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Steve's Youtube Videos - General Language Learning, The Most Effective Language Learning Method (1)

The Most Effective Language Learning Method (1)

Hi there, Steve Kaufmann here. First of all, I want to say that I did a webcam interview with Luca, the wonderful Italian polyglot. We are going to put it up here at my YouTube channel, but I'm waiting until I'm away because while I'm away I can't do any videos. I'm going to be in Australia and New Zealand and so Alex is going to put up some pictures. I think Luca and I went at it for about 40 minutes or so, so it's going to be at least four sessions. So that's when you'll be seeing those interviews that I did with Luca, just so there's not a blank for a whole month.

I want to talk today, in the subject of language learning, about something that's kind of been running around in my mind. I come up with all these things that are the key to language learning and I may have used this before, I don't know, but it suddenly dawned on me that the most important thing is, is it fun. Do you enjoy doing it? I mentioned this in my 7 Secrets to Language Learning, I think the first one was spend the time and the second was to do things that you enjoy doing.

The subject came up because at a forum at LingQ someone mentioned the Gold List, which is sort of a form of handwritten spaced repetition devised by David James who is a wonderful polyglot Englishman who lives in Poland and speaks however many languages and speaks at least five of them very, very fluently, including Russian and German, I believe, and I'm not sure which others. He has a variety of persona at YouTube, one of which is Viktor Huliganov. So you can easily find him.

He has a lot of useful information on language learning, I've watched some of his stuff and I agree with a lot of what he says. He has devised this system which he calls the Gold List and the Gold List consists, essentially, of the following and that is to maintain lists of words and phrases, to write them out longhand, in writing therefore, to write the target language down one side and the translated meaning on the other side and, typically, have a list of 25 or 30 of such words.

I might get this wrong, you're best to go off and see one of his videos or Google for Gold List, but the idea is that you write these out and then forget about them for 14 days. That the mere fact of writing them down is good for you and it puts them somewhere in your brain. If you look at them 14 days later, you will probably remember about a third of them. So then you take the remaining two thirds and create another list with these and then you look at it 14 days later.

What's interesting in all of this is (A) that you're writing, which I think is a good thing to do, (B) you're not deliberately trying to learn it, cram it. This is one of the points where I very much agree with David James and that is that a lot of our deliberate learning activity, forcing ourselves to learn a declension table or a grammar rule, even answering questions, any of this stuff that's hard work, basically, just puts things into our short-term memory.

That's what they do in French classes here in Canada and that's why kids graduate and can't speak French, even though they pass their French every year. Some of them did quite well in French, but they were cramming stuff into their short-term memory and now 10 or 20 years after graduating they don't remember a thing, or very little.

So his thing is just write them down, look at them two weeks later, so I decided that I would try to do this. I said I would do this for my reading that I do away from LingQ, away from the computer in Czech and also with some of the words that I can take from a random vocabulary list from our vocab section or a tagged list of connected words in Czech, dative case or whatever I want to do, and start writing them out. So I've started doing this.

Then there was much discussion at our forum at LingQ about what's effective in language learning and what's not effective. Some people thought that the Gold List was a good idea and some people thought it wasn't a good idea and some people said yeah, I've been doing it and, basically, it works. Basically, something clicked in my brain and I realized that most things work. Anki works, SuperMemo works, these flashcard SRS systems work. Probably, Benny's ‘go out and walk around and talk to people' works, at least for him some of the time. I don't know.

Everything can work if you enjoy doing it, but there's no point in telling someone who doesn't like to do flashcards that he should do flashcards because it works. Any evaluation of how well things work is necessarily subjective. We think it works because we do it and we're improving, so it must work. Does it work better than something else? Well, somebody else is doing something else, so how do you evaluate.

The big thing is do you want to spend your time? In language, unless you've got unlimited time to spend on language learning, most of us have a limited amount of time. Unless you're a full-time language learner, as I was with Chinese back 40 odd years ago, most of the time you've got an hour or so a day to spend, so where do you want to spend your time. That, to me, becomes the most important criterion.

Now, I've been going at this Gold List thing and I quickly discovered that I was not at all interested in creating a list of words that I didn't know the meaning of in my reading away from the computer because it distracted me from reading. I didn't want to do it. Even if there are 15 words on the page that I don't understand, I'd rather just read through and have an imperfect understanding of what I'm reading rather than each time being distracted from my reading and have to write this down and either then or subsequently looking the word up in a dictionary.

