My self-directed language learning experience this semester has been an interesting road because by the end of it (the semester, not the language learning experience), I have had to re-evaluate my view of myself as a learner.
Whereas before I had disliked the rigidity of language courses, the overt attention on grammar concepts first, fun and speaking practice hardly ever, I have decided that I appreciate the tight schedule of language courses I have taken at the University. I still think the pacing of typical classroom-language courses are too fast to fully appreciate the nuances of the target language, and that they emphasize memorization above other language-learning techniques. But the challenge of self-directed language learning is in making a learning plan for myself and, more importantly, to actually stick with it.
When I first set out to create a learning plan on the sheets we were given in class, I was too ambitious and had high expectations for myself and the semester. During the semester I was distracted easily, or mainly employed the more passive forms of learning (listening but then not practicing what I’ve listened). Sometimes my motivation would stray, as it is wont to do, because I am the type of learner who likes to have a finger on the pulse of multiple languages, all at once. (Which means I am better at multitasking then I am at sticking with it to the end!)
What I did not do when I first wrote my learning plan is not look at myself with a critical eye and examine my tendencies as a learner. If I had done this earlier, my learning plan would have probably been more useful. In the future I would make clearer learning goals. I would also follow along with a grammar book but I would not use it as a crutch. The grammar book would provide a visual outline, the steps of language learning, while I would find supplementary materials to make it fun. For example, if a chapter dealt with basic verb constructions, I would find songs that have those verb constructions. That way it would reinforce what I’ve learned in a different setting and the learning would take place with clear ‘real-world’ applicability.
The Talk to Me in Korean site that I found in the latter half of the semester was an invaluable resource, one I will continue to refer to in the future. I can admit now that I am a learner who needs a schedule to follow, otherwise my learning will be messy, sparse, and the bulk of the learning will be done in disorganized snatches when I remember to do it. Having a blog on the SDLAP Ning site was more useful towards the end of the semester than in the beginning, when the blog felt more like burden than what it does now: a visual map of my learning experience, an virtual notebook, something that is mine. I was more motivated to fill it up with my evidence of my experiences.
Looking back, I probably would have learned more Korean if I knew then what I knew now. Therefore I do not see the semester as entirely wasted, because through this experience I have a clearer view of what kind of learner I am, what my strengths and weaknesses are, so to speak, and what I can do to combat my weaknesses. The lessons learned here will benefit my future learning endeavors, especially when I go to teach English in Korea later this fall. It would be interesting to apply this semester's experiences as a teacher, and student, in Korea.
Comments
I think you've learned exactly what you're supposed to learn in this program--how to organize your own learning. And we'll certainly use the curriculum you found in the future.