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In thinking about how the brain processes language, from the initial sound wave going into the ear to the neural comprehension in Wernicke's area and formation of words in Broca's area and the motor cortex, finally to the emission of the word from the mouth, language is not pinned down to one area of the brain or one process. Once words are emitted, even then there are the differing levels of semantic or phonetic or grammatical rules we must be aware of while speaking. When I think about learning Kannada, I suppose I had thought of learning a language as learning words and phrases to communicate - but along with semantic meaning comes culture. For example, in southern India, there are words for my sister and her husband which are different from my brother and his wife. There are different words for older sister and younger sister, and each has its own meaning, because family has historically been a part of Indian culture, a more communal culture, I might say, than our American one. I liked out the article put it on page 188 - "Different languages 'parcel out' the world in different ways." In France, for example, you dont say, "How are you?" You say, "ca va?" ("it goes?") and asking literally how are you would elicit a long explanation of the person's day.

As I learn Kannada, I hope to keep in mind these differences in semantic meaning that vary from my culture to Indian culture, and to learn to use word meaning in a way that Indians would, that reflects their lifestyle and their culture.

The three readings we had this week were insightful and offered several different perspectives of understanding and interpreting language, as well as perception. In "How We Mean", the linguistic definition of semantics as the study of the property of meaning in a systematic and objective way, was very different than the commonly used version of the word. Also, the two different interpretations - naturalist and conventionalist - was a very unique dichotomy offered by Plato and Aristotle. I tend to prefer the Aristotelian view of conventionalist vocabulary meaning rather than naturalist, because there seems to be so many more words that do not identify with the sound, at least in the English language. It was also very interesting to me that the author talked about how different languages can "parcel out" vocabulary because that was the topic I wrote about in the culture post (not as eloquently). 

In "How The Brain Handles Language", I was able to review what I learned in psychology about Broca and Wernicke. It has always been fascinating to imagine such odd occurrences, but it shows the power of semantics and syntax. Language is obviously extremely fragile and can be changed by even a slight nuance. Localization was also an interesting topic, because I don't particularly subscribe to the belief that the intricacies of the brain can be broken down so simply. 

Finally, in "How To Investigate A Language Structure", I was particularly intrigued by the idea that meaning is the starting point for learning language. The author didn't explain their point quite enough to convince me that it is the best way, but it is definitely widely-accepted for its effectiveness. 

Through these readings, I have been reminded of the delicacy of language and how intricate it can be. It is interesting that these same concepts (grammar, semantics, phonology) are present universally and their influence on the particular language is always unique. I believe that I will have the most difficult time with grammar rather than semantics, but I will try starting with meanings and see if that helps. 

I took a very basic approach to Persian cultural exploration; I only focused on food. I feel it is essential to grasp as many cultural aspects as you can when learning a language, so I do not have a specific topic. First, I would love to learn what is considered respectful vs. disrespectful in basic conversation. I would never want to offend. Is it polite to make constant eye contact? Is it rude if I talk loud? How far away should I be when engaging in conversation? Also, I want to know more about what teenagers and young adults in Afghanistan, Iran, and Tajikistan do for fun. How important is education? Are weekends the only time to have fun? What activities does the younger crowd engage in? Another focus is the relationship between men and women. In the U.S., men do not respect women nearly as much as they should. Maybe that is from my personal observations, but it is riveting. I would like to know how men and women think of each other. How do they go about dating? Is family approval an integral part when it comes to forming relationships? I am excited to jump into the culture of countries speaking Farsi/Dari.

I have always learned languages best by learning phrases and figuring out the grammar based on phrases. The phrases have always had to have context for me either in an inside joke, or important story or command or task. When I learned Spanish the phrases and grammar and words that I remember best and always have are rooted in a social experience or a song. Thus I think it will be important for Kannada to make social experiences and songs. My sister is sending me some songs that she sings to Boohmi and Suriya so that I can learn from them. Vocab memorization has also been important for me in Spanish and I expect it will be for me in Kannada. 

