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Language Juggling

I’m going to have to change my methods a bit, specifically in how I approach dealing with all of my target languages. For the record, currently I’m studying:

  • German
  • French
  • Russian
  • Spanish
  • Dutch

German is still more or less a task of vocabulary learning. The others, however, still involve a lot more, and trying to balance them all out is proving to be more difficult than I expected it to be.

When I first threw Dutch onto the pile, I figured I could just do a bit with each language each day. But even if I only put in 30 minutes a day with each one  – which I wouldn’t be overly happy with – it would still be 2.5 hours a day, which sometimes, I just don’t have. The end result has been that while I hit a few languages each day, the others are often ignored almost entirely.

Rather than giving any up completely, however, I’m considering making a schedule of some sort, like having set days for certain languages. If I put in the time with those for the day and still have more time, I’ll “allow” myself to study something else. Or perhaps I’ll just keep better track of which languages I’ve been studying on what days, and just make sure that I make contact with all of them on a regular basis. I think this may be a better idea than a strict schedule, as I fear I wouldn’t stick to a set schedule very well.

For those of you who have tackled numerous languages at once, how have you handled this dilemma?

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In his detailed video on shadowing, Dr. Arguelles uses an Assimil course as his example. He says that at a certain point in one’s studies, using his shadowing technique, one will find that they have a global understanding of what’s being said – an understanding of each sentence as a whole, but not necessarily what each individual part of that sentence is doing.

While I didn’t shadow Assimil’s French with Ease very much, I find the idea of global understanding, as opposed to understanding each individual word, intriguing. Why? Because after hearing him talk about it, I realized that that’s where I was at when I finished working with Assimil’s French with Ease, and it’s where I’m now with Russisch ohne Mühe. In the more advanced lessons, I could get the gist of what was meant, but if I were to try and say something similar, I wouldn’t be able to, because I wouldn’t know what each part of the sentence was doing. This could go so far as I would know what a noun meant in the sentence, but if you gave me the English equivalent, I wouldn’t be able to give the French or Russian word – even though I’d be famiilar with it in the context of a sentence.

Dr. Arguelles says that once you’re at that point, it’s time to analyze the L2 and L1 side by side, and I’ve started to more or less follow that advice. As a test, I took a lesson from Russisch ohne Mühe which I could get the gist of, but there were many words in it which, if I saw alone, I wouldn’t understand. I learned all of the words using the word list method, and then I broke the lesson down grammatically, checking declensions and conjugations. As to be expected (at least, it’s what I expected), when I listened to the lesson again, my understanding of it was drastically increased. And, I could say what every single word was doing, and felt that I could say something similar if I wanted to.

Through this, I learned that for me at least, Assimil’s passive way is simply too passive. I can reread the lessons over and over; I can listen to the recordings over and over. I have no idea how many times I listened to French with Ease, in full, but it was a lot. But I simply don’t learn enough of the words and phrases as stand-alone entities that way. To get the most from the courses, I have to understand globally, and I have to understand at the word level. I suppose you could say it’s an issue of macro vs. micro. Interestingly, I think this implies that I’m one of those strange creatures who actually benefits from taking words out of context to learn them, and then putting them back in.

Has anyone else experienced this, or are you all able to pick up all of the words in a course like Assimil simply by reading and listening to the lessons again and again?

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Still here

I just wanted to write a quick post and let all of you know that languagegeek.net hasn’t been abandoned, by any means. I just finished up with the end of a semester at university, and was understandably swamped with things to do. I now have some breathing room, and will be back to posting here regularly.

A few things in the works:

  • Some free lessons at edufire.com for Language Geek readers. I have 3 coupon codes worth $30 to give out. I’m not sure how I’m going to do it; I’ve considered a contest, but I’m not sure what kind of contest. Ideas certainly welcome; if you have any, throw them in the comments, please.
  • A post about global understanding vs. understanding of individual words. Dr. Arguelles’ video on shadowing brought this idea to my attention, and I’ve been ruminating on it.

I’ve also been suffering from wanderlust, and am considering throwing Dutch onto the heap of languages I’m learning. Quick, someone convince me to not do this. :)

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Professor Arguelles has made some new videos about his shadowing technique, one of which comes to nearly an hour in length. In it he discusses the ins and outs of shadowing, and how to work through a whole course using the method. While “listening to audio and repeating it simultaneously while walking swiftly” is still the basic idea, there’s much more to it than that. Here’s the lengthy video, which I found quite worth watching:

He also made a shorter one discussing the topic:

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It’s easy to forget your overall goal sometimes, and language learning is no exception. It’s easy to get caught up in learning about learning languages, as opposed to learning languages. I certainly find myself suffering from this sometimes. Instead of learning more vocabulary, I’ll find myself poking around at the how-to-learn-any-language.com forums. Instead of studying a grammar point that’s giving me trouble, I’ll read (and write) blog posts about “the debate” – whether or not one should study grammar.

There’s nothing wrong with learning about methods, but there is a problem when the amount of time you’re spending on learning about learning languages rivals (or even surpasses) the amount of time you’re actually spending on learning languages. All the wonderful methods of the world won’t teach you a language if you don’t put the time in.

So, today’s tip: ignore everyone, and go do what you want. Just make sure it’s language learning, not learning about language learning. For today, we’ll set aside the grammar debates, the vocabulary debates (context vs. no context), and all of that. Today, just do something, even if someone somewhere on the internet (even me!) tells you it’s wrong. Go do SRS reps, or make some word lists, or study grammar, or translate, or something. For today, no more learning about language learning.

(And yes, this post is at least partially written to myself.)

