Fluent in 3 Months. Benny LewisЧитать онлайн книгу.
Destroying Twenty Common Language-learning Myths
Stop making excuses. There’s simply no reason you ‘can’t’ learn a new language, and I’ll tell you why.
I can confidently say that any person on earth can learn a second language, no matter what their age, intelligence, working or living situation is, or what their past attempts to learn languages have been like. When our mentality, motivation, passion, and attitude are kept strong, we have the momentum required to charge on towards language fluency.
But there’s a catch. Even with the best intentions and most enthusiastic starts, we are all bound to run into challenges along the way – sometimes before we even begin or at the very first step of the journey – that prevent us from really starting to learn the language.
The thing is, while these obstacles may feel like brick walls preventing us from continuing on our path towards speaking a language, many of them are actually myths that exist nowhere but in our minds.
The reasons we give for why we can’t learn a language often have us second-guessing ourselves, wondering if all this language-learning business isn’t for us at all. Many may feel too old, untalented, busy, or located too far from any native speakers. There are a host of reasons, excuses, and discouragements we tell ourselves, have been told by others, or just presume to be true. Well, there is no good excuse for not learning a language and advancing towards fluency.
I have personally talked to thousands of language learners, with millions more reading my blog over the years, and I have heard about pretty much every possible setback learners have had (and I’ve had quite a few myself!). In this chapter, I share with you the twenty most common retorts people have given me when I tell them they can, and should, learn a second language – some of these you have probably felt yourself – and I’ll explain why each one of them is baseless, or at least has a good solution, as well as many examples of people who have overcome this challenge before.
1. Aren’t Adult Language Learners at a Disadvantage?
One of the most common reasons many people give for not even trying to learn a language is that, once someone passes a certain age, learning a new language is pointless. This almost feels like common sense. ‘Children are better language learners’, people often tell me, ‘and after a certain age you simply can’t learn a language.’
I know I certainly felt too old already, even at the age of twenty-one. However, the idea has never held any water or been demonstrated as true by any serious scientific study. Instead there is only a general trend of adults not learning languages as well as children – but this may be true for reasons totally unrelated to age. Adults struggle with new languages most especially because of a misguided learning approach, their learning environment, or their lack of enthusiasm for the task, all of which can be changed.
Fluency in a second language is definitely possible for all ages. The ‘I’m too old’ excuse is one of many self-fulfilling prophecies we’ll be coming across in this chapter. By telling yourself you are too old, you decide not to put in the work and, thus, don’t learn the language. The vicious cycle continues.
The idea that babies have an advantage over us because their brains are hardwired to learn languages while ours aren’t is also not the case. No matter what language you are taking on, you have a vast head start on any baby learning that language, simply because you cannot start from scratch as an adult learner. Starting from scratch is what is truly impossible. There is a huge difference between learning your first language and learning your second. Without the thousands of words that your second language may have in common with your first, a baby has to do much more work, work that we adult learners so merrily take for granted.
It took you years to be able to confidently distinguish between all the sounds in your native language. When you start to learn a new language as an adult, there are so many learning processes you get to skip that babies have to spend years working on. How about not needing to learn how to distinguish between sounds like an m and an n? Or all the other sounds that the majority of languages have in common? You also don’t have to concern yourself with developing the muscles in your voice box and tongue in order to even attempt to make noises with them. Or with training your ear to be able to distinguish between male and female voices, or between the particular voices of family members and friends, not just other noises in your environment.
Adult language learners also have the advantage of already having been exposed to years of context in universal human interaction, which indicates when someone is angry, shouting, or asking a question, or the many other aspects of international body language, intonation, and speech volume. One study at the University of California, Los Angeles, actually found that an incredible 93 percent of communication of emotions is nonverbal. And a majority of nonverbal communication is universal. A laugh is a laugh, across the world.
While it’s possible that some of these communication cues are built into our DNA to be recognized automatically, babies still need to develop them. They have all this extra work ahead of them, learning how to communicate in general terms before they can even begin to incorporate specific language blocks like vocabulary and grammar.
But a language is not just vocabulary and grammar; it’s an entire spectrum of communication, from the clothes we wear to our posture, hand gestures, personal space, pauses, volume, intonation, and a host of other verbal and nonverbal cues, most of which are universal among modern cultures. (There are definitely exceptions, but if you compare them to the number of similarities, the latter will greatly outnumber the former.)
An infant picks all of this up over many years before he or she can adequately communicate with adults and other children. This means we adults have much more time and energy to focus on the much smaller aspects of communication, of how words go together. Babies have it hard, and young children still need serious tweaking, even at the age of six or so. This is why it takes years before children can be considered good speakers. But this shouldn’t be the case for us. When it comes to language-learning, an adult can overtake a baby any day because an adult has much less work to do.
Even if you’re with me so far, you may still say that adults are definitely worse off than preteens and early teenagers, who already speak one language well. You might think that their brains are ‘fresher’ or process new information more quickly than ours. Why bother competing with that?
This sounds logical enough, but research has shown that it’s not true. A study by the University of Haifa in Israel examined how well different age groups – eight-year-olds, twelve-year-olds, and adults – picked up unexplained grammar rules. The study revealed that the ‘adults were consistently better in everything we measured’.*
Adults are not worse language learners, but different language learners. The real problem with adult language learners is the environment in which we try to learn languages. As mentioned in the introduction, a traditional academic environment is already not efficient for children, but this is even more true for adults. If an adult makes a mistake, other adults are less likely to correct that person because they don’t want to insult him or her, but the teacher–student dynamic with children makes this less of a problem.
A child learning a new language after a certain age can also find it quite hard if the material is presented too academically. In their spare time, children are more likely to want to play video games or enjoy activities not related to language-learning. We can send them to an immersion school, where they can at least play games with other students in the right language, but they may not want to be there and are often just going because their parents have sent them. Their own rebellious nature may get the better of them and, even in an immersion environment, if they don’t want to learn, they won’t.
Adults, on the other hand, can actively decide to learn a language and justify doing so with many more reasons than a child may come up with, including a greater degree of passion. They can go out of their way to arrange to meet up with people to practise the language. Adults have many more options for language-learning