I found the
differentiation between language learning and language acquisition food for
thought. As a Japanese language major
student I have myself questioned the environment of learning in a classroom environment
within an English-speaking country. Not
that I fully agree with Krashen’s position, I don’t believe conscious learning
is “effort wasted”. It has indeed formed
the groundwork for my understanding of the rules of Japanese grammar, along
with being able to read and write a Chinese-derived written language with
considerable accuracy. I will say though
that studying the language in New Zealand I feel as though the learning has
bottlenecked somewhat, and when I spend time in Japan, there is definitely a
different kind of learning that one experiences. Immersive, unconscious, non-linear perhaps as
the article suggests.
I was quite
interested in the point regarding activities that ensure that learners can
recognise input in ways that convert it to intake, being more beneficial for
long term retention of language.
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ReplyDeleteHi Benji. I agree with your comment that conscious learning is not wasted effort. I think that it's an important part of language learning, especially considering that native language speakers (of any language) usually study their own language consciously to a degree during their education. I found it interesting also that you described your own Japanese learning as bottlenecking, because I have found exactly the same thing in learning French. It seems that there is only so much conscious learning I can do without actually being immersed in the language! Do you think that being immersed in a language is the only way you can properly learn? And what do you think about the implications for foreign language students who need to learn another language but have no opportunity for immersion?
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