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I came across a freely available book some time ago, but forgot to post about it here. The book is titled “Success with Foreign Languages: Seven who achieved it and what worked for them,” and is available for free from this page. You can get the PDF of it directly here. Here’s a summary:

This book contains Earl Stevick’s analysis of the strategies used by seven successful language learners and the implications for becoming a more successful language learner yourself. There are extensive excerpts from taped interviews with the seven learners, with Stevick’s comments on the strategies and beliefs of the various learners. The book ends with Stevick’s summary of what we can learn from the experiences of these learners. This book shows the diversity of approaches and beliefs that can be held by successful language learners and can provide suggestions for strategies that may work for you.

While we all have our own ideas about language learning, and we often feel strongly about them, I think a book like this is wonderful in highlighting the fact that many methods work. Even if a particular method doesn’t work for you, that doesn’t mean it’s a useless method. If serious language learners could keep this in mind when talking with one another, I think there would be much more productive discussion and far less bickering. While I still like them, the forums at how-to-learn-any-language.com are sadly a fine example of this; there’s almost always at least one thread going on that is mostly two or three people arguing the same points over and over. “No, my way is better!” “No, mine is.” “No, yours doesn’t work at all!” Perhaps all of your methods work, but just not for each other?

I really liked a quote from Geoff’s latest post at Confessions of a Language Addict:

Indeed, it sometimes seems like some people make a fetish of not learning or teaching grammar, as though how you learn a language is more important than whether you learn it.

Exactly. Keep the goal in mind; as long as you’re learning and not hating the process, you’re doing something right.

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I recently learned about a website called Yabla, which offers Spanish and French videos complete with transcripts and translations:

Only Yabla language immersion sites give you authentic television, music videos, drama, interviews, travel, and Yabla exclusive shoots from throughout the world. Our unique player technology is designed with language learners in mind: Slow Play, Integrated Dictionaries, Listening Game, Dual Language Subtitles, and more.

I took their player for a spin, and quite liked it. The transcript isn’t just a big block of text, but instead, is integrated into the player. Each sentence or phrase appears as it’s spoken, and pressing back takes you to the beginning of the sentence. The Slow Play feature is also nice, slowing the video and audio down to perhaps 1/2 to 3/4 regular speed. The audio sounds slightly robotic after being treated this way, but it’s still quite usable. I’m usually wary of language “games”, finding most of them useless, but the Listening Game at Yabla actually seems useful. What it does is removes a random word from the transcript; you listen and watch, and try to fill in the missing word. I can certainly see where playing this occasionally could help one’s listening comprehension.

Hopefully, the amount of French videos catches up with the Spanish; as of right now, there’s around 5 hours of video at Yabla French, and nearly 20 hours at LoMasTv. Still, though, 5 hours of French video with transcripts and translations is a treasure trove for the French learner, so I won’t complain. :) Do check it out, just bear in mind that their is a subscription fee of $9.95 a month. If you sign up for longer periods of time (6 months, a year), you get a discount.

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Language Juggling

I must admit defeat – but perhaps not in the way you might be expecting. I have stuck to my New Year intentions, and have been doing a bit with each of “my” languages each day. I failed, however, in holding my language wanderlust at bay for a while – I’ve taken up studying Spanish along with my other three languages. I’m not quite sure what happened, but I found myself becoming more and more interested in Mexican culture (partly through my stomach, admittedly), as well as wishing I could at least say a few things to my Mexican neighbors, who live a mere 100 feet away down the alley.

So, I ordered Assimil’s Spanish with Ease, due to how much I’ve enjoyed (and continue to enjoy) working with their French course. After a recommendation from a friend at the how-to-learn-any-language.com forums, I decided to go through Michel Thomas’s Spanish courses (Basic and Advanced) before getting started with Assimil. It’s the first time I’ve used one of his courses without having had previous exposure to the language being taught, and I must admit: I’m quite impressed. I take some issue with how the courses are marketed, and I think Michel himself was a bit in love with himself, but I can’t argue with results, either – what I’m learning is sticking, and amazingly well.

Of course, adding another language to my list of things to study has made time a bit of an issue, especially when coupled with taking a full load of university courses. I won’t lie and say it’s easy, nor will I lie and say that I hit every language every day. But it does seem doable, at least thus far. With smart time management and a bit of staggering – German today, Russian tomorrow, or whatever – I think I’ll be able to keep it up. Either way, I’ll continue to report on how this goes.

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Using Google As A Teacher

Jim Stroud from EnglishCafe.com wrote an interesting document about using Google as an aid to language learning. Many of his tips involve using Google’s vast text index to compare a search to what Google has on hand, for example:

3. Is there a word missing?

By using an asterix in a sentence, Google will assume that a word is missing and search for phrases that it thinks fills in that blank. For example…

By searching, How are you * today?

Google returns search results that includes:
*   “How are you doing today?”

*   “How are you feeling today?”

*   “How are you guys today?”

*   “How are you coping today?”

Click here to see for yourself and pay attention to the phrases that are bolded.

I really like his ideas, as they help language learners (learning English or anything else) to compare what they think is right, to what is right. If you run a search on what you think is right and get 5 results, it’s probably wrong. If you get 150,000 results, you’re probably onto something. :)

You can read Jim’s post here, or download the full guide here.

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I know, I know – you expected to see “resolutions” in the title. I decided to copy Geoff’s lead, by using intentions rather than resolutions. Every New Year resolution I’ve ever made, I’ve failed miserably at; and as Einstein said, “The definition of insanity is doing the same thing over and over again and expecting different results.” The empirical evidence I have on hand (that is, my memory of years gone by) says that if I make a language resolution, it’ll fail, so I’m going to avoid stepping into the quicksand altogether, and just not make any resolutions. It’s intentions this year.

