Learning a Language; Part 5

Chapter Five, Learning a Foreign Language From an Informant, is loaded with helpful information and further practical ideas for getting the most out of language lessons from an informant. Informants have much to offer and can be invaluable sources of knowledge; however, success in mastering a foreign language depends largely on the student, his motivation, and his willingness to put forth great effort in the process. Before traveling to the country of destination and commencing formal training, it is recommended that the missionary become familiar with the overall picture of the language which he will be learning, if possible. This can be done through the aid of travel guides, phrasebooks, and grammars, if such volumes exist. Obviously, in some cases, such as aboriginal languages, very few resources are available. Under these circumstances, it is recommended that the missionary receive basic, preliminary instruction in linguistics.

Upon arrival, as listening and mimicry are commenced, the language student would do well to receive from his informant a list of practical phrases. Drills should be started immediately in order to learn these expressions as thoroughly as possible with pronunciation being carefully checked and corrected by the informant. First comes practical use of the phrases; understanding of grammar will follow. It is helpful to group both vocabulary words and phrases into various classifications such as greetings, relationships, food, buying/selling, etc. This action will provide reference points and practical usage right away. It is recommended that the student learn from the informant simple verbs in full sentence form versus the infinitive form. Learning proper intonation from the start is also very important. Lastly, it should be noted that the language student should never remain tongue-tied for fear of using a wrong mode or tense. It is impossible to learn how to use a form without practicing it. One must speak in order to learn how to speak, and correction should be constantly sought after in order to improve.

Chapel Special

Last week in chapel, my grammar teacher, her husband, and niece sang a beautiful special music piece that I absolutely loved. I took two video segments of it to share with you, but for some reason, I am having trouble uploading the second segment to You Tube. In the meanwhile, here is part 1 for your enjoyment!

Language Learning; Part Four

Chapter 4, Learning a Foreign Language From a Teacher, makes it clear that learning to speak a living language cannot be accomplished solely through the use of books, such as grammars and dictionaries, but must be accomplished through instruction from native speakers. There are several different methods for obtaining such instruction. Beyond initial pointing and mimicry as has already been discussed, one can receive language training from a linguistically trained native speaker who can guide the study, from a private tutor or classroom teacher, or in the case of an aboriginal language, from a native speaker who can use some intermediate language. Careful attention to pronunciation should be given, and students should implore their instructors for correction of pronunciation at all times.

In addition to the formal instruction received from such teachers, it is also most beneficial for the language student to constantly engage in self-motivated exercises that will provide supplemental instruction and quicken the process toward total assimilation. One such exercise would be to personally create or expand drills of illustrative sentences using new words and phrases learned during formal lessons. Another helpful suggestion is to make a collection of useful phrases and review them constantly. Words should never be memorized as isolated items, but in meaningful combinations. Additional suggestions for personal supplementary study attempts include: reading aloud for a tutor and listening to the tutor read (including reading of the Bible), speaking with a tutor in planned conversation, associating with native speakers as much as possible (including living with a local family), writing down all new words during selective listening periods, listening to the radio, attending lectures and public entertainment, and attending church in the native language. Writing the language should also be attempted but only after learning to express oneself orally. Lastly, it should be noted that unused skills are readily lost, and therefore, all attempts to keep up with the language must be made.

Fun Videos From the Student Body

On Friday night, at the student rally, several videos were showed that had been created by some of the guys here on campus. I got such a kick out of these videos, I had to pass them along! The first one is a video of what the guys do when the girls are not around. The second video is a spoof patterned after a Mexican commercial that shows the days of the week here at RGBI comedy style. Hope you enjoy!

Girls' Night at the Dorm

On Sunday night, we had a beauty night in the girls' dorm! A make-up artist and her assistants came and gave makeovers, hair cuts, and manicures - all for free! It was a blast!

Here I am with Pakis, our Dean of Women at the school. She lives in the dorms with us and has become a good friend. We are exactly the same age and share a common love for the Lord as well as a desire to encourage young ladies. Pakis has a brilliant, radiant smile, but she hardly ever smiles for pictures, preferring instead the serious, pensive look. Catching this half-smile on (digital) "film" was a rarity!

Jada receiving a make-over...

This is Lorena, another dear friend here! She is the R.A. at the dorms. At 34 years old, Lorena has become a beloved older sister to me. Her heart for the Lord is beautiful to behold.

Sofia receives a hair cut...

This is Argentina. She is enthusiastic as can be!

Angela checks out her make-up job.

Beautiful!

Angela is a real joy to be around! Her effervescent spirit is a blessing!

Kaila and Alondra are buddies.

Linda and Angela

With Argentina again...

Ester and Elisa - sweet friends!

Pakis got in on the fun painting nails and straightening hair, helping out wherever she could.

This is my friend Lilian, from Honduras. She is a joy to be with!

Angela, Cristina, and Elisa - just hangin' out...

Fun times are here!

Language Learning; Part Three

Chapter three, Learning By Listening, describes in further detail the importance of acquiring a language the same way a small child does: first by listening. Two kinds of listening “skills” are discussed in this chapter: Passive Listening, and Selective Listening.

Passive listening means absorbing the language by means of being surrounded by it even when not concentrating on it. The comparison is made to becoming familiar with various selections of music. People often turn music on and then go about other tasks or activities while the music is playing in the background. They are not necessarily paying attention to the music, but their brains naturally absorb the sounds, causing them to be able to recognize the songs, hum along, and recall the melodies even when the music is turned off. So it is with a language. Just as the eyes help the brain assimilate and recall visual images, the ears help the brain assimilate and store acoustic impressions, even when concentration is not being given to the sounds. Five helpful techniques are shared in this chapter for developing the skill of passive listening:

1) Provide the brain with plenty to listen to. 2) Be relaxed, avoiding anxieties. 3) Do not erect barriers to sounds. 4) Give the brain enough time. 5) Let the brain work while you are doing something else.

As helpful as passive listening is on a regular basis, however, it is not sufficient for mastering a foreign language. One must also engage in selective listening which means training the ear to identify specific tones, strange sounds, similar sounds, words and phrases, and grammatical forms. By conscientiously working to recognize and classify each of these elements of the language, one at a time, the language student will better be able to reproduce what he hears when he attempts to speak. The brain is truly a fascinating programming center capable of linking corresponding signals between acoustic impressions and the motor mechanisms needed for reproducing the sounds. Thus, listening and speaking are very closely related processes.

Crazy Fun in the Cancha

Last night, there was a big soccer tournament in the sports center on campus! It lasted from 9:30 p.m. until 11:00 p.m. and solicited a lot of team spirit from the various countries represented! It was a crazy fun experience!

An avid Mexican fan.

The Mexican cheerleaders.

Go Chile!

The South American Team

Paraguay, Ecuador, Peru, Chile, and Venezuela were represented by their team. I personally rooted for these guys, and they did a great job!

Central America

Two great amigas - Lorena and Gaby

Victory!

The game underway...

Lovin' the craziness!

Hip, hip, hurray!