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MLC 110: Hindi Learning Activity!

Topic: Create a learning activity to teach someone else something you have learned in your language; outline this activity in your learning journal; teach someone using this activity; reflect upon the effectiveness of the activity.

I created a learning activity to teach someone the Hindi vocabulary for health and body parts.  When I was studying Punjabi this summer, an activity that really helped me was when two or three people would learn Punjabi vocabulary through active learning – like passing a ball back and forth, and when one person would throw the ball, they would ask a question (“What is the Hindi word for ‘nose’”?).  The person who would catch the ball would then answer the question (The meaning of "nose" is 'nahk' -- or “Nose का मतलब “नाक” है”) verbally and would also write out the word on the board.  If the person could not answer the question, the first person would draw a picture of the word’s meaning (nose, etc) on the board and then the first letter as well.   I really enjoyed this learning activity this summer, so I implemented it in my learning activity for teaching my sister (who is 16) Hindi vocabulary for body parts and health over a weekend when I went home.  These are the words I utilized in this learning activity:

1.  Head - सिर

2.  Hair - बाल

3.  Eye - आंख

4.  Ear - कान

5.  Mouth - मुंह

6.  Tooth (teeth) --दांत

7.  Arm -बांह

8.  Hand - हाथ

9.  Elbow -कोहनी

10.  Fingers - उंगलियों

11.  Belly - पेट

12.  Back -पीठ

13.  Leg - टांग

14.  Foot - पैर

I would ask my sister a Hindi vocabulary question, like “What is the meaning of (eye) in Hindi?”  (If I were speaking to someone who knew more Hindi, I would naturally ask this in Hindi).  I would then throw her the ball.  If she knew the answer, she would say the word in Hindi and she would write it out on a small dry erase board we have at my house.  When she didn’t know the word, I would draw a picture of it on the board and I would also write the first letter, so it was also helpful for me in reviewing sounds AND the alphabet visually as well. 

This activity was quite effective for both my sister and me.  For me, I was able to review key health/body part vocabulary in both an auditory and visual sense, and I was also able to review the alphabet as well.  For my sister, she definitely was able to remember the words after the second time we went through the list – I believe because of the combination of visuals (my drawings + alphabet), auditory (saying the word aloud), and the interactivity of throwing the ball.

Hopefully this activity will serve as helpful for other language learners of Hindi! :)

 

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While much of the research I have previously read emphasizes that learning languages is much more easily adapted by younger children, it does not surprise me that an adult can process a new language and adapt to using it as a native speaker does. However, I disagree that when the skill of a language is not used the process of learning the language can still improve. My main support for this assertion is my experience with learning Arabic. When living in Israel, I was required to study Arabic in day school for four years. While I only started in the fourth grade, I accelerated in the language learning even beyond my peers who had been learning it since the first grade. However, as soon as I moved back to the States and no longer saw or had the need to employ my knowledge of Arabic, I became less confident in it and slowly forgot vocabulary, writing, and eventually understanding words and topics that I was previously quite proficient in. I am embarrassed to say that I can no longer even recall the alphabet, although I once kept a daily journal in the language. I attribute the difference between my experience and the Georgetown study written about in this article to the fact that they used an artificial language of only 13 words. To me this seems quite simple in comparison to reality when it comes to language learning, even in a setting of immersion. I was impressed, however with the results and their connection to people who have experience traumatic brain injury and would be interested to read about case studies related to their recuperation using the immersion methods.

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In addition to the cultural post I made about business in Norway I wanted to go further in learning about and describing the customs, attitudes, culture and language that are involved with working in Norway. Here is some of the information I found in regard to this topic: 

Norway is an egalitarian society with flat hierarchies and power structures that do not keep management and employees estranged. Norwegians often work across hierarchies rather than through the line. The leadership style is informal, and is based on employee freedom with responsibility.

The World Bank ranks Norway in 8th place (out of 183 countries) for Ease of Doing Business, testament to its advanced economy and transparent business practices. Important industries in Norway are: Oil and gas, fish farming, industrial fishing, mineral processing, hydroelectric power, shipping and ship building.