I don't want to do it, so if I don't want to do it my new definition is it's not effective because I don't want to do it. How long would I keep doing something that I don't want to do? Even if you're in school and the teacher is going to force you to do something, I don't think things that you are forced to do are going to be that effective.

I notice, for example, another subject that comes up is how often should you listen to content? I find it boring to listen to the same thing over and over again. Is it effective to listen over and over again or should you be constantly going on to new stuff? Again, it depends on what you like to do. If it's interesting content and if it's a nice voice, such as this Czech material I've found here on history, I can listen over and over again. Whereas the news from Radio Prague I can only listen to once because it's read in a very deadpan voice by the newscaster. I cannot listen to it more than once.

Both are effective, getting a new article from Radio Prague on what's happening in the Czech Republic politically or whatever is adding to my vocabulary, by the same token listening more than once to this other material which is really making me familiar with the language is effective, too. So, again, it's whatever you find fun. It's kind of easy.

When you look at all of the research that's done by second language acquisition experts that study the effect of studying word lists or doing this or doing that, it really doesn't matter. The only thing, if you're a teacher, is what can you find that the student actually likes to do? I must say, some of the time I like flipping through my flashcards, but I now do them the easiest way possible. In other words, I put on the flashcard the new word, the translation into English and the captured phrase from LingQ and I just go through them, bing, bing, bing, bing.

I don't want to wrack my brain to try and think what the meaning is. I would rather just expose myself to the flashcards. It's a break from reading. It's something I can do while I'm waiting somewhere. I just open up my iPhone or whatever and I just go through the flashcards. I don't look to the other side because I've got everything on the one side and all I do is change the status of them. So if I move it status 4 it won't come back and it's a status 2 or 3 that determines how frequently it comes back into my deck, but I just go through them as quickly as I can.

Again, people say writing something out in longhand is good for you. That's one of the things that David James says and I'm sure that's true. I'm going to continue with this Gold List, at least for a while. I created four lists yesterday and four lists today, but I time myself. If I write 25 words down, it takes me eight minutes to do that for one list. That's only 25 words, so if I wanted to get up to 100 words a day that's a half hour now. I don't know.

Do I want to spend maybe one-third of all my available learning time on making these lists that I'll look at in 14 days? Then I'll have to make another list with two-thirds of them, plus the new words that I'm adding. Pretty soon it won't be 30 minutes a day it will be more than that.

So it's probably effective, but is that where I choose to spend my time. I suspect the minute I leave those lists and go back to reading about what's happening in the Austro-Hungarian Empire in the 1850s, reading about it in Czech, learning all those new words, then listening in my car to the same thing that I read and acquiring vocabulary from, I just find that more enjoyable. So I think they can both be effective and, ultimately, what matters is which do you find more enjoyable?

One other thing that David James said I thought was very interesting. I didn't have time to hear the whole video, but he has this video where he talks with a girl from Manitoba, actually, who asks him five or seven questions about his system. One of the questions is, how do you get from passive vocabulary to active vocabulary? His first question is well, why do you want to activate your vocabulary?

I think that's a very important question. If you are happy listening, reading and enjoying the language, as I'm doing, then activate. One day I will, but there's no panic. I have started speaking with my tutors in Czech. I've probably had 15 or 20 sessions with them and I enjoy it and it's good, but there's no panic, there's no pressure. He says if you have enough of a passive vocabulary, when you are put in a situation where you need to activate that vocabulary it will activate within three days. I don't know what basis he has for saying that. I expect to go to Prague in October, we'll see if all my passive vocabulary activates in three days.

But I think the big point is when you need to use the language, when you need to speak more, if you have a large passive vocabulary you will be able to speak. It will come quite quickly, but again, it will be something that you want to do. So if you want to speak early, speak. If you don't want to speak early, don't worry about it. I was speaking to a student in Japan who has a job interview and she wants to improve her spoken English. Okay, now you have to really focus on improving your spoken English. There are things that you do and you're motivated to do it now, so that's fine.

I made some notes.