The Quiz made me sad because I don't have a specific "best" learning style. I mean I guess I shouldn't learn alone and that logic and visual things aren't as important for me. So I guess talking with and listening to people is probably the best way for me to learn. =) I plan on working a lot with Heather and with Sheetal as well just talking back and forth. I'm also going to be doing henna not of the written language, but of symbols that represent key words in stories that I want to be able to tell my niece and nephew as well as other people. That will help with the physical aspect of the learning. Then I will tell those stories with Heather and Sheetal and Aarti and that can be the aural and verbal and social aspect. Thus hopefully I'll be utilizing my resources in the most effective manner I can. =) 

Style Scores

My experience with learning languages has been a really positive one. Once I moved to Israel in the fourth grade, I was charged not only with learning how to read and write in Hebrew, but also with catching up with the level of Arabic that my class had been learning since the first grade. I spent four years in elementary school in Israel, and am proud to say that I was able not only to catch up in Arabic, but was at an advanced level for my class. Unfortunately, since I have not used my Arabic since then, save for a few vocabulary words, I do not remember much. Thus, I've learned that while I am apt to learning languages, I very much need that consistent repetition, communication, and application. Once I moved to the states, I had a similar experience with learning Spanish. My grade had previous experience with the language, and for the next six years, it would become my favorite class. I have spent two summers in Spain and Costa Rica doing language learning programs, which has been greatly insightful on both the cultural aspects and the successes of immersion among native speakers.

In both of these languages, as well as my approach towards Hebrew and English classes, I have found that I am not a grammatically inclined learner. Basic rules of masculine and feminine conjugations stick with me, because in many cases I am able to hear what sounds correct. Thus, the structure of my language learning has largely relied on memorizing vocabulary and then practicing it in conversation. I have found that one on one work with a native speaker has been most rewarding. In reference to learning styles, I have found that I am primarily a visual learner. Learning the vocabulary has been easiest for me when I go through flashcards and pronounce the words out loud. I have also really enjoyed fill in the blank and multiple choice questions (I know, this is crazy!) However, seeing the options and the context of the vocabulary within sentences has been helpful with being able to remember the vocabulary and then being able to use it in conversational settings. 

In examination of the FIRE model, I believe that I fit into the Evaluative and Factual categories, although I see my study habits in each of these columns. I am looking forward to creating the learning plan and being able to check off my goals and gauge my progress throughout the semester. I think that in this learning experience, I will be able to expand my learning activities because I am comprehension of a language that I already speak. I look forward to doing writing exercises about what I have read in order to reinforce vocabulary and my proficiency in writing. I also look forward to the independent study, because I am able to organize and focus on what is truly interesting to me and thus, hopefully retain the vocabulary and apply it in speaking with family, friends, and possibly in a future career.

            For the past two years, I concentrated on learning Spanish. The experience was great and helped me enjoy my abroad experience that much more. I learned cultural aspects beyond the actual language that prevented me from acting in ways that the Spaniards were not used to.  Understanding the culture assisted in my adjustment to a new country more than I expected it to.  I thoroughly enjoyed learning vocabulary more than grammar. I learned most efficiently by testing myself with flash cards rather than practicing writing or listening. I disliked the confusion of all the past, present, and future tenses involved with correct grammar. I believe I would like to learn the tenses eventually, but I hope to first perfect vocabulary and smaller phrases.

            In evaluating where I best fit on the fire model, I found myself constantly falling under the factual category. I like the idea of knowing right from wrong, which is probably why I prefer vocabulary to grammar. I enjoy being accurate and working towards that goal by testing myself one step at a time. I am very task-oriented in accomplishing each lesson. When being tested, I always prefer multiple choice or true or false questions to short answer and open-ended questions because of my concern for exact precision in my answers.

            The type of learning activities that suits my style is testing myself through flash cards as mentioned earlier and also testing myself with worksheets. I enjoy the online quizzes I have stumbled across because they can be graded immediately so I can see any flaws I make right away. Repetition is also a cognitive strategy that I find rewarding in achieving goals. It helps to engrain phrases into my memory if I repeat the phrase several times. I work best on my own, but sometimes need additional assistance to make sure I’m on the right track, which is why I like the idea of having a language partner. A learning partner will help expand my learning activities by allowing me to practice communicating out loud and not just on paper. It will also help me realize if I am pronouncing words incorrectly because that is often difficult to realize on one’s own.