A key to successfully doing business in Norway is understanding the concept of egalitarianism, a belief in the inherent equality of people. In this Scandinavian nation, everybody feels like they can interact directly with everybody, and in line with this principle, Norwegians tend to establish direct contact with the person who can get things moving, rather than doing everything through the line.


Egalitarianism also means that an excessive display of wealth is likely to be considered inappropriate and in bad taste.The hierarchy is often quite flat, and decision making models are based on consensus and compromise. Decisions may take a long time due to this, as many opinions need to be taken into account. Even after a formal decision has been made, there may be some lobbying by certain individuals who’d like to make a final effort to change the decision.  Expats are expected to participate in the discussions, and need to bear in mind that decision making may be a slow process in Norway

Norwegians are generally unafraid of disagreeing with their superior – again, a likely consequence of the egalitarian society, in combination with strong job protection and an extensive social welfare system.

Most Norwegians use first names in a business setting, after the first introduction. Males and females shake hands as equals, and in no particular order, but on a daily basis they just say “Hi” or “Good morning”, without shaking hands.Business conduct in Norway tends to be relaxed and informal, and sometimes a bit unstructured. Meetings may lack a formal agenda, and smaller decisions may even be made by the coffee machine. Coffee breaks are regular, and socialising and having fun at work is encouraged, as it is believed that cheerful employees will be more productive. That said, Norwegians draw a line between business and private life, and will seldom ask private questions.

Norwegian management style is based on freedom with responsibility; meaning, a leader is more likely to delegate tasks to be solved than to give detailed orders. The leader will not follow up closely, and will usually give the subordinate freedom to figure out how and when to solve the task, as long as it is completed within the deadline. Norwegian employees are accustomed to this freedom, and understand that it also demands an inherent sense of responsibility.

Meetings in Norway will start on time, and will usually address points of business quickly, with only a few minutes of the cursory small talk beforehand, which is typically done before everybody is in place. Meetings are usually conducted in an informal way, and often without any note taking or minute keeping. Norwegians tend to be a bit undisciplined when it comes to writing specifications and documentation.

Dress code varies greatly, and is determined largely by industry. The banking, finance and sales sectors’ attire will be more formal (suit or jacket and trousers), and technical staff will have a more casual dress code (jeans). Personal hygiene (clean body and clothes) is more important than wearing formal clothes.

Norwegians have a strong work – leisure time balance, and most people leave the office at 4 pm.

Finally, it should be noted that Norway is one of the least corrupt countries in the world. Most companies have a policy restricting their employees from receiving gifts. If you want to give a business connection a gift, it is better to invite them out for dinner.

Here is some general ettiquette to follow when meeting and or greeting a Norwegian in Business (and in general):

. Greetings are casual, with a firm handshake, direct eye contact, and a smile. 
. Norwegians are egalitarian and casual; they often introduce themselves with their first name only. 
. In some circumstances people may use the honorific title "Herr" (Mr.) or "Fru" (Mrs.) and their surname. 
. You can wait to be invited before moving to first names although most people will start with this.
. Shake hands and say good-bye individually when arriving or departing. 
. Shake hands with people on a first come first served basis.


Important Vocabulary: 

Business = forretninger

Client = klient 

Manager = leder 

Employer = arbeidsgiver

Employee = ansatt

Work = arbeide

Transaction = transaksjon

Exchange = utveksling

To Hire = å leie

To Fire = å brann

To Produce = å produsere

To Sell = å selge

Service = tjeneste

Goods = varer

Economy = økonomi

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Culture Post Seven

The Ethnic Diversity of Afghanistan

 

Due to current events in the Middle East and Asia, the words Sunni and Shia have become familiar to many Americans. However, when it comes to understanding the ethnic diversity of Afghanistan, many Americans would be hard pressed to name the largest ethno lingual groups in Afghanistan (or an Central Asian country for that matter). For students of Dari, this topic should be of particular interest as when speaking with an Afghan citizen, depending on their background, they may be speak a dialect or totally different language.

 

Here are the four largest ethno linguistics group in terms of percentage of the total population:

 

Pashtun

Tajik

Hazara

Uzbek

 

With Pashtuns forming the largest group with only 42% of the population, there exists a highly diverse balance of ethnic groupings.