The Most Effective Language Learning Method (1) Nejúčinnější metoda výuky jazyků (1)

Hi there, Steve Kaufmann here. First of all, I want to say that I did a webcam interview with Luca, the wonderful Italian polyglot. We are going to put it up here at my YouTube channel, but I’m waiting until I’m away because while I’m away I can’t do any videos. Lo vamos a poner aquí en mi canal de YouTube, pero estoy esperando hasta que me vaya porque mientras estoy fuera no puedo hacer ningún video. こちらのYouTubeチャンネルに載せるつもりですが、留守中は動画が撮れないので、留守になるまで待っています。 I’m going to be in Australia and New Zealand and so Alex is going to put up some pictures. Je vais être en Australie et en Nouvelle-Zélande et Alex va donc mettre quelques photos. 私はオーストラリアとニュージーランドに行くので、アレックスはいくつかの写真を載せるつもりです。 I think Luca and I went at it for about 40 minutes or so, so it’s going to be at least four sessions. Creo que Luca y yo lo hicimos durante unos 40 minutos más o menos, así que serán al menos cuatro sesiones. ルカと私は約40分ほど行ったと思うので、少なくとも4回のセッションになるでしょう。 So that’s when you’ll be seeing those interviews that I did with Luca, just so there’s not a blank for a whole month. Entonces es cuando verás esas entrevistas que hice con Luca, solo para que no haya un espacio en blanco durante todo un mes. C'est à ce moment-là que vous verrez ces interviews que j'ai faites avec Luca, juste pour qu'il n'y ait pas de blanc pendant un mois entier. それで、私がルカと行ったインタビューを見ることができるので、丸一ヶ月の間空白はありません。

I want to talk today, in the subject of language learning, about something that’s kind of been running around in my mind. Je veux parler aujourd'hui, au sujet de l'apprentissage des langues, de quelque chose qui a un peu couru dans mon esprit. 今日は、語学学習というテーマで、頭の中で走り回っているようなことについてお話したいと思います。 I come up with all these things that are the key to language learning and I may have used this before, I don’t know, but it suddenly dawned on me that the most important thing is, is it fun. Je propose toutes ces choses qui sont la clé de l'apprentissage des langues et j'ai peut-être déjà utilisé cela avant, je ne sais pas, mais j'ai soudainement réalisé que le plus important était que c'était amusant. 語学学習のカギとなるものを思いついたので、以前使ったことがあるかもしれませんが、わからないのですが、一番大事なのは楽しいことだと突然気づきました。 Do you enjoy doing it? 楽しんでいますか? I mentioned this in my 7 Secrets to Language Learning, I think the first one was spend the time and the second was to do things that you enjoy doing. Mencioné esto en mis 7 secretos para el aprendizaje de idiomas, creo que el primero era pasar el tiempo y el segundo era hacer cosas que disfrutas hacer.

The subject came up because at a forum at LingQ someone mentioned the Gold List, which is sort of a form of handwritten spaced repetition devised by David James who is a wonderful polyglot Englishman who lives in Poland and speaks however many languages and speaks at least five of them very, very fluently, including Russian and German, I believe, and I’m not sure which others. LingQのフォーラムで、誰かがゴールドリストについて言及したため、このテーマが取り上げられました。これは、ポーランドに住み、多くの言語を話し、少なくとも5つを話す素晴らしい多言語の英国人であるDavidJamesによって考案された手書きの間隔反復の一種です。ロシア語とドイツ語を含めて、それらの中で非常に流暢に、私は信じています、そして私は他のどれかわかりません。 He has a variety of persona at YouTube, one of which is Viktor Huliganov. 彼はYouTubeでさまざまなペルソナを持っており、その1つがViktorHuliganovです。 So you can easily find him.

He has a lot of useful information on language learning, I’ve watched some of his stuff and I agree with a lot of what he says. He has devised this system which he calls the Gold List and the Gold List consists, essentially, of the following and that is to maintain lists of words and phrases, to write them out longhand, in writing therefore, to write the target language down one side and the translated meaning on the other side and, typically, have a list of 25 or 30 of such words. Él ha ideado este sistema que él llama la Lista Dorada y la Lista Dorada consiste, esencialmente, en lo siguiente y consiste en mantener listas de palabras y frases, para escribirlas a mano, por escrito, por lo tanto, para escribir el idioma de destino uno por uno. lado y el significado traducido en el otro lado y, por lo general, tener una lista de 25 o 30 de esas palabras. 彼は彼がゴールドリストと呼ぶこのシステムを考案しました、そしてゴールドリストは本質的に以下から成ります、そしてそれは単語とフレーズのリストを維持し、それらを手書きで書き、それ故にターゲット言語を書き留めることです側と反対側の翻訳された意味、そして通常、そのような単語の25または30のリストがあります。

