Learning a Language

⬜ English in the word

⬜ Language bridge

⬜ Language skills

⬜ Language schools advert

WE World ENGLISHES

The English language has become increasingly important in today's globalized world, leading to the development of various terms to describe its use by non-native speakers.

English as a Second Language (ESL)
English is used as a second language in the learner's country of residence. ESL learners typically live in an English-speaking country and need to learn the language for everyday life, such as school, work, and social interactions.
English as a Foreign Language (EFL)
English is not used as a second language in the learner's country of residence. EFL learners typically live in a non-English-speaking country and learn English for academic, professional, or personal reasons.
English for Academic Purposes (EAP)
English is used for academic purposes, such as reading academic texts, writing academic papers, and participating in academic discussions. EAP learners typically study at an English-speaking university or college.
English for Specific Purposes (ESP)
English is used for a specific purpose, such as business, law, medicine, or tourism. ESP learners typically need to learn the specialized vocabulary and grammar related to their field.
English as an International Language (EIL)
English is used as a lingua franca, or a common language of communication between people from different countries. EIL learners may use English to communicate with native speakers, but they may also use it to communicate with other non-native speakers.
English Lingua Franca (ELF)
ELF is a type of EIL that is characterized by its flexibility and adaptability. ELF speakers may use simplified grammar, omit certain words or phrases, and use a variety of accents and dialects.

These terms reflect the diverse contexts in which English is used and the different needs of learners. Understanding these terms can help us better support English language learners and promote effective communication across cultures.

English in the world

ENGLISH IS THE WORLD'S MOST POPULAR SECOND LANGUAGE

The simple start to learning English

It has a total of 550,000 words but

2,000 words make up 90% of most speech

400 words make up 65% of most writing

English has 26 letters and only 44 sounds

There are only 70 main spelling combinations

Half the keywords are phonetic, half are not

The language of the Internet and international commerce. Because English comes from a variety of other languages – Latin, French, Anglo-Saxon and Spanish – some people find it hard to learn.

To learn anything, it's always best to "see the big picture first"; and when students see "the big English picture" first they then find it much easier to learn the main points. And that "big picture:"

English has a total of 550,000 words – more than any other language. Learn only that fact, and English might seem far too complex. But

2000 to 2500 words make up 90 percent of most speech. In fact, the same applies to most European languages. Learn to use those 2000 words fluently and you're well on the way to being fluent in your new language. Small children generally learn 2000 words by age four.

Amazingly, 400 to 450 words make up 65 per cent of most writing, even in adult books. Most of those keywords are "small inking words", such as the, a, an, about, over, under, to, until.

Of the 70 sounds that make up all the world's main languages, English uses a maximum of 44.

Those 44 sounds can be spelled using only 70 different combinations.

About half of those combinations are phonetic (pronounced roughly as they sound, such as hat, mat, cat and bat) and half are not (including difficult spellings such as through, tough, cough, where, tight, weigh and bridge.)

PRACTICE

Use the whole world as your classroom
Turn every outing into a learning experience.

You can search for shapes
"They're all around you," say Marzollo and Lloyd. "Point them out to your child and soon he'll point them out to you." Circles, such as wheels, balloons, the sun, the moon, eye glasses, bowls, plates, clocks, coins. Rectangles, such as doors, windows, apartment houses, cereal boxes, books, beds and delivery trucks. Squares, like paper napkins, handkerchiefs, windows and tabletops. Triangles, like rooftops, mountains, tents, Christmas trees and sails.

You can see opposites everywhere
And this is a great way to learn words - by association: if a ball goes up it must come down. So do seesaws at the park. Lights go on and off, doors get open and closed, night turns into day.

Every supermarket trip is a learning journey
Before you shop, ask your youngster to help you check through the refrigerator and pantry to see what you need: for your infant and the rest of your family. Then in the supermarket, the search is on: to find what the child wants and talk about where it comes from. But again, make it a game: "See who's first to see the cornflakes."

Learn to count with real things
Start with the things your child can touch: "This is one spoon; and these are two spoons." Then make it a natural fun game: "You've got one nose but how many eyes? You've got one mouth but how many ears? And how many fingers?" Involve him as you set the table for two, three or four people. Let him count the money at the shopping counter.