So, the intentions:

  • In general, I intend to continue working on my three current languages, German, French, and Russian. This may seem silly, but I think it’s important to have that base intention. I suppose giving up language learning altogether would be a possibility, so…
  • For German, I intend to continue increasing my vocabulary, and reading native materials. I also intend to work more intensively using Hammer’s German Grammar and the associated Exercise book; I’ve neglected them too long.
  • For French, I intend to finish up working with Assimil’s New French with Ease, and start on Assimil’s Using French. I also intend to continue getting a basic vocabulary under my belt, using Mastering French Vocabulary as my primary source. While I’m not going to do so just yet, as I don’t think I’m far enough along, I intend on getting a French language exchange partner sometime during 2009.
  • For Russian, I have two specific intentions: finish working through New Penguin’s Russian Course, and finish working through Assimil’s Russisch ohne Mühe. I’d like to make it through at least one of them by mid-2009, and both of them by the end of the year. Even with regular university courses and my other language pursuits, I think this should be achievable, with a bit of focus on my part.
  • And finally, I intend to display my utter madness, by perhaps starting a new language in 2009. I won’t be doing it right now, as with Russian, I still feel like I’m floating in a vast, turbulent sea, with no life jacket. Once I feel like I’m in said ocean with a sad little boat, then I may start a new language. If I do start a new language this year, it will be Spanish.

What are your language learning intentions / resolutions / plans for the year?

And of course – happy new year! I hope you all had nice holidays.

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Lang-8

Jaered from Lang-8 sent me an email a few days ago, asking me to check out the Lang-8 site, and perhaps blog about it. So, what is Lang-8? It’s a bit like many other language exchange sites – you sign up, you can search profiles, etc. – but with one major difference. The main pull behind Lang-8 is that you can post directly to the site and receive corrections from native speakers of your target language. When you click on a journal entry, each sentence is linked, so that you can click on it and correct it, using buttons for red and blue text, as well as bold and crossout.

It seems like a pretty good idea to me, being able to post and get corrections from any native speaker who comes along. I love language exchanges, and I’ve made many good friends via them; but being able to just post something and get corrections without going through the ordeal of finding a partner, doing the introductions, figuring out how we’re going to correct, etc… that’s quite nice.

The site seems to be dominated by those who are learning East Asian languages (particularly Japanese), but there are European speakers floating around in the mass. I think the correction interface is a little clunky and could use some work, but it’s still usable; the site as a whole could use some decluttering, as it seems awfully busy. Overall, though, I’m quite fond of the overall idea. Do check it out.

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As of late, I’ve found myself gravitating increasingly towards more “traditional” language learning methods – studying grammar tables, copying out texts by hand and annotating my copies, learning words by writing them (using Iversen’s word list method).

That’s not to say, of course, that I don’t do other things. I still listen to my current languages a lot, and read in the more typical way (i.e., not writing out the text). I also am still using Anki, typically feeding the words I learn with my word lists into it after a few days of review. But I think part of my reasoning for using the more traditional approaches is that my former ways have been too passive, tarnished with too much of a mindset of, “if I just putz around in this language long enough, listening to lots of material, I’ll just ‘get’ the grammar and all of the vocabulary.” I know there are those who believe in such an approach, and perhaps it may work for them; but I don’t think it will work for me.

Russian is a prime example of this. If you were to believe many modern, trendy language programs, why, all you’d have to do is listen to recordings and repeat after them, and in a matter of 3 hours, you’d be fluent! Exaggeration on my part, I admit, but I grow tired of this vast lie that the market has made that language learning is easy and fast; it’s not. But my point is, even ignoring my exaggeration, most of these courses promise something which is nigh impossible for the foreign learner: to learn Russian well without really digging into the grammar. I suppose it could be done, but not in any fashion that’s even marginally time efficient. I’d much rather study grammar tables and “cram” isolated words into my vocabulary than spend who knows how many hours listening to the same stuff over and over, wondering, “What’s with the words changing so much?”

The modern language learning program industry has gone too far, I think, in trying to make things “friendly” – they’ve dumbed things down too much. Yes, I know children learn languages without studying grammar, without doing word lists, without writing out declension and conjugation tables; but if we, as adults, have the ability to study these things, and in turn speed up our acquisition of a language, we should use that ability to its fullest. Despite what some language program publishers would have us believe, grammar isn’t a bad thing, and learning words out of context isn’t one of the seven deadly sins. Yesterday I learned a number of German words “out of context”, including seekrank, Seekrankheit, and Seekarte (I was just pulling words right out of one of my dictionaries to learn, another sin, I’m sure). While I’m aware that you need some context when learning some words, I think that for most words, you don’t. I need no context for those words, because seasick, seasickness, and nautical chart, are most likely used in a similar fashion as to how they’re used in English.

My apologies for this slightly ranting post, but I’ve just had it with courses that promise to teach me a language easily and without any difficulty, without any memorizing, without looking at (gasp!) grammar tables. Maybe some of us want grammar tables, because we see them as useful.

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I came across a neat resource for German learners recently, Detektei Suni & Partner. It’s a Hörspiel, or radio play, in podcast format. Other than some brief encounters with radio plays as a child (which I had to listen to on cassette tape, not actually on the radio), this is the first one I’ve ever listened to. I like it as a format; I find it much more engaging than listening to an audiobook. The various sound effects help you get a feel for the environment, and the multiple voices (rather than one voice of an audiobook reader) also makes things more interesting. You also obviously get to hear a number of accents.

I’m not sure if they’re still making new episodes – the last one appeared in July – but even if they’re not, there are 7 episodes to listen to, and you can also get the full transcripts for each one.

Does anyone here listen to German Hörspiele? If so, could you recommend any? I’d like to explore the format more.