 

 

 

source: Library of Congress Country Studies World Factbook

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MLC 110: Week #12 Activities

This week, I worked on more writing practice with my language partner and also worked on review activities in preparation for my final assessment.  The writing practice was with descriptions -- of other people, buildings, colors, clothing, etc.  It was helpful to review the vocab for descriptions, like colors or adjectives to describe buildings, like "religious" or "beautiful."  We also worked on reviewing for the final assessment by practicing some conversation skills about the topics that I have covered this year -- from introductions, weather, health, and more.

On my own, I continued to listen to Hindi music to continue to immerse myself in Hindi pop culture, and I also reviewed the vocabulary I have studied this year.  I made sentences with the vocabulary I initially had trouble with, and when my language partner and I used the vocabulary in dialogues, it was helpful to see which nouns had tricky pairings with verbs, and to be aware of that for the final assessment.

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Over the past semester, I have really enjoyed my meetings with my language partner.  I have learned a lot from her about actually speaking Hindi with locals, rather than just utilizing what I have learned this semester via book learning.  I have really realized how important it is to actually meet with someone of the target culture to ensure that one is learning expressions that are actually relevant and used often, rather than learning expressions that locals never use!

I also have really enjoyed being able to try to speak with my language partner in Hindi, because she is able to ask me questions that will help me focus on the relevant vocabulary that I am learning.  In writing, it is also really helpful to have someone there who can sound out the words just like a local would so that I know how certain sounds actually sound in Hindi -- for instance, the word bhaiya is really difficult for native speakers of English to say because of the "bph" sound, so it's incredibly helpful to hear her say it and to then write the word out.  We were just working on writing practice a few days ago, and it was really encouraging to me when she was really happy about the amount of progress I have made in writing over the past few months -- since I came in with no prior knowledge of Hindi script at all, and now I can write full paragraphs (see my latest artifact)!  Thus, she serves as a cultural guide, as well as a peer tutor and motivator! 

Another activity that I really enjoyed doing with my language partner was watching Hindi dialogues as part of the "A Door Into Hindi" learning series.  It's helpful to have someone there who can help me understand what is going on if the characters are speaking too fast or if they use obsolete expressions as well.  She is also helpful in my reading practice because sometimes, the combination of certain sounds will be really hard for me to recognize, but she breaks it down into simpler sounds that I can try to say (which will then form the word).

Meeting with my language partner has been extremely helpful to me.  Our meetings motivate me to stay on target with my Hindi goals, and she truly aids in facilitating my understanding of spoken and written Hindi!  शुक्रिया !

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Artifact #4

I have learned to say the following phrases. I am beginning to learn how to write them as well!

ਤੁਸੀਂ ਕਿਰਪਾ ਕਰਕੇ ਹੌਲੀ ਬੋਲੋ ਜੀ। tusi kipa karke bolo ji = Can you speak more slowly

ਇਹ ਕਿੱਨੇ ih kinne?= how much is this?

ਮੇਰਾ ਹਵਰਕ੍ਰਾਫ਼ਤ ਨਾਂਗਾਂ ਨਾਲ਼ ਭਰਿਆ ਪਿਆ। mere hovacraft nanga na paria par = my hovercraft is full of eels!

ਪੁਲਸਾਂ ਨੂੰ ਬੁਲਾ‌! pulsa nu bola = call the police!

ਲਿੱਖ likka= write down


There were a ton of phrases to learns so I chose some of the ones that I plan on using or hope not to use (but should know)!

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Learning Activity!

I used pictures to help people remember the first five numbers in Punjabi!

The first picture is ONE cat and the word is EK (phonetics)

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The second picture is of TWO Ferraris and the word is Dthoh (phonetic)

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The next picture is of the THREE stooges the word is tehn (phonetic)

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The next picture is of a FOUR loko and the word is char (phonetic)

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The final image is of FIVE guys burgers and the word is Punj (phonetic)

Interesting fact: Punjab has five rivers running through it thus the name Land of five rivers!

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Learning plan 1

I hope to learn the basics of writing, this includes the alphabet and the structure of the language. I also hope to learn how to say some of the more common phrases in Punjabi as well as learn to write a few of them.

