Le Baron wrote:luke wrote:Listen-reading is built around that mysterious notion of "acquisition".
That's true, yet you don't need to acquire your native language alongside or fool about with some book of it while listening to the audio of a book you are learning.
Some psycholinguists make distinctions between acquiring L1 (native language) and L2.
Le Baron wrote:Aya with sentence simplification for clarification wrote:READ the translation a split second before the matching text in the recording reaches your brain and simultaneously attach that meaning to what you're hearing.
Matching written texts? Why?
Because iconic (visual sensory) memory is very short, less than 1 second.
Le Baron wrote:luke wrote:If Juan, Vlad and Pierre can't read the text well enough, with enough extra mental bandwidth to be aware that the audio narration is expressing the exact same ideas in the language they want to learn AND mentally link their mental representation of what's happening RIGHT NOW in the text to what they're hearing RIGHT NOW, and keep that "what I'm hearing and what I'm reading are THE SAME" going, they aren't listening-reading.
Now that's interesting. Yet why? Why not listen to L1 and then immediately L2?
Because echoic (auditory sensory) memory is also very short - 3 or 4 seconds.
Listen-reading uses both of these short term memory systems simultaneously. They each have limited capacity. Reducing the load on these systems - ideally immersing into a flow state - allows the student to maintain the learning state longer.
Le Baron wrote:Shall we all agree to just leave it?
That makes sense. I've been learning more as we discuss it. Your questions are good. Especially that last one.
Experience - which is related to the word "experiments" - is often the best teacher. By learning these theoretical underpinnings and understanding the mechanisms through which listen-reading is meant to work, it may help one improve one's personal implementation of that process.