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As I mentioned in my last post, I’ve been keeping a language log at the how-to-learn-any-language.com forums. I’ve found it to be a wonderful help, both in keeping myself motivated, and in (obviously) keeping track of what exactly I’m doing in my language studies.

It helps my motivation, as it’s a nice feeling to sit down and document what I’ve done throughout the day. It makes my little study sessions of 15 or 20 minutes seem more substantial, when I’m able to line them all up together, and see that I’ve put in 2 or more hours in throughout the day. While this isn’t always the case – sometimes I’m doing good to total half an hour! – often, it is the case, and when it happens, I’m happy to see it.

And, as the more obvious benefit of keeping a language learning log, it helps me keep track of what I’m doing and stay on track. Particularly when you’re tackling multiple languages simultaneously, it’s easy to get lost as to what you’ve done, and what you still need to do. Did I review chapter 4 of my Russian textbook? When was the last time I reviewed that French Assimil lesson? Have I covered this tense at all, or do I need to hit the grammar book?

As an extended benefit, the log has helped me focus on consistently hitting new material for my languages. In the past, I’ve fallen into the trap of sticking to one thing for too long, aiming for complete mastery before moving along. While some people are capable of doing this, I’ve found that I prefer to learn a lot of new material, and then consolidate the knowledge as I go along. Staring for days on end at one tense or declension generally just bores me to tears, which hinders learning.

If you’ve not kept a language log before, do try it; it might help you. Geoff has also written about keeping a language journal, so if you’re thinking of keeping one, you should certainly check out his method as well.

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After reading the comments on my last post, along with Geoff’s blog post response, I wanted to clarify my position a bit on Cyrillic handwriting. I think learning the cursive form of Cyrillic is useful for the foreign learner – up to a point, depending on the personality of the learner. As many people pointed out, it only takes an hour or two to learn the cursive forms once you know the Cyrillic alphabet, and so to not gain at least a passive recognition of it would be silly. The passive recognition, though, is where I have stopped with my usage of it. The reasons are fairly simple:

  1. I have no real plans at this point of ever living in Russia, nor of having a snail-mail Russian penpal. That latter point isn’t me being a snob; I just know my personality. I’ve had many German penpals during my studies, and they’ve all been on the internet. It’s infinitely faster, and assuming each person already has an internet connection, email is free. It’s nice to get corrections the next day, rather than two or three weeks later.
  2. It’s faster for me to print. I know many people find that their cursive writing is faster than their printing, but mine is not. I long ago abandoned my English handwriting (excluding my signature) in favor of my printing. While the handwriting is different for Cyrillic and the Roman alphabets, there are many similarities between them in handwritten form, and so it would seem my slowness in writing English handwriting has crossed the bridge to Russian. I have to write it at a real crawl to make it legible, which brings me to my last point:
  3. I can read my printing much easier than my handwriting, whether it be English or Russian. The slowness and relative illegibility of my handwriting are the exact reasons which caused me to abandon it so long ago. While I can now quickly read my English handwriting (when I use it, which is practically never), due to the Russian words still being rather unfamiliar to me, I really struggle to read many of them when I write them in cursive. When I print them with block letters, if I know the word, there’s no struggle. I see it and I recognize the word; there’s no 5 minute process of peering at it, saying “is that 2 И’s, or a Ш?” I can actually see such peering and wondering as detrimental to my acquisition of the language, and Russian has enough hurdles without me adding more! :)

In short, for me, using the cursive form of the writing has no practical use for me, and I don’t gain any particular buzz of “Russian-ness” from making myself use it; on the contrary, I actually find it a bit uncomfortable, just as I find writing in cursive English uncomfortable these days.

Having said that, if you’re learning Russian, do learn the cursive, at least to a passive recognition stage; and furthermore, if you find it faster, more legible, or just plain more fun to use cursive over block letters – by all means, do so!

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I saw a forum post at How To Learn Any Language which caught my interest. Namely, Iversen (who’s word list method I’m still using, by the way) said:

I disagree with Chelovek on one point – his recommandation of cursive writing. You have to learn the printed version of cursive because it pops up in many places, not least in magazines where it serves to emphasize a section of the text. Some dictionaries also use the printed version of cursive for certain purposes. However you will see very little handwritten Russian unless you live in Russia (or certain other places in the former USSR), and there is absolutely no reason that you should care about it. Virtually everything you will ever see is printed stuff, and most printed stuff isn’t written in cursive.

He has a good point, I think. Before seeing it in my language books, guess how many times I’d seen cursive Cyrillic handwriting? Never, actually. Everything in Cyrillic I’d ever seen had been in block letters, as everything I’d ever seen in Cyrillic had been printed.

I think gaining at least a familiarity with the handwritten cursive is worth doing, simply because it doesn’t take much time – you can learn how the letters are made and joined together in an hour or so, two at the most. But after reading Iversen’s post, I question the usefulness of forcing oneself to use cursive Cyrillic in your studies, simply because you’re most likely practicing a skill that you’re not going to use. Now, if you live in Russia or somewhere in the former USSR, then it would be a different matter altogether. But for those of us who don’t live there, is there really any benefit to be had by using cursive Cyrillic handwriting as opposed to just writing with block letters?

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I posted back in March of ‘07 about some videos that Natasha at Spoonful of Russian had made, showing how to write each Cyrillic letter. These videos are still available, but if you’re wanting something a bit quicker, Brown University has a page with all of the Cyrillic letters; hover your mouse over each letter to see how it’s written. The “videos” are actually animated GIFs, so they’re much quicker to load than the QuickTime movies on Natasha’s site. They automatically loop, so you can quickly verify if you’re making the letters correctly or not.