I feel like these are attainable goals, but I guess time will tell.

(This was in my notes, I was not sure if we needed to post this or not)

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My language partner for the semester, Susan, was very helpful in guiding me towards achieving my goals for the course. Upon registering for the course, I knew that I wanted to gain a basic understanding of how to read and write in Dari. Susan was very helpful in working with me to learn the alphabet, and then moving onto more complex tasks. For instance, after my fellow language learners and myself became more adequate in writing the alphabet, she usually took time during each meeting to say a word and then have us write it. This task was extremely helpful since it made me rely on properly understanding the pronunciation of each word, successfully determining what characters I should use to construct the word, and then, of course, actually spelling the word correctly. Honestly, I do not believe I could have made any progress in learning how to read and write in Dari without working with a native speaker. Susan was particularly good at finding flaws in my abilities and then informing me on how to correct them. Considering I could not read or write before this semester I was for the most part content with what I learned through my meetings with Susan. Although there were instances where I felt lost when trying to write or read something, I truly did learn so much more than I previously anticipated. At first, I thought that working with a language partner would be supplemental to my own personal learning; however, I feel that I gained the most of my new knowledge of Dari through meetings with my language partner. 

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MLC 110 Culture Project Presentation

Powerpoint:

http://portal.sliderocket.com/BRJMN/My-Presentation-1 

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Summary:

The Korean Wave or Hallyu refers to the spread of South Korean pop culture around the world. The term came from China in mid-1999 by Beijing journalists who were fascinated by the fast growing popularity of Korean entertainment and culture in China. The Korean wave is responsible for the $4.2 billion dollars of revenue in 2011 for South Korea through cultural exports.

Before, the trot genre dominated Korea. Trot is similar to what we know as oldies music. After the Korean War, which started on June 25, 1950 and lasted for 3 years, U.S. troops remained in South Korea for protection. With the continued presence of the U.S. military, American and world culture began to make its way into South Korea. During this time, Western music became more accepted to a wider crowd of young adults.

Improvements in the recording systems encouraged the production of LP records in the 1960s. More radio stations started playing popular songs.

In the 1970s, the new career of DJs became popular, significantly impacting teenagers. 

In 1980s, the Asia Music Forum was launched. National singers from five different Asian countries competed in the event. Yong-pil Cho won first place and earned a high reputation as a Korean singer in Japan.

K-pop or Korean pop music really took off in the 1990s after SM Entertainment, one of the biggest music companies in South Korea, opened in 1995. Influence from boy/girl bands in America and SM Entertainment's opening led to the formation of Korean girl/boy bands, typically called idol groups. 

Today, SM Entertainment has 250 employees and has sold more than 59 million records in the last year alone.

The other two prominent companies in Korea at this time are JYP Entertainment and YG Entertainment. 

JYP Entertainment has connections with Hollywood. A lot of songwriters from the U.S. go and work with Korean acts.

Though 55% of Korean music sales are digital, the company makes sure that physical CDs are attractive enough for the fans to purchase. Typically, companies don't sell ordinary CD cases; they're all in glossy, luxury packaging. Sometimes they're released in up to five different packages.

Some critics think that K-pop will ever become as big in countries like the US and UK because music fans in those markets would just be too critical about the lyrics and the artists' accents when singing in English. However, others argue that it doesn't seem problematic considering that while UK revenue from record sales shrunk by more than 11% in 2010, Korean overall sales were up 11.7%. 

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Sources:

http://www.monocle.com/sections/culture/Web-Articles/Korean-Music-Industry/

http://www.guardian.co.uk/media/organgrinder/2011/apr/20/k-pop-south-korea-music-market

http://seoulbeats.com/2012/04/exploring-the-lack-of-divergency-in-koreas-music-industry/

http://latimesblogs.latimes.com/world_now/2012/03/hallyu-back-obama-catches-the-korean-wave-.html

http://articles.cnn.com/2010-12-31/world/korea.entertainment_1_korean-wave-exports-content?_s=PM:WORLD

http://pitchfork.com/features/articles/8700-to-anyone-the-rise-of-korean-wave/

http://www.thedailybeast.com/newsweek/2012/01/22/korean-hip-hop-k-hop-goes-global.html

http://en.wikipedia.org/wiki/K-pop

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Culture Project: Musikken av Norge

