Funny thing, I agree with many of Tim Ferris's ideas about language learning. I also like Antonio Graceffo's articles. The two should have a public discussion about language learning and body building.
Tim Ferris's approach to learning the basics is meant to enable the learner to function (and learn) independently and fast. The approach is incompatible with mind-numbing drills to master the basic "kernel" and the idea that one needs expensive tutors to achieve results. He certainly would have balked at the recent talk about "MONEY" (emphasis not mine), "lots of money" and $190 Skype sessions in connection with obtaining a B1 certificate.
From Tim Ferris's blog:
12 Rules for Learning Foreign Languages in Record Time — The Only Post You’ll Ever Need
#1 – Learn the right words, the right way.
#2 – Learn cognates: your friend in every single language
#3 – Interact in your language daily without traveling."Living abroad and being immersed is not the same thing. If you need to hear and use a language consistently to be immersed, can’t virtual immersion be just as effective? Of course. Technology makes it possible for immersion to come to you, and you don’t even have to buy a plane ticket."
Buy your favorite TV series dubbed in the target language, or "get a local equivalent by seeing what’s on the top charts".
Skype, My Language Exchange and Interpals are cited as possible options.
"Grammar can be learned with writing exercises in a class of 20, whereas “conversation” cannot be learned in anything but a realistic one-on-one environment where your brain is forced to adapt to normal speed and adopt coping mechanisms such as delaying tactics (“in other words,” “let me think for a second,” etc.)."
#4 – Skype today for daily spoken practice.
#5 – "Save your money. The best resources are free"."Other than paying for the undivided attention of a native speaker, I don’t see why you’d need to spend hundreds of dollars on anything in language learning."
#6 – Realize that adults are actually better language learners than kids.
#7 – Expand your vocabulary with mnemonics.
You can come up with the mnemonic yourself, but a wonderful (and free) resource that I highly recommend is memrise.com.
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"Why Language Classes Don't Work"
1. Teachers are viewed as saviors when materials are actually the determining factor.Teachers are merely conduits for the material and sequencing.
By analogy, it is better to have a decent cook with excellent easy-to-follow recipe than a great cook with terrible recipe. It is the material that will restrict or elevate the teacher
Judge materials before you judge teachers, and no matter what, do not begin with classes or texts that solely use the target language (e.g., Spanish textbooks in Spanish). This approach reflects a school’s laziness and willingness to hire monolingual teachers, not the result of their search for the ideal method.
2. Classes move as slowly as the slowest student.
3. Conversation can be learned but not taught.
Somewhat like riding a bike, though unfortunately not as permanent, language fluency is more dependent on practicing the right things than learning the right things. The rules (grammar) can be learned through materials and classes, but the necessary tools (vocabulary and idiomatic usage) will come from independent study and practice in a native environment.
Separate grammar from conversation practice. I recommend choosing one school for grammar and several native books or comics to identify sticking points, which are then discussed in one-one-one language exchanges, where your partner provides examples of usage and does not explain rules.
4. Teachers are often prescriptive instead of descriptive.
Many teachers take it upon themselves to be arbiters of taste and linguistic conservationists, refusing to explain slang and insisting on correct but essentially unused grammatical constructions (e.g., “with whom were you speaking?” versus “who were you speaking to?”).
To avoid those who act as defenders of language purity, it is often easier to target 20-30-year old teachers and those who are good at teaching inductively (providing examples to explain principles). Ask them to explain a few common colloquial grammatical constructions before signing up.
In conclusion—the learner is the problem (what?)
The above sins certainly inhibit the speed of learning, but the principal problem is the learner his or herself, who—more often than not—uses classes as a substitute for, and not supplement to, real ego-crushing interaction.
Classes are easily used to infinitely postpone making the thousands of mistakes necessary to achieve fluency. In boxing, they say “everyone has a plan until they get punched in the face.” Well, in language learning, we could just as easily say that “everyone has the perfect conversation in mind until they speak to a real native.”
Don’t waste time on more than learning more than a handful of conjugations for primarily first-person singular (I) and second-person singular (you) in the past, present, and future tenses, along with common phrases that illustrate them. Throw in a few auxilaries (to want to V, to need to V, to like to V, etc.) and jump on a plane before learning any more of what you’ll just need to relearn anyway. Even after you land, you do not need more than two months of classes in-country, and remember that,
like training wheels, the goal is get off of them as quickly as possible.Don’t go to classes because you have no social network outside of class, or because you want the illusion of progress with a coddling teacher who understands your Tarzan attempts at her language. If you are taking classes because they are enjoyable, fine, but understand that you are better off spending time elsewhere."
http://fourhourworkweek.com/2008/09/22/why-language-classes-dont-work-how-to-cut-classes-and-double-your-learning-rate-plus-madrid-update/