            I am very motivated in my reasons to learn Korean so I am willing to try new ways others find useful in self-learning. It is my first experience learning a language on my own so I would like to try a variety of resources before settling on what I found useful in the past. I know flash cards are very effective for me, but hopefully I will discover different ways to also assist in learning Korean. 

This week was great for exploring resources and settling in on ideas of what topics I would like to focus my independent study on.

I have bookmarked a number of sources in the following categories:

* news sites

* modern Israeli slang

* university websites and journal sources

* vocabulary builders

* political cartoon site

Reading through some of the articles has given me insight that I will need to work on vocabulary at a more advanced and subject specific level in order to understand the political topics that I am interested in. 

Now that Sharon and I have met to discuss a learning plan, I look forward to combining my political interests with a more casual gauge of the modern Israeli language by reading a contemporary author's novel, writing about, and gaining some of the vocabulary that I have lost since leaving Israel in the 6th grade.

I feel like I have good grasp on language learning. I speak another language called Kannada (it's a language spoken mainly in the state of Karnataka in Southern India). Actually, this was the very first language I spoke before I started speaking English. I learned this language when I was a child by listening and communicating with my parents who would only speak to me in Kannada. I also studied Japanese for three years in high school, but I had forgotten most of it by the time I signed up for a semester of it at the University of Richmond. In total, I've studied Japanese for three years + a semester. I have some understanding of the Korean language which I am starting to study through SDLAP. I taught myself how to read and write, but I still need a lot of practice to become proficient. I understand certain Korean words and phrases. 

I think I'm the type of language learner that learns by listening and repeating to communicate. It's how I learned Kannada and how I've been teaching myself Korean. The things you learn in textbooks might not always help in real life. Practicing speech and pronunciation is best for me. If I want to explore a language, I will start by watching movies and dramas or listening to music in that language because it gives me a better sense of the language than learning solely from a textbook. I think I should expand my learning activities through more listening and speaking exercises. 

My first meeting with Brigid, my language partner, was kind of just an introduction meeting. We mostly talked about what I already knew. We practiced a bit of reading since I knew how to read Korean already and we discussed what I wanted to accomplish by the end of the semester. I thought it was nice for us to actually discuss what I wanted to learn and how we would proceed with our coming classes. 

Language learning has always been something I have enjoyed, but slightly struggled with.  Traditional ways of learning such as repetition, flash cards, memorization, etc. never seemed to work for me.  Only after studying abroad four times (Guatemala, Spain, India, and Brazil) and coming in contact with three new languages have I began to understand my unique language learning style.

Generally I am a very independent learner.  I prefer working alone rather than in groups, because I value time to plan and think things through before starting.  According to the FIRE Model for Integrative Thinking, this makes me an Insightful learner.  When I applied my learning style to new languages however, I did not get the same positive results I received in other subjects.  As I have now come to understand, this is primarily due to the fact that I learn languages best through music and interpersonal interactions (according to the Learning Styles and Multiple Intelligences surveys), contrary to my typical learning style.  Sitting in a classroom or studying by myself reviewing conjugation, grammar, and vocabulary did not yield the results I wanted.  On the other hand, going to concerts and movies, joining dance classes, and hanging out with new local friends enabled me to acquire Hindi, Spanish, and Portuguese with tremendous speed. 

My situation is unique in MLC 105, because I am not simultaneously registered in MLC 110.  My goal in taking MLC 105 is to continue to learn strategies of learning and maintaining the languages I have acquired thus far.  I no longer remember most of the Hindi I learned in India, so I would like to begin the process of picking it up again.  I have just returned from Brazil for a semester abroad, and my Portuguese is therefore fairly good as of now.  I would like to continue improving in it.  In order to stick to these goals, I will try to actively seek out activities that allow me to practice these languages with other speakers and will also continue to listen to music in these languages.

My experiences as a language learner, while they have been short lived, have been extremely fulfilling. My experience in Spanish has enabled me to travel to multiple Spanish speaking countries and relate to natives in a more profound way than I would have ever been able to knowing only English. The only thing I do not enjoy about languages is how quickly I lose my proficiency when there is absence of practice. I am a quick auditory learner. I benefit most from speaking languages out loud with others, because I commit what I hear and say to my memory much faster than what I see. I believe that once I become proficient in speaking I must challenge myself to commit more time and energy to visual learning styles. I look forward to furthering my experiences with foreign language and using it to experience new cultures.

