I learned the name of the Baader-Meinhof Phenomenon from this video! That's useful haha
Notice me, senpai.
Sounds like a "Detail Oriented" person to me.
Pro-noun-ce and pro-nun-ciation. Is this a British thing?
It's the same thing in American English. At least that's the standard. In practice though, there are a lot of people that use the nonstandard "pro-noun-ciation".
Noticing=IQ.
let's be honest.
Конечно, потому что, когда ребенок изучает язык, он просто гений.