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I’ve noticed something that has happened with my language learning, and I’m wondering if it’s happened to any other learners:

I’ve been learning German much, much longer than French. That being the case, I know a great deal more of German. The language has become increasingly transparent to me, and most of what I work on now is listening skills and vocabulary acquisition. In the case of many of the words I learn, I have a good idea of what they mean before I look them up, quite often due to them being related to words I already know. In other words, the more German I’ve learned, the less exotic it’s become.

French, on the other hand, while I’m becoming increasingly more familiar with it via Assimil, is still quite exotic. There’s so much about the grammar that I don’t know; there’s so many basic words I don’t know. I’ve definitely left the shore, but I’ve not yet explored much of the ocean, so to say. I’m not implying that I’ve explored all of the German ocean – that would be absurd – but I’ve charted a great deal of it. With the “French ocean”, I’ve explored very little, relatively speaking.

The result of this is that I find myself clamoring to spend more time in the French ocean than in the German. I like to devote a bit of time each day to both languages, but I get more of a thrill (for lack of a better word) during my French studies. My German studies have become mundane, in a way; not boring, by any means, but different than they used to be. For example, reading a German news article, while such an act used to feel like “language learning”, now generally feels like I’m just reading the news. I note the words I don’t know and look them up, but other than that, I don’t even really have to think about it. I read the news in German like I would in English.

Has anyone else experienced this? Have you had a language lose a bit of its initial charms after having learned a lot of it?

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Top 100 Language Blogs

It was brought to my attention today, via a comment, that my blog came in at #10 on a list of the top 100 language blogs at Lexiophiles.com. I’m honored. I never really expected my little language blog here to amount to much; that others find it useful makes me quite happy. Do check out the list; I’ve found some great stuff.

A Few Things

A few things that I’d like to update about:

German at college

I dropped the German class at college which I posted about previously. The professor finally added the textbook he wants to use at the online bookstore, and he ended up choosing an awful one. I checked out reviews at amazon.com, and both teachers and students hated it. The idea of slogging through a beginner’s German class with a bunch of students who hate what they’re working with… well, that doesn’t sound like much fun. The book also costs $130, which is outrageous. I’ve found excellent language learning texts for $12-$15. $130 is highway robbery.

Assimil French

I’m still slowly working through Assimil’s French course, and am up to lesson 92 in the passive wave. I’ve not been skipping days, but rather, spending more time on these last few lessons; the language in them is much more complicated than earlier lessons, and while I can understand it if I read it while listening, I’m still not able to catch everything by listening alone.

Using a digital voice recorder for language learning

I read an interesting idea yesterday about using a digital voice recorder for learning foreign languages (among other things). The original author puts it quite well, so I’ll let him speak for himself:

As I’ve mentioned in previous podcasts, I’m learning and practicing a bunch of foreign languages, so I’m using this minutes scale audiodidact to help with that by alternating the language I use every day for my 7 minute recording. Although I might lose a little in terms of profundity of thought in a foreign language, it’s a great way to actually practice speaking the language. And you have this record of your progress (at least hopefully there’s progress). My dream is that years from now I’ll be able to listen to some of my earliest recordings of me speaking Hebrew or french, contrast them with my latest, and be amazed at the progress I’ve made. We’ll see. My foreign language topics tend to be a little more mundane than my English language ones. I might just describe what I’m seeing around me in the room I’m in. I might just do a common scenario, like an introduction, talking about myself, my wife, my kid, my cats, etc. And when I listen to it I can hear what I need to work on most.

I thought this sounded like a really neat idea. Much more natural than writing out what you’d say, and, as he mentions, you have a record of what you said and how you said it. If you don’t know a word, you can just drop the English (or your native language) word in, and then look up the word later, when reviewing your recordings.

He also points out that when you’re speaking to a digital recorder, it doesn’t feel quite so weird as standing alone in your bedroom, talking to yourself. You have an audience – even if it is a piece of machinery.

I’m definitely going to give this a try.

I’ve not posted lately, so I figured I’d write a short entry to document where I’m at learning wise:

French

I’m now on lesson 88 of Assimil’s New French with Ease. If you remember my last post about this, it’s clear I’m not doing the recommended one lesson per day. I know, I know – I’m supposed to. But in these later lessons, I’ve found that I prefer to spend more time with them, as what’s being covered in lesson 85, for example, is much more complicated than what was covered in lesson 30. I’ve also been going back and doing the active wave, mostly as the program recommends.

For the active wave, I first listen to the audio two or three times. I then read the French text as I listen to it again. Then I cover up the French and try to translate from the English back to the target language. When I stumble during this step (and I almost always do), I refer to the text again. I then recite the sentence without looking at the text. After I’ve done this with all of the lesson, I sometimes will translate from English to French again, but instead of speaking it, I’ll write it out and then check my translation against the French in the book.

This obviously takes a bit longer than what Assimil recommends for the active wave, but I’ve found that by really engaging myself with the material, rather than just doing a cursory run-by, I learn far more. I noted that in lesson 50, when the course instructed me to begin the active wave, it was stated that the active wave would “only add about 5 minutes to my daily studying.” My way takes more like 15 or 20, but, like I said – it seems more effective.

When I’m done with French with Ease, I have Using French on my shelf, waiting for me. Once I finish with French with Ease, though, I’m also going to start systematically enlarging my vocabulary. Perhaps I’ll check out Using French Vocabulary, the sister title to Using German Vocabulary, which I’ve been using for a while now.

German

There’s not a great deal to report in regards to my German learning. I’m still plugging away at Using German Vocabulary. I’m still using Anki, but I’ve also started experimenting with Iversen’s word list method. When I first read about the method in the How To Learn Any Language forums, I thought it sounded pretty awful. But after trying it, I must say – it seems to work. I’ve talked with Iversen via the forum, and I think he’s right – waiting until you “know” 5-7 words before you write the translations seems more effective than learning 1 word, writing it, learning another word, etc. I may start learning words initially with the word list method to get them into my memory, and then move them over to Anki.