Spanish is the only language the I have learned in a classroom setting. I have taken Spanish courses throughout elementary school, high school, and here at Richmond. I would say that I have an intermediate grasp of the language. Learning Spanish has been an arduous yet rewarding experiencing. 

What I have enjoyed most in learning Spanish is noticing how my proficiency in the language has improved. For instance, I recently completed LAIS 221, and I now have a much easier time understanding shows or newscasts on Spanish television channels. Additionally, I like when language learning builds on my ability to hold conversations in that language. Certainly it is important to understand a language; however, being able to properly communicate with others is crucial, and helps improve knowledge of that language.

The most frustrating part of learning a language is that a significant amount of time is always required. Usually, I find that I have to spend a good amount of time memorizing what I learn, understand it conceptually, and then I can apply what I learn to writing or conversation; this especially case with different tenses and conjugations. Furthermore, I tend to forget what I have learned rather quickly if I have not spoken the language, or learned more in terms of structure or vocabulary. 

If I had to chose one aspect of the FIRE model to describe myself as learner, it would be "insightful." Through learning Spanish I have found that I retain what I have learned best when I am tasked with applying what I have learned (e.g. compositions, cultural readings, comprehension questions, conservation). 

Considering my time spent studying Spanish, when trying to learn Farsi I think there are a couple of ways to expand my learning activities. Once I am able to get a basic understanding of reading and writing in the language, I think reading children's books would be a useful tool to reinforce what I have learned; they often use simple sentence structure and vocabulary. In addition, I should take the time to watch programs and listen to music in Farsi to help increase my knowledge; I found this to be something very useful in learning Spanish, but I only recently took advantage of it during LAIS 221. 

As a language learner I have learned English, Russian Spanish. I learned English as a 5 year old, as I recall it was not very difficult since I had just moved to the US and was surrounded by an English environment, forcing me to learn English quickly so that I could fit in amongst my peers. I learned Russian as a 10 year old and had to start from scratch so that I could catch up with my Russian peers. I took an intense learning course for the duration of a year where I was learning the language everyday for multiple hours. I focused primarily on vocabulary and writing since I had already been familiar with the pronunciation because I lived in Ukraine for some time. I learned Spanish throughout my Sophomore to Senior year in high school. I took the honors course my junior year and found myself learning drastically more since I worked on various conjugations, tenses and level of vocabulary that I had to apply in my tests in order to do well. It was initially very difficult, but with dedication to the course I succeeded. I noticed that the more time I spent on learning the material and applying it in homework or quizzes, the better I got at the language. Luckily, that summer I traveled to Spain and was able to apply what I had learned throughout the academic year. It was amazing how much my language capability had changed in a year and I was very satisfied with my results. However, my Senior year I decided I would drop the honors and take an easier basic level class. Unfortunately I did not learn much that year since it was basically review of what I had perfected the year before. I also noticed that my language capability deteriorated because of the downgrade in difficulty level of the course. What I learned from all these experiences is that it is highly important to put in a good amount of work if you expect to improve quickly and that practicing the language outside the classroom is essential in improving confidence and speed of conversation.

Learning Journal 1:  Reflect on your experiences as a language learner.  What did you enjoy?  What did you dislike?  Think about the FIRE model.  What kind of learner are you?  What kinds of language learning activities suit your learning style?  How do you think you should expand your learning activities?

As a language learner, I have learned two foreign languages in a classroom and/or immersion setting.  The first foreign language I learned was German, which I began studying in middle school.  I really enjoyed the way German was taught during middle and high school - it was very structured and the grammar was quite logical, which helped me immensely when I began studying advanced level German.  Looking back, I do see a pattern now in the type of learning that I enjoyed -- a very structured approach to learning German. My study of German began with learning pronouns and conjugations of the verb "to be" (sein), and continued to a more advanced level when I had to understand and utilize different grammatical structures.  The way I learned vocabulary was to use flashcards and keep writing (or typing) the English-German equivalents over and over again.  I also tried to create and say a sentence or two aloud that would utilize the vocabulary word.  For me, the approaches that weren't as successful were simply relying on the auditory sense (just hearing the word).  It was crucial for me to actually see and write out the vocabulary words that I needed to know.  I also did not like drawing a picture and pairing it to a certain expression -- for me, it was more helpful to repeat the word, write it, and keep using flashcards.  However, I found it helpful to see the word written in a story in the textbook.  I also participated in an immersion program for German, which forced me to use my auditory sense to pick up on new vocabulary that I would hear others say.  Although it was difficult for me at first, since I consider myself a very visual learner, I found that utilizing the auditory sense can also be helpful when trying to learn new words.