I might get this wrong, you’re best to go off and see one of his videos or Google for Gold List, but the idea is that you write these out and then forget about them for 14 days. Puede que me equivoque, es mejor que vaya y vea uno de sus videos o busque en Google la Lista Dorada, pero la idea es que los escriba y luego se olvide de ellos durante 14 días. 私はこれを間違えるかもしれません、あなたは彼のビデオの1つまたはゴールドリストのためのグーグルを見に行くのが最善です、しかしアイデアはあなたがこれらを書き留めてそしてそれからそれらを14日間忘れることです。 That the mere fact of writing them down is good for you and it puts them somewhere in your brain. それらを書き留めるという単なる事実はあなたにとって良いことであり、それはあなたの脳のどこかにそれらを置きます。 If you look at them 14 days later, you will probably remember about a third of them. 14日後にそれらを見ると、おそらくそれらの約3分の1を覚えているでしょう。 So then you take the remaining two thirds and create another list with these and then you look at it 14 days later. Entonces, toma los dos tercios restantes y crea otra lista con estos y luego la mira 14 días después. したがって、残りの3分の2を取得し、これらを使用して別のリストを作成し、14日後にそれを確認します。

What’s interesting in all of this is (A) that you’re writing, which I think is a good thing to do, (B) you’re not deliberately trying to learn it, cram it. Das Interessante an all dem ist (A), dass Sie schreiben, was ich für eine gute Sache halte. (B) Sie versuchen nicht absichtlich, es zu lernen, es zu stopfen. これらすべてで興味深いのは、(A)あなたが書いていることです。これは良いことだと思います。(B)意図的にそれを学ぼうとしているのではなく、詰め込んでください。 This is one of the points where I very much agree with David James and that is that a lot of our deliberate learning activity, forcing ourselves to learn a declension table or a grammar rule, even answering questions, any of this stuff that’s hard work, basically, just puts things into our short-term memory. Este es uno de los puntos en los que estoy muy de acuerdo con David James y es que gran parte de nuestra actividad de aprendizaje deliberado, obligándonos a aprender una tabla de declinación o una regla gramatical, incluso respondiendo preguntas, cualquier cosa que sea trabajo duro, básicamente, solo pone cosas en nuestra memoria a corto plazo. これは、私がデビッド・ジェームスに非常に同意する点の1つであり、それは、私たちの意図的な学習活動の多くが、曲用表や文法規則を学ぶことを余儀なくされ、質問に答えることさえ、大変な作業であるということです。基本的には、物事を短期記憶に入れるだけです。

That’s what they do in French classes here in Canada and that’s why kids graduate and can’t speak French, even though they pass their French every year. それが彼らがここカナダのフランス語の授業で行っていることであり、それが子供たちが卒業し、毎年フランス語に合格してもフランス語を話せない理由です。 Some of them did quite well in French, but they were cramming stuff into their short-term memory and now 10 or 20 years after graduating they don’t remember a thing, or very little. A algunos de ellos les fue bastante bien en francés, pero estaban acumulando cosas en su memoria a corto plazo y ahora, 10 o 20 años después de graduarse, no recuerdan nada, o muy poco.

So his thing is just write them down, look at them two weeks later, so I decided that I would try to do this. Entonces lo suyo es simplemente escribirlos, mirarlos dos semanas después, así que decidí que intentaría hacer esto. それで彼のことはただそれらを書き留めて、2週間後にそれらを見て、それで私はこれをやろうと決心しました。 I said I would do this for my reading that I do away from LingQ, away from the computer in Czech and also with some of the words that I can take from a random vocabulary list from our vocab section or a tagged list of connected words in Czech, dative case or whatever I want to do, and start writing them out. Dije que haría esto para mi lectura que hago lejos de LingQ, lejos de la computadora en checo y también con algunas de las palabras que puedo tomar de una lista aleatoria de vocabulario de nuestra sección de vocabulario o una lista etiquetada de palabras conectadas en Checo, caso dativo o lo que quiera hacer, y empezar a escribirlos. 私は、LingQから離れて、チェコ語のコンピューターから離れて、また、語彙セクションのランダムな語彙リストまたは接続された単語のタグ付きリストから取得できるいくつかの単語を使用して、これを読むと言いました。チェコ語、与格、または私がやりたいことは何でも、それらを書き始めます。 So I’ve started doing this.

