Learning or acquiring? More thoughts from Greece.

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In my valiant attempts to learn Greek, I’ve been reflecting on the role active study and technology can play in language learning.

My memorised sentence

I have an app…it sends me a Greek word every day with sample sentences and translations.  It’s the free version, so it’s pretty limited. I’ve been flicking through these words for a couple of years now, basically since my last Greek holiday, but have only managed to remember a single sentence, translated by the app as: 

‘The station is far from here.’

(Actually we would probably say ‘a long way’,  but that’s another article 🙂 )

In Greek: 

‘Ο σταθμός είναι μακριά από εδο’ (I think!)

Or with our alphabet:

‘O stathmos ine makria apo etho’

Apart from that, all the Greek I could remember was chunks of language that I’d actually used with real people on my first holiday here like: ‘Where’s the toilet?’, ‘How much it it?’, ‘A glass of white wine please’. This would seem to confirm Vygotsky’s theory that we learn socially, through connecting with other people. So if that’s the case, then is there any point in studying grammar rules and memorizing lists of vocabulary? Was Krashen’s acquisition theory on the nail?

Going back to my Greek sentence, what I’ve noticed is that it did give me a few tools to decipher more langugage. I guessed that:

  1. ‘O’ is a definite article (the), but probably this changes according to the gender of the noun, as in many languages?
  2. stathmos = station
  3. ine = verb ‘be’ – ‘it is’
  4. makria = far (the key word and translation of ‘far’ was ‘makrinos’ so maybe it changes according to some other factor?)
  5. apo = from?
  6. etho = here?

A quick check in the dictionary confirmed my translations. The sentence gave the language a context and (I guess) made it easier to remember.  So when I got off the plane and spoke to my first real Greek person (a taxi driver), and I told him where I wanted to go and I heard ‘ine makria’, I was pretty chuffed with myself that I knew what it meant, and of course knowing how to say ‘it is’ in any language is enormously useful. That said, it has to be taken into consideration that I’m a language teacher and deciphering and analysing language is what I do. Nevertheless, my experience would seem to suggest that theoretical linguistic knowledge and awareness can help our learners. 

Individual words

Listening to the bus drivers’ chat during my journey yesterday, I noticed that I could recognise some of the words from the app in their fluent speech.  I couldn’t necessarily translate them immediately though: ‘imerologio’ I knew was something to do with time- year? clock? (It was ‘calendar’). And when on the next bus the driver put a football match on the radio, helped by the context I heard the words for ‘head’ and ‘zero’, among others.  After that happened, as with the taxi driver, I felt that I would  be confident enough to use the language in conversation. It was as if it ‘clicked’ into place in my head. You could say that theoretical study of language is useful for receptive awareness, but this knowledge is transferred to the long term memory/speech (?) part of the brain only once you’ve had the language ‘confirmed in real life’ by a fluent speaker??

Another point of interest is how at this stage I am relying very heavily on translation, a fact which makes me feel rather shamefaced about how often I’ve said ‘Don‘t translate!’ to my poor students!

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Author: Lindsey Clark

Currently following an MA programme in Applied Linguistics at Durham University, previously I was teaching in Italy (9 years) and the UK, next stop will be Greece. I'm a Cambridge speaking and writing examiner, a conference speaker, occasional teacher of Italian, aspiring author and always working hard at cultivating my own multilingualism. I'm particularly interested in student-centred approaches to preparing students for EFL exams. Other stuff I'm into: how English is really used by 'native' speakers (check out my Twitter account @ClarkLinz), using translation and L1, the Flipped Classroom, the Lexical Approach, and the usefulness and pitfalls of self-assessment.

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