My second experience learning a foreign language was with Punjabi, an Indic language.  When I was very young, my father tried to teach me the basics of the alphabet, and at the time, my grandmother (who only spoke Punjabi and some English) lived with us, so I spoke with her in a mixture of (basic) Punjabi and English.  However, that was when I was very young, and as I grew older, I never really studied the language or went beyond the basics, especially after my grandmother moved away.  Until I studied Punjabi in an immersion program in India this summer, I never really felt as though I could speak and be understood in Punjabi.  During the program, I was able to expand my vocabulary by using flashcards and learning vocabulary thematically.  Every week, one other student and I would receive a "theme" for the week, and our lessons were structured around this theme (health, sports, food, etc).  We were responsible for learning the particular vocab words, and we would also read a story that utilized the words. I liked being able to visually SEE the words in a story, and understand the context.  I didn't like just hearing the words in a film because it was difficult for me to understand the exact grammatical context, since people usually speak pretty fast in a film.  One activity that I really enjoyed was reading song lyrics as a form of reading practice and trying to find words that I knew, as well as idioms that I thought were interesting.

In thinking about the FIRE model, if I had to choose two categories, I would choose "factual" and "insightful" to describe myself as a language learner.  I like to start in a "step-by-step progression," going from the concrete to the abstract.  I value structure, and I like "task-oriented" activities.   Thus, I think hearing dialogues and learning thematic vocabulary by drilling myself on it (being quizzed, testing myself, etc) would be good language activities.  Or writing/participating in making my own dialogue or skit.  Right now, my weaknesses in language learning are in utilizing my auditory sense -- that is, learning vocabulary based solely on hearing it in a film or dialogue.  I think this would be one way to expand my learning activities -- by listening more to podcasts or films and trying to hear how a particular word is used in a certain context.  Another weakness I am observing is that it is confusing to learn the Hindi script, since I am confusing it with certain Punjabi letters (the alphabets look somewhat similar, but they definitely have their differences).  I think the key here is to practice recognizing the letters -- through sign reading, flashcards, etc.  Also, another way to expand my learning activities would be to expand upon the idea of task-oriented activities -- so for instance, if I wanted to learn words related to travel or tourism, I could perhaps write a postcard to a friend about a made-up vacation in India as a way to utilize certain expressions and gain practice in writing. 

According to the FIRE model, I identify across the board for my preferences in learning. I enjoy open-ended opportunities to express what I've learned, as opposed to straight-forward drills and worksheets. I also have found that I enjoy being able to write and reflect skills through that medium. In terms of speed, I like to start writing when I feel inspired and I sometimes find that when I begin to work, ideas come to me organically that may not have when brainstorming. I also like debating and thinking about things through different perspectives. I've found that I learn best when material relates to my life personally. 

As a language learner, I have found that thrive when I am immersed in the language. I can pick up vocabulary and meanings through context clues, which means that I appreciate a solid foundation to work with. If I am listening to a conversation in a different language, if I know 40 to 50% of the words, I can usually pick up the gist of it and am able to recognize the terminology in different settings. However, rote memorization is rarely effective for me. I have a difficult time with verb tenses for example, because it is purely memorization. I also like to visual and interact with what I am learning, so for example, going through a house and learning what each piece of furniture is in another language would be more effective than just reading in a textbook the different pieces.  

I think I could expand my learning activities by first learning fundamental parts of the language, and then implementing them to work with them hands-on. For example, after learning different colors, I could post cards of them around my room to integrate them into my day. Eventually, I would like to go to Korea and actually be able to use what I've learned and solidify it through exposure. 

I have studied two languages in a classroom setting. Both of which had overlapping similarities in their style of presentation. I have noticed through the years which styles and techniques work well for me. I have also determined the points of a language that often pose as a road block in my ability to grasp the language.