Make it fun to classify
As we've already discussed, the brain stores information by association and patterns. So start the process early. On laundry day, perhaps, he can sort stocks into pairs, shirts for ironing, shirts for folding and storage.

THE GREAT ART OF COMMUNICATION

Language, of course, is a unique human ability. And infants learn by listening, imitation - and practice. So talk to them from the start. Tell them what you're doing. Introduce them to their relatives. Read to them regularly. Above all, remember the importance of positive encouragement. If she says "I goed to the store," don't tell her that's wrong. Instead, try: "You went to the store, didn't you? And I went too. Tomorrow we'll go to the store again."

Again: make everything a fun language lesson by introducing a subject, then turning it into a guessing game: "These are my eyes, and this is my nose. Have you got eyes? Where are they? Have you got a nose? Where is it?"

Nursery rhymes are great - simply because they do rhyme, and rhymes are easy to remember. Every child should be exposed to colorful books from the start - and should be read to regularly.

Says New Zealand reading expert and author Dorothy Butler: "Keep the baby's books within reach, and make a practice of showing them to her from the day you first bring her home. The covers will be brightly illustrated, and at first you can encourage her to focus her eyes on these pictures. You can teach your baby a lot about books in the first few months." Butler suggests showing even very young babies successive pages of suitable books: "Babies need people: talking, laughing, warm-hearted people, constantly drawing them into their lives, and offering them the world for a playground. Let's give them books to parallel this experience; books where language and illustration activate the senses, so that meaning slips in smoothly, in the wake of feeling."

Learning to read should be a natural and fun-filled process.

Again the principles are simple. English has about 550,000 words. But 2,000 to 3,000 words make up 90 percent of most speech. And only 400 to 450 words make up 65 percent of most books. Introduce those words to children in a natural way, and reading develops as naturally as speaking. In fact the principle is so simple it's amazing there is any debate. Words, like pictures, are only symbols of reality. A picture of an apple is a symbol of a real fruit. So is the sound "apple". And so is the written word "apple". So if children can hear and see the word apple, and can taste it, smell it and touch it, they soon learn to speak and read it.

Glenn Doman has been proving this since before he first wrote Teach Your Baby To Read in 1964. He's also had many critics. Yet most of the critics actually recommend many of the same techniques, and often they criticize Doman for things he has never recommended.

Says Doman: "It's as easy to learn to read as it is to learn to talk. In fact it's probably easier - because the ability to see is developed before the ability to talk. But don't take my word for it. Ask any producer of television commercials. They use the same simple communication techniques. Look at TV any night, and you'll hear someone screaming COCA COLA, or McDONALD'S - and at the same time the brand-names appear in large colored words, often tied in with a jingle that's easy to remember. And two-year-olds have broken the code. Now they can read because the message is large enough to be interpreted."

Language acquisition and language learning

How do babies learn a language without flashcards or grammar drills?

Can adults ever recapture the magic of effortless language learning?

Imagine classrooms that feel more like playgrounds! How can we make language learning more interactive and engaging?

Linguists typically differentiate between language acquisition and language learning. Language acquisition refers to the natural, subconscious process by which children attain proficiency in their native language. This process involves absorbing the language through exposure and interaction, without the explicit knowledge of grammatical rules or structures. Children acquire language effortlessly, utilizing their innate linguistic abilities to decipher patterns, make associations, and form hypotheses about the language system.

In contrast, language learning is a conscious, deliberate effort to gain proficiency in a language, often through formal instruction or self-directed study. Unlike language acquisition, language learning involves explicit awareness of grammatical rules, vocabulary expansion, and the application of strategies to enhance language comprehension and production.

Key distinctions between language acquisition and language learning.

Subconscious vs. Conscious
Language acquisition is subconscious, occurring without deliberate effort, while language learning is conscious, involving active engagement and intention.
Implicit vs. Explicit Knowledge
Language acquisition involves implicit knowledge of grammatical rules, while language learning involves explicit understanding and application of rules.
Natural vs. Structured
Language acquisition occurs naturally through exposure and interaction, while language learning often involves structured instruction and methodologies.
Effortless vs. Effortful
Language acquisition is effortless, driven by innate linguistic abilities, while language learning requires effort and dedication.
Holistic vs. Analytical
Language acquisition involves holistic comprehension of the language system, while language learning often focuses on analyzing individual components like grammar and vocabulary.
Age-Dependent vs. Age-Independent
Language acquisition is typically most effective during childhood, while language learning can be undertaken at any age.
Universal vs. Individualized
Language acquisition follows a universal pattern across languages, while language learning approaches vary and can be individualized.
Goal-Driven vs. Non-Goal-Driven
Language acquisition is often driven by the innate need to communicate, while language learning may have specific goals, such as academic or professional advancement.