I’ve largely seen success in adding word pairs to Anki, minus a few cards here and there, most of which I get wrong because they’re so similar. I’ve added context to troublesome cards, which amounts to maybe 15 or 20 cards. Considering I’ve added close to 1500 words from Using German Vocabulary, 15 or 20 troublemakers doesn’t seem too bad. :)

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WordReference.com used to have a German dictionary, but for whatever reason, they had to take it down. If I remember correctly, the publisher of the dictionary decided they didn’t want WordReference.com to offer it for free.

I was pleasantly surprised, however, when I went to the site yesterday to look up a French word, and saw that they have a German dictionary again, as well as a new Russian one. This makes it so that the site now offers translations for:

Pretty cool.

For those wondering, the new German dictionary being offered is the Pocket Oxford-Duden German Dictionary (2008 version), and the Russian is the Pocket Oxford Russian Dictionary (2006 version).

I discovered a free, monolingual German dictionary online a few days ago. It’s part of Das Digitale Wörterbuch der deutschen Sprache des 20. Jh., or DWDS. You can access the dictionary, as well as word information and the text corpus which the information is based on, here. I’ve looked up a few words in the dictionary, and while the definitions can at times be quite short, sentences or snippets of text are shown to give the word some context.

If that’s not your cup of tea, but you still want to try a monolingual German dictionary, you might want to check out Langenscheidt’s Großwörterbuch: Deutsch als Fremdsprache. It’s now available in paperback as well as in CD-ROM format.

I read about Dr. Arguelles’ shadowing method long ago on the forums at howtolearnanylanguage.com, but I recently “rediscovered” the method when Geoff linked to Dr. Arguelles’ relatively new site.

Here’s a description of shadowing from Dr. Arguelles’ language study page:

This video [on the page linked above] demonstrates the proper form for using my technique of shadowing or listening to and simultaneously echoing a recording of a foreign language.

In order to shadow most effectively, it is important to observe three points:

1. Walk outdoors as swiftly as possible.
2. Maintain perfectly upright posture.
3. Articulate thoroughly in a loud, clear voice.

I’ve tried doing this with a few Assimil French lessons, and I was surprised by what I found. I did it with lessons I did quite some time ago, lessons which I felt I knew quite well. Simply reading the lessons out loud without shadowing, it felt easy. However, when I tried shadowing them, I discovered that it was far more difficult. I’d practically trip over my own tongue trying to keep up with the native speakers, struggling to say things that I thought I could say quite well.

I like the idea behind shadowing, which, if I understand Dr. Arguelles correctly, works a bit like learning to sing a song. As you listen to the audio and echo it, as long as you’re not tone deaf, you’ll automatically correct your pronunciation to match your speech with what you’re hearing. I’m well acquainted with this idea when it comes to music, as when I sing along with a song in which the singer has an accent, I copy that accent without really meaning to. Trying to force myself to sing without their accent actually feels rather weird, and I can’t do it for very long.

I’m going to keep trying the technique and see if it helps me any. Have you tried shadowing before, and if so, what were your experiences with it?

If you’re interested in the method, you might want to also check out a couple of threads at howtolearnanylanguage.com, in which Dr. Arguelles answers many questions about the method:

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I recently came across lingro.com through my ‘net travels, and while it could be improved in many areas, it’s already one of my favorite tools. While the site has a regular dictionary look-up, what I really love is the overlay feature (or “web viewer” as they call it). You go to lingro.com, select your target language, and enter a website URL; once the page loads, every word on the page is clickable. Click one, and a pop-up window appears with the meaning of the word. There’s also a toolbar at the bottom of the window that you can type a word into, to look up a word that isn’t on the page. (It’s also helpful to look up compound words, as many that are logical in nature don’t have a unique entry.) Here’s what it looks like:

Screenshot of Lingro.com in Action

Once you’ve made an account, Lingro keeps track of all of the words you look up. It also maintains a list of all of the sentences that the words appeared in, which makes it all that easier to add sentence items to your SRS application (I recommend Anki).

The site also has a rudimentary flashcard system, but it really is that: rudimentary. I’ve already poked the developers to add an “export” feature. :)

The dictionaries themselves are all open source, meaning they’re free, and they always will be. Furthermore, they’re largely user-built, so if you hit a word that isn’t in the dictionary you’re using, add it. If you’ve ever used the German dictionary dict.cc, Lingro works more or less the same way. The definitions aren’t always as good as you’d find in a commercial dictionary, but the ease of use – click the word, get a definition – still makes it a worthwhile tool.

Lingro currently has dictionaries for English, Spanish, French, German, Italian, Polish and Swedish.

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I’m been thinking about exposure to language versus studying language, and I’m curious as to how you all balance it out. In reflecting, I realize that I’ve a tendency to use the vast majority of my language time on studying the language in some way or another, with little time spent on simple exposure.

An example of this is that I’ve spent relatively little time in just listening to German, with no further agenda. I’ve rarely tuned in to German radio stations or listened to podcasts without the intent to make it into a lesson or study session of some sort. If I have the transcript available, as is the case with podcasts from Deutsche Welle, I’ll print it out and read it as I listen, marking words and structures I don’t recognize. If I don’t have such a transcript, I’ll listen with pen and paper in hand, ready to jot down unknown words.

I’ve done the same thing with written material. I’ve never really just read German news articles, I’ve made them into assignments: usually, I’d go through the article, underlining words I don’t know, with a sheet of paper at my side (or a document open on my computer) to put the definitions and notes on.