The first language that I set out to learn was Spanish. I started in middle school and quit my final year of high school. During the introductory classes I found myself learning very little because of the style of teaching. Often without warning the teachers would spring vocab onto the students without first explaining the structure of the language. For instance, in Spanish I felt like the teacher should have prefaced the class by explaining that there are conjugations involved and that there are articles that you must put in front of the vocab to show masculinity or femininity. With just that knowledge I would have spent more time learning the articles instead of just the vocab word itself. I ended up dropping Spanish because my core Spanish was terrible. However, after I learned what I should have done I began improving my speaking a writing skills. Alas it was far too late.

The second language that I have studied (and still learning) is Chinese. My teacher in high school did really well with setting up the class and the language. She prefaced the class by introducing pinyin. She then explained that the tones are important to learning Chinese and that by messing up the tones you can change the meaning of the sentence dramatically. After going over that she introduced characters, she explained that there are two forms (simplified and traditional) she emphasized that colleges often differ on which they teach so she emphasized both equally. This solid foundation has given me the means to be successful in the higher levels.

Aside from the overviews of the languages I have learned that I am a visual learner. Often times if I can match a vocab word to an object that I see everyday it tends to stick. This gets harder the more advanced you are but it also applies to grammar. If I can use the grammar in everyday conversation then often times I think about it while talking in English.

I have found that at the start conversation is important for speaking no matter the level of vocabulary. Getting comfortable speaking will give you the confidence to read and write and express ideas in the targeted language with ease. As far as tangible ways to learn vocab, I prefer to write and rewrite vocab on a white board or piece of loose leaf until I can repeat the vocab in random order the next week. It takes time but it is effective for long term retention (at least in my case).

In the past when I have studied abroad, I have always picked up phrases orally better than by memorization. For example, my roommate from China once taught me "Wan-An" which means Goodnight, and after hearing it from her multiple times, I would repeat it back to her before bed. I still remember how to correctly pronounce the term with Chinese intonation. This example epitomizes my learning style: using oral techniques and practicing them socially. According to the learning styles inventory, I am an aural and social learner, and I ought to practice in audible and song form as well as recite and practice among people. Looking at the FIRE model, I realize that in the past I have attempted to learn languages mostly by route memorization - such as making lists, memorizing lists, and verb drills. However, it would be best for me to approach learning from the "insightful" method: that is, role-playing, problem-solving, diagramming, and framing activities, as well as the "evaluative" method: sharing thoughts and feelings with others, relating lessons back to real experience, and helping others as I learn. Knowing my learning styles, the only challenge now is to find adequate and efficient learning methods to practice learning Kannada.

When it comes to Farsi, I am definitely still in the novice stage. I am somewhere between the one and two-beginner levels.  I can definitely recognize and write the alphabet. I know how to write some works and form the most basic sentences. I am able to read some Farsi. I do not know too much of the vocabulary as of now, so I will focus on mastering that this semester. I am not sure if it is feasible to say that I want to learn 500 words by April, but I will definitely increase my vocabulary. From the oral standpoint, I can understand basic Farsi sentences if they are spoken slowly and clearly. I am also able to speak Farsi more fluidly, but I still have a long way to go if I want to sound native.  I will map out  a tentative learning plan based on 10-weeks of learning (I am not sure how many weeks are in the semester):

Week 1: Review MLC 110 (alphabet, numbers, basic questions/answers, introductions, telling the time/day of the week, etc.)

Week 2:  Telling about my educational/professional/career life (i.e. I am a junior, I am studying Journalism, I want to be a television host or in the entertainment industry, etc.)

Week 3: Talking about my family in detail

Week 4: Telephone business (formal/informal), transportation in Iraq/Afghanistan (what is available? how do I show that I need to go somewhere? )---cultural learning included

Week 5: Directions, living environment vocabulary (i.e. How do I say “street”? “Park”? “Fence”? “Apartment”? etc.)

Week 6: Body parts (I have some knowledge)/general health/ “I do not feel well. I have a headache”

Week 7: Plans/ Hobbies

Week 8: Review of all the previous material

Week 9: Cultural focus related to previously learned

Week 10: Anything of interests