https://forum.language-learners.org/vie ... 42#p193442
The second and final part of the Staszek-Phi-Staszek story... (including 12 again).
google.tranlate+luke translating Phi-Staszek wrote:8. INTERPRETATION.
Because speaking English with Polish pronunciation is incomprehensible to an Englishman, neither one {the Englishman or the Pole} can learn speak, read or write without speaking;
the sound system of the English {foreign} language absolutely must be very carefully mastered.
It will save a lot of mistakes and frustration, and you won't risk being laughed at, Baby.
It is possible to learn good pronunciation - contrary to popular belief - (also for adults) and it doesn't take long if done properly.
9. Language learning is the assimilation of elements (subsystems)
- until their use is habitual -
first by exposure to texts (fastest by "listening-reading"),
playing texts (repeating in recording {shadowing}, recitation {reading aloud}, re-translation {written - you have a correct version in the translation to check yourself})
and text processing (tearing, transfer of vocabulary and phrases), {recombining or maybe internalizing?}
in order to acquire language skills so that the created texts are understandable to the recipient and linguistically correct,
and the texts were understood fully and correctly.
10. Preparation of learning materials - housing
Housing:
minimum recording,
transcript (= written text of what is recorded), literal and literary translation
+ etext (+ computer dictionary) - easily check the meaning of words and find other examples to use, good dictionaries have thousands of such sentences
+ grammar, dictionary and real-life explanations
Without an actor's recording, language learning is very inefficient and a source of a tremendous amount of error.
See the file "Sample materials" or the end of this file (same content)
11. Learning and the use of language
The entire process of acquiring language skills consists of three stages:
1. Learning = putting new content into the head (texts, sentences, words - spoken and written) =
exposition (most efficiently by "listening-reading")
2. prevent forgetting = recreating according to the forgetting curve and using what you can already know.
3. extracting from the head - recreating and using
Using = speaking and writing independently (and listening and reading non-encapsulated texts)
Use is the result of learning.
Talking is only to a small extent learning the language; you will never say more than you already know.
If you start talking too early, there are additional, unfavorable phenomena (fear, shame, automation of incorrect pronunciation, grammar, learning strategies and understanding of received texts).
12. Workload
Each skill requires an incubation period during which the right amount of data must be delivered to the brain.
During this period, the efficiency apparently does not increase, a large number of errors occur, a person feels uncertainly - keep working!
These periods for individual efficiency are as follows (average values):
a. Understanding texts by ear {natural listening}: You will understand texts with a given level of difficulty in a natural way (based only on your own knowledge and ears); if you listen to about 20-30 hours of the recording doing "listening-reading".
20-30 hours is about length of recorded texts, not the number of working hours.
b. pronunciation: you will be able to correctly repeat every recorded word and short sentences behind the tape -
30-40 hours of exercises for phonemic hearing and base (speaking, movements of speech organs {mouth, tongue, etc}).
c. speaking: you will be able to speak correctly at a given difficulty level if:
1. you pass the incubation period in listening
2. learn pronunciation
3. repeat after the tape, recite, re-translate and tear it apart
3 to 5 hours of recorded text at this level. {again, the duration of the recording, not the duration of the student's work}
All these three periods are approximately 200-250 hours of work, provided that;
you work in accordance with the "Study Plan" sheet, "A few remarks on learning",
you meet the conditions on the "We assume" card and
you do not have any bad habits. {fossilized habits, poor reading in your native language, etc}
The more difficult texts you will take to the workshop from the very beginning of learning (preferably a novel with full length),
the faster you will use a language at a higher level of proficiency.
The longer the texts for "Listening-reading", the better - because of the idiolect of the author.
Caution:
What is usually called language learning (school, course and individual lessons)
is mostly negative due to:
ineffective preparing learning materials (because the teacher explains the words and rules, and you write them down in the book)
and exposition (because the texts are of poor quality and the co-learners are Poles or other non-native English speakers, their "English" and {real} English have nothing common, and you mostly listen to them in class.
Teachers also usually do not have good pronunciation and do not teach working independent methods - this applies to almost all graduates of English and other neophilology).
Examples of "listening-reading" materials:
(here is a small selection, from hundreds of books recorded in many languages in general)
(All books recorded by actors, in full, cover to cover, no abridgements.)
She goes on to give several examples of interlinear and parallel texts.
Examples can be seen: https://forum.language-learners.org/vie ... 35#p176135
Then Phi-Staszek closes with:
google.translate+luke translating Phi-Staszek wrote:The description of learning several foreign languages at the same time can be found in the file
«! 0! Miss Daisy sweet polyglot. »
SEVENTEEN-17. I hesitated for a long time whether to write about this ... let it finally be there, maybe it will add to someone's
cheer and courage.
(The name comes from "It takes SEVENTEEN-17 muscles to smile!".)
All my life, for as long as I can remember, I have been learning alone, with joy and excitement.
School, including universities, impeded me immensely.
Were it not for the école buissonière *
{* lit .: bush school, i.e. truancy} (the only school where I felt happy), I couldn't do anything.
I was taking my lessons because of nothing to do - I have read a lot, from various fields, in many languages.
Most of my adult life I helped brave and bright people who did not want to go to public schools (similar to Marcus Aurelius, {Thomas} Edison, {Mark} Twain, {Isaak?} Brodski).
I was something like a moral support, a back room material and quite often I helped them to study on their own:
mathematics, literature, foreign languages, methods of own work, philosophy, psychology, computer, linguistics and learning the "profession" {teaching}: efficient learning foreign languages.
It wasn't always easy, but overall I had a happy life. I wish here thank all your "students" - friends.
If I had to say anything else about myself, it would be:
I believe that the Muses live in Parnassus and that "the fauns dance in the forest".
http://www.sedefscorner.com/2011/10/ant ... es-on.html