Of course, there’s nothing wrong with doing this. It’s obviously beneficial to “work” with articles or other materials in your target language. But I think I’ve gone way too far with it, and need to incorporate more simple exposure – just reading and listening to the languages I want to learn, without placing any burden on myself to go further with the activity.

How do you all balance this out? Do you do a lot of listening and reading without actually “studying” the material? No vocabulary lists, no notes? If you do, how beneficial have you found it?

I received an newsletter today from the university I attend, and they’re (finally!) offering a German course. It’s offered this fall, and I’ve gone ahead and signed up for it. It’s just an “elementary” German course, so I’m not really sure how much I’ll learn, but I’m still looking forward to it. At least it’ll put me in a position where I have to use the language some; while corresponding with people online in German is quite helpful (not to mention enjoyable), it’s not quite the same as talking directly to someone, face to face.

I just hope the class moves fairly quickly. If it’s really slow, I may go mad. 15 weeks of reciting basic verb conjugations does not sound fun. :)

I’ve not updated this blog for a while now, but I suppose I at least had good reason: it was the end of the semester at school, and for a while, I didn’t have time to study any new language material, let alone update the blog. The semester is now over and I’m getting back into the language groove, and so new posts should be forthcoming again.

Due to my “pause” on language learning, I haven’t made much progress with French Assimil, and I’ve certainly not accomplished the recommended one lesson per day; I’m now closing in on lesson 70 of the program. Despite my break, though, I’m not having any trouble on understanding the lessons in the second wave, so I suppose the break didn’t hurt me much. I did at least pick up the book every few days and read over a few lessons; I also listened to some lessons, but never actually sat down and studied any of it.

For German, I’ve been reading different things and nabbing vocabulary, along with entering vocabulary from Using German Vocabulary. There’s not much to say about that, other than that I’ve definitely noticed that as I now have German-English and English-German cards, my retention of the words is far better than it was when all I used was German-English. Right after the end of the break, I also requested a German language partner via eTandem, a language exchange site I’ve used in the past. If you’ve never done a language exchange, do check it out; it’s a great way to work on your language(s), as well as make some new friends.

I’ve written in the past about my attempt at using word lists, and if you’ve kept up with those posts, after reading this one, you’ll probably think I suffer from split personality syndrome. But, I can at least say I’m being honest here. :)

I’ve gone back to Using German Vocabulary and am adding words – lots of them – to Anki. No sentences; indeed, I’ve added no extra context unless it was needed with a particularly ambiguous word. The result? It’s working extremely well. I’ve added nearly the whole first chapter, which, while I can’t give an exact number, probably hovers around a total of 500-600 words. The vast majority of them are sticking in my memory quite well. Some words, particularly those that have a few siblings which are similar in form and nearly identical in meaning, have given me some headaches (Bettbezug, Bettzeug, I’m looking at you!). Overall, though, most of the words I’ve been able to memorize after a few appearances in Anki.

So, what’s different? I said before that I kept forgetting word pairs that I added to Anki, right?

Well, the difference is, I did something I should have been doing from the start: I enabled Recognition and Production cards in Anki. Previously, with all of the material I added to Anki, I was doing Recognition only – see the foreign word, think of the (often rough) equivalent in English. I’m not sure where I got the idea of leaving out production cards – I think it might have been All Japanese All The Time (but don’t quote me on that).

I’ve found this time around though, that the production stage is where you really get to prove your mettle. It’s far easier to look at a foreign word and say “yeah, I understand that perfectly!” than it is to be given a word in your native tongue and to produce a foreign equivalent.

But Why?

I used to think that learning vocabulary in context was the way to go – that is, the only way to go. I still view it in a good light, and it still makes up a large part of my language learning regimen. However, as I’ve used Using German Vocabulary, even just adding all of the words from the first chapter – out of 20! – I’ve realized just how many words in English I take for granted. You can see what I mean by skimming through the English-to-Whatever-Language-You’re-Learning section of your dictionary. I never realized how many English words I knew until I looked at how many German equivalents I needed to learn to have a decent command of the language. And by decent, I mean knowing simple words like broom and kitchen sink, words which I didn’t know until I started going through the vocabulary book.

It’s words like those that lead me to be hesitant to vouching solely for contextual vocabulary learning. I’ve read a lot of articles in German, but unless I’m reading about housecleaning or home renovation, how often am I going to see der Besen or das Spülbecken? Probably not that often at all. And yet these are words that we all pretty much take for granted – every native speaker of English knows broom and kitchen sink.

So, for me, the reason to go through the (at times boring, I’ll admit!) process of adding huge numbers of word pairs to Anki is simple efficiency. I can learn more words in an hour with this method than I’d learn in three or more hours with reading articles or books. Taking the “brute force” approach lets me cover a lot of different ground, covering all sorts of everyday words that I need to know. With most of them, with a few key words added, I can make sure I don’t get things confused due to a lack of context. For example, I recently added die Umgehungsstraßebypass to Anki. While the Recognition portion would be easy, simply seeing bypass could be troublesome – what kind of bypass? Are we talking about heart surgery here? By simply changing it to bypass (think cars!), I avoid any stupid word confusion.

Furthermore, by using large thematic lists from a book, I avoid the issue I mentioned above: if you rely solely on articles and other reading for vocabulary, if the word doesn’t show up in something you read, you don’t know it. Period.

While I’m not going to set anything in stone at this point, if my luck with this process using the above-mentioned book continues, I may make “word hoarding” one of the first steps in approaching a new language. Inadequate vocabulary has been my number one problem with German, and I think a systematic approach like this may be the solution to said problem.

I discovered through the WordReference Forums today that the whole Grimms Deutsches Wörterbuch, which consists of 32 volumes, is available for free online. The project page for this is here; the direct link to the dictionary itself is here.