Vedlagt er min kultur prosjektet (Attached is my culture project)

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Summary:

The lack of written history, particularly in reference to music, leaves us with no real guide to what Norwegian music was like prior to the 18th century, though much of the folk music has survived through oral tradition. Folk music in Norway falls into two main categories based in the ethnic populations from which they derive: North Germanic and Sami. Traditional Sami music is centered around a particular voice style called joik, comparable to the traditional chanting of some American Indian cultures. Traditional North Germanic Norwegian vocal music includes kvad (ballads) and steve, (short often improvised songs). Work songs hymns, trailing vocals and old printed ballad stories, skillingsviser. Nordic folk dance music is shared with Sweden and Denmark where the hardingfele sound is most prominent.

Danish rule over Norway for the 450 years between the 14th and 18th centuries left the nation with no monarchy or cultured upper class, thus excluding Norway as a notable cultural influence in Europe. With the union of Sweden and Norway in 1814, Norway, in particular the city of Oslo, began to influence the classical music scene dominating the music scene in 19thcentury Europe. Post-WWII Norwegian music deviated away from the Germanic and Scandinavian trends in music, focusing more on the pop and rock movements in the U.K., France, and especially America. As a result, similar music styles to those present in America have thrived (i.e. Pop, Hip-Hop, Electronic, Rock etc). Perhaps dissimilarly, Black Metal and Heavy Metal Rock have also had enormous success in Norway. In general American music has become exceedingly popular amongst Norwegians, particularly young people. This is largely in part to America as a major pop-culture exporter since the mid 20thcentury. Again perhaps as a consequence to heavy American influence, especially in the music industry, many Norwegian singers write and sing songs in English. This might be to appeal to a more international audience, but is also a reflection of English as an important part of daily life in Norway (on TV, on the internet, etc). Though some Norwegian artists have found success, at least within Scandinavia, singing in Norwegian, a notable majority use English as their language of choice to sing in.

Two major pop acts from Norway have claimed international success: A-ha with their 1980’s synth-pop hit “Take On Me” and the group Aqua (the lead singer being Norwegian) with the song “Barbie Girl” in 1997. Again both of these songs, indeed most of the work from these acts, were in English.

As we look to the future of Norwegian music we see a familiar transformation of traditional and modern music. Current music being produced in Norway is adapting to international influences (as is the case in creating songs in English) in order to compete on a more global market. Meanwhile, traditional Norwegian folk music is being readily preserved while in some ways adapting in order to appeal to a younger audience and to continue to survive and prosper. 

Sources: 

Wikipedia

Takket være mitt språk partner Anna Sandvik!
(Special thanks to my language partner Anna Sandvik!)
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Learning Activity

Learning Language Through Fun Colloquial Phrases:

Skill Level: Beginner

 

There are several aspects of language that beginners to learning a language typically struggle with. While these factors will be dependent on what language is being studied, some common areas of struggle are vocabulary, pronunciation and the grammatical structure and syntax of basic sentences. Learning fun, common phrases will give students useful conversation starters as well as insight into the above mentioned trouble areas.

 

Using Farsi as an example (this could apply to any language) the instructor would begin the activity by introducing the basic components of a phrase. For example:

 

For the sentence: (گذشته از همه، ما با هم دوستیم!) the instructor would introduce:

 

gozashta az hama=after all

boham=together

dostem=we are friends

dos=friend

 

The students would then follow the intstructor’s lead in pronouncing the phrase in it’s entirety:

 

„gozashta az hama, ma bauham dostem.“

 

Additional example phrases could include:

 

 

غیر از خوردن کار دیگری از او ساخته نیست.= Aside from eating, there is nothing else he could do!

همینکه صدایش را شنیدم، فهمیدم که چه واقعه رخ داده است.

=As soon as I heard his/her voice, I knew what had happened.

قبل از انجام دادن کار خانه، همیشه برای یک ساعت تلویزیون میبینم.=Before doing chorse, I will always watch telivision for one hour.