The distinction between language acquisition and language learning has significant implications for understanding how we learn languages and for developing effective language teaching methodologies. Recognizing the natural, subconscious nature of language acquisition underscores the importance of exposing children to rich language environments and providing opportunities for meaningful interaction.

Implications for Language Teaching

Understanding these distinctions is crucial for developing effective language teaching methodologies. Recognizing the natural and subconscious nature of language acquisition highlights the importance of providing children with rich language environments filled with opportunities for meaningful interaction. This can support natural language development and complement more structured language learning approaches used in educational settings. The balance between nurturing natural language acquisition and facilitating conscious language learning can lead to more effective and comprehensive language education strategies.

In English Language Teaching (ELT), recognizing the distinctions between language acquisition and language learning is crucial for designing effective curricula. In EFL (English as a Foreign Language) and ESL (English as a Second Language) contexts, integrating natural, interaction-rich environments that mimic language acquisition can enhance engagement and retention. Simultaneously, structured lessons focusing on explicit grammar and vocabulary can address the conscious learning needs of students, balancing holistic understanding with analytical skills for comprehensive language mastery.

Language bridge

Learning a Language

If you were asked: "Can you learn Russian well enough in 20 weeks to be able to manage your business trip to Russia without an interpreter?" you would probably answer: "Of course not!" And you would be absolutely correct! There is no conventional language training technique that can offer that kind of effectiveness. But by using the non-conventional language bridge method you can prove to yourself and to others that You can learn Russian that fast and you will. It is not effortless but it works like magic. The technique uses elements of behavior modification to form the Russian language center in the brain area next to your native language center. We are all born with the ability to rapidly and effortlessly acquire any language. Children preserve this ability up to the age of twelve: if they come to a new country before 12 years of age they will speak the language of the new country without an accent. Adults lose this linguistic talent and think that this loss is irreversible because it is determined by our physiology. This is a misconception!

Below I will explain the widespread misconceptions that lead adults in the wrong direction. It is possible to restore the talent to acquire languages if you follow the simple recommendations of the Language Bridge Method, based on the latest discovery in the field of brain physiology. This discovery, published in Nature on July 10, 1997, was immediately noticed by the New York Times and was explained in more simple terms in the article: "When an Adult Adds a Language, It's One Brain, Two Systems" (By Sandra Blakeslee).

This discovery means that the most common method of learning foreign languages should be dramatically changed because it is based on misconceptions, and that is why it is notoriously inefficient. Unfortunately, this discovery is still ignored by most linguists. It has a tremendous impact on our life since this discovery strongly suggests that to learn a foreign language effectively, one has to be given an instrument for cancelling the habit of subconscious translation into and from English so that one can form a new language center in his/her brain while acquiring a foreign language.

Language skills

Accuracy

Context

Deduce meaning from context

Develop skills

Draft

Edit

Extensive reading/listening

Fluency

Infer attitude, mood, feeling

Intensive reading/listening

Interact

Interaction

Interactive

Interactive strategies

Lay-out

Note-taking

Oral fluency

Paragraph

Paraphrase

Prediction

Process writing

Productive skills

Proof-read

Read/listen for gist

Read/listen for detail

Read/listen for mood

Receptive skills

Re-draft

Scan

Skill

Skim

Strategy

Subskill

Summary, summarise / summarize

Until recently it was assumed that dyslexia had a universal biological origin, whatever language a person was reading. But being dyslexic in Chinese is not the same as being dyslexic in English, according to Wai Ting Siok of Hong Kong University.

Skills and supporting skills

Language Schools Adverts

Answer the questions.

1 Are they positive or negative? Consider both the image and the message.

2 Which is the most convincing? Why?

3 What kind of person do you think the adverts are aimed at?

4 Which other messages would be important for someone studying English at an advanced level?

Learning Analysis