The Grimms Deutsches Wörterbuch is rather like the Oxford English Dictionary, except that it’s for German (obviously). I’m not sure as to how helpful it would be in actual language learning, but I’m sure it’d still be fun to dig around through. You can read more about the dictionary and its history here.

I’ve been doing a lot of listening to German lately, mostly podcasts. I’ve been listening to Alltagsdeutsch from Deutsche Welle, along with two from Annik Rubens, Slow German and Schlaflos in München. To perhaps stop other German learners from going mad with frustration, I thought I’d point something out: either the variety of stuff I’ve listened to thus far is misleading, or Annik Rubens speaks extraordinarily fast in Schlaflos in München.

For a long while, I thought it was that my ears just weren’t accustomed to normal speaking speeds; I thought I just needed more exposure to the spoken language. The more I listen though, the more I think Annik just talks really, really fast. In Alltagsdeutsch, there are often large segments in each podcast where they’ve interviewed people on the street, and I can usually understand these people just fine. While I very rarely understand the meaning of everything they say, I am at least able to understand what they’re saying, so I can look up the unknown words. With Schlaflos in München there will often be segments of each podcast that I just can’t understand at all – the words are flying by so fast I can’t pick any out, they’re just a bunch of syllables squashed together.

This, of course, is not an “attack” or any such thing on Annik Rubens. It’s her podcast, and she should be allowed, if you will, to talk however she wants. After all, she makes a specific Slow German podcast for us learners. ;) I do think, though, that learners might find it useful to know that, in my opinion, her speaking speed is not representative of the normal speed at which Germans speak. If you listen to a few episodes of Schlaflos in München and suddenly feel as if your listening skills have taken a lunge backwards, try listening to something else. It may very well be the material, not you.

Can anyone else comment on this? Have you noticed it as well? Could a native German have a listen at Annik’s site, and let me know if I’m crazy or not?

I wanted to add a little bit more to my previous post about words in context vs. word lists. I said in my last post that going through and adding word lists to your SRS application, like Anki, could be effective, if only you could bring yourself to do it. At this point, however, I’m thinking words without context are perhaps more trouble than they’re worth, even if you can bring yourself to adding them to your SRS program.

Before I became dreadfully bored with the process, I had added 40 or 50 German words from Using German Vocabulary to my Anki deck. They’ve been in my deck for a few weeks now, and I’ve noticed a rather blatant trend: I keep outright forgetting these words, or getting them completely wrong, whereas with words that are in context, I rarely forget them completely, and only very occasionally will I make a mistake in remembering them. Some of the words that I’ve added without context, I’ve forgotten completely 3 or 4 times.

Die Kommode is one example of one of the words I’ve “lost” repeatedly. It means “chest of drawers”, something rather simple, but everytime die Kommode would pop up in Anki, I’d blank on it, or think of something similar – a coatrack, a closet, etc.

A couple of days ago I added some context to the card, changing it to die Schubladen der Kommode aufziehen (essentially “to open the drawers of the chest [of drawers]“), and the word seems to be sticking well now. It hasn’t been long enough to see if the context makes a long-term change, but I expect it will.

So, I have to reiterate something that I’ve seen elsewhere many times: while it may take a bit more time to find example sentences / phrases for the words you’re trying to learn, they really do seem to make a difference.

I wrote previously about word lists vs. words in context, and said that I thought for a lot of words, context just wasn’t needed much. This is especially true of concrete nouns. A bakery is a bakery, whether you say “bakery” or “die Bäckerei,” a library is a library, whether you say “library” or “die Bibliothek.”

But…

One aspect I didn’t really think about when I was writing that post was the issue of enjoyment during study. I checked out Using German Vocabulary, which consists almost entirely of thematic word lists, with some exercises / authentic German material after each unit, from the university library. I had the intent of systematically adding all of the words in it to my SRS application, Anki. The book has a huge number of everyday words, and so I figured learning all of them would be a good thing.

Except… I’m not doing it. The book has sat on the shelf for a while now, while I’ve continued yanking whole sentences from news articles and from my monolingual German dictionary. Why? Mostly because sitting and typing in word after word into Anki isn’t a great deal of fun, whereas reading articles and slowly increasing my understanding via learning new words, is.

Maybe a dual approach is needed – use the word lists in the book as a guide as to what to learn, but look up sentences for each word via Google or my dictionary. I’m hesitant to just toss out the book (or return it to the library, more specifically), because I’ve found that if I just read news articles and what not, I end up with large holes in my vocabulary, particularly words for everyday things. I’ve not read many articles which have dealt with bookshelves, shelves, sets of shelves, etc., which are all things I recently learned the German for, via the above-mentioned book.

Certainly, though, I don’t think just cramming word lists into Anki isn’t going to work for me, at least not as a long term learning practice. It’s effective – I could learn a lot of words in a short amount of time – but only if I can bring myself to do it, which I’ve failed at. Live and learn.

I was looking for a translation of a German word this morning (arbeitsreich), to see if I could find some examples of usage. At the top of the search results was this. The page answered my question, but more importantly, through it, I discovered that you can access Collins foreign language dictionaries online for free.

The dictionaries available from the site are:

Quite the bundle!

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My 3 year old recently acquired a liking for the kids’ show, Bob the Builder. He’ll often tell us in the morning: “I want to watch Bob Builder!” He always leaves out the definite article. However, the humorous bit is this: he can’t, for whatever reason, get the end “b” on Bob to come out quite right. Instead of the correct sound, he gets “mb” – thus, he says bomb instead of Bob. Which, of course, brings the full phrase to:

“I want to watch bomb builder!”

I certainly hope the FBI or Homeland Security hasn’t had a reason to bug our home; if they have, we’re going to have some explaining to do.