 

After reaching a level of comfortable pronunciation, the instructor will begin with writing practice.

 

Receiving dictation, students will attempt to write down each new sentence. After giving dictation the instructor will go over and point out necessary corrections. At the start of the next session students will be expected to be able to replicate each phrase.

 

One advantage to this lesson is its high level of adaptability. If the instructor wants to focus on a specific item, such as verbs or adverbs, phrases that explicitly demonstrate these concepts can be introduced.

 

 

 

 

 

 

 

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Artifact #4

In this Voki, I first start by introducing myself and saying what I study. I also say my age and where I am from. I say that I like to golf and travel. The reason I chose this artifact was so I could say the next part which is about what I am going to do with my day. I say that in the day I will go to class, in the afternoon I will study, and at midnight I will go to sleep. 

<img style="visibility:hidden;width:0px;height:0px;" border=0 width=0 height=0 src="http://c.gigcount.com/wildfire/IMP/CXNID=2000002.0NXC/bT*xJmx*PTEzMzQ3ODIyNzgzNDQmcHQ9MTMzNDc4MjI4MTUyOCZwPTk3NTA3MiZkPTAwMCUyMC*lMjBWb2tpJTIwV2lkZ2V*Jmc9/MSZvPTE3OWRmYjA3OWVlMTRkOWRhOTI*MjIzMjdmMGFkYzMwJm9mPTA=.gif" />

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Alphabet in Dari

Below I have attached a photo of my writing of the Dari alphabet. The top half is the full alphabet in Dari (note the underlined letters are just to indicate which have half-forms), and the bottom half shows the characters in Dari that have half-forms with their half-forms written in parentheses. Half-forms are often used for letters that appear at the middle or end of a word. Also, I used hyphens to separate the letters:

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"How Immersion Helps to Learn a Language"

 

The common belief is adults have a much harder time learning a language.  I remember hearing the metaphor when I was younger that a young person’s brain is like a wet sponge, able to soak up nearly anything and everything such as a language.  The metaphor took on a slightly more depressing trajectory, because the older you get the dryer the sponge becomes.  Eventually, the sponge is so dry it’s not able to absorb nearly the amount it had in the past.  Translation: the older you get, the more impossible it is for you to learn a language.

As a result, I was very pleased to read the New York Times article “How Immersion Helps to Learn a Language” by Sindya N. Bhanoo.  In essence, it keeps hope alive for us folks who are aging everyday (i.e. everyone!).  It is indeed possible for young adults and adults to process a language the same way a native speaker does.  Of course, the key component necessary for achieving native-speaker processing and proficiency is practice.  A common theme therefore seems to keep emerging, formal classroom settings teaching grammar help to learn a language but immersion is the most efficient way to learn a language.

 

ME+IMMERSION in the World= BEST way to Learn a Language!!!

 

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It was really ironic to read the New York Times article “A Picture of Language” by Kitty Florey, because I remember the process of diagramming sentences in middle school.  Reading the article did not make me nostalgic for the art however, nor did it make me reminisce about the joys of grammar learning.  Furthermore, I’m not sure if learning to diagram sentences actually has much utility as far as actually speaking a language.  As the author herself asks at the end of the article, “does diagramming sentences teach us anything except how to diagram sentences?”  I’m not sure that it does. 

Breaking down sentences into small components, classifying each in terms of its part of speech, as well as its tense, number and function in the sentence simply do not inspire me.  Hearing a language, feeling, and experiencing it do.  I suppose this is why I never became an English teacher :)    

I understand studying the grammatical components of a language is necessary in order to obtain a rich understanding of it.  My argument is that this aspect of language learning does not have to be the primary emphasis.  Grammar is indeed necessary and important to understand, but if you immerse yourself in a language and regularly practice it with native speakers, I believe the grammar components will eventually come along (of course, this is assuming the people one immerses herself with speak grammatically correct…). 

As my previous blog entries reveal, I am the type of language learner who learns best with the “trial by error” method.  I love diving into a language and getting a general feel for it before getting into any technicalities of grammar.  Nonetheless, I always appreciate articles showing me various ways of language learning.    

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