Then there was much discussion at our forum at LingQ about what’s effective in language learning and what’s not effective. Some people thought that the Gold List was a good idea and some people thought it wasn’t a good idea and some people said yeah, I’ve been doing it and, basically, it works. ゴールドリストは良いアイデアだと思う人もいれば、悪いアイデアだと思う人もいれば、そうだと言う人もいます。私はそれをやっていて、基本的にはうまくいきます。 Basically, something clicked in my brain and I realized that most things work. Grundsätzlich klickte etwas in meinem Gehirn und ich erkannte, dass die meisten Dinge funktionieren. 基本的に、何かが私の脳の中でクリックされ、私はほとんどのものが機能することに気づきました。 Anki works, SuperMemo works, these flashcard SRS systems work. Ankiが機能し、SuperMemoが機能し、これらのフラッシュカードSRSシステムが機能します。 Probably, Benny’s ‘go out and walk around and talk to people' works, at least for him some of the time. おそらく、ベニーの「外に出て歩き回って人々の作品と話す」ことは、少なくとも彼にとっては時々です。 I don’t know.

Everything can work if you enjoy doing it, but there’s no point in telling someone who doesn’t like to do flashcards that he should do flashcards because it works. Todo puede funcionar si disfrutas haciéndolo, pero no tiene sentido decirle a alguien a quien no le gusta hacer flashcards que debería hacerlo porque funciona. あなたがそれを楽しむならすべてがうまくいくことができます、しかしフラッシュカードをするのが好きでない誰かにそれがうまくいくので彼がフラッシュカードをするべきであると言うことは意味がありません。 Any evaluation of how well things work is necessarily subjective. 物事がどれだけうまく機能するかについての評価は、必然的に主観的です。 对事物运行状况的任何评估都必须是主观的。 We think it works because we do it and we’re improving, so it must work. 私たちはそれを実行し、改善しているので、それは機能すると思います。したがって、機能する必要があります。 Does it work better than something else? ¿Funciona mejor que otra cosa? Well, somebody else is doing something else, so how do you evaluate. Bueno, alguien más está haciendo otra cosa, entonces, ¿cómo evalúas? さて、他の誰かが何か他のことをしているので、あなたはどのように評価しますか。

The big thing is do you want to spend your time? Lo importante es ¿quieres pasar tu tiempo? 大事なことはあなたがあなたの時間を過ごしたいですか? In language, unless you’ve got unlimited time to spend on language learning, most of us have a limited amount of time. 言語では、言語学習に無制限の時間を費やすことができない限り、私たちのほとんどは限られた時間しかありません。 Unless you’re a full-time language learner, as I was with Chinese back 40 odd years ago, most of the time you’ve got an hour or so a day to spend, so where do you want to spend your time. Es sei denn, Sie sind ein Vollzeit-Sprachlerner, wie ich es vor etwa 40 Jahren mit Chinesisch getan habe. Die meiste Zeit haben Sie ungefähr eine Stunde oder einen Tag Zeit, also wo möchten Sie Ihre Zeit verbringen? あなたがフルタイムの語学学習者でない限り、私が40奇数年前に中国語を使っていたように、ほとんどの場合、1時間かそこらの時間を過ごすことができるので、どこで時間を過ごしたいですか。 除非您是一名全职语言学习者,否则就像我在40年前回到中国时一样,大多数时候您一天要花一个小时左右的时间,所以您想在哪里花时间。 That, to me, becomes the most important criterion. Das wird für mich zum wichtigsten Kriterium. それは、私にとって最も重要な基準になります。 对我而言,这成为最重要的标准。

Now, I’ve been going at this Gold List thing and I quickly discovered that I was not at all interested in creating a list of words that I didn’t know the meaning of in my reading away from the computer because it distracted me from reading. Jetzt habe ich mich mit dieser Sache mit der Goldliste befasst und schnell festgestellt, dass ich überhaupt nicht daran interessiert war, eine Liste von Wörtern zu erstellen, deren Bedeutung ich beim Lesen außerhalb des Computers nicht kannte, weil sie mich davon ablenkten lesen. Ahora, he estado investigando esta cosa de la Lista Dorada y rápidamente descubrí que no estaba interesado en absoluto en crear una lista de palabras cuyo significado no sabía en mi lectura lejos de la computadora porque me distraía de leyendo. 今、私はこのゴールドリストに取り組んでいますが、コンピュータから離れて読んでいるときに意味がわからない単語のリストを作成することにまったく興味がないことにすぐに気付きました。読書。 I didn’t want to do it. やりたくなかった。 Even if there are 15 words on the page that I don’t understand, I’d rather just read through and have an imperfect understanding of what I’m reading rather than each time being distracted from my reading and have to write this down and either then or subsequently looking the word up in a dictionary. Incluso si hay 15 palabras en la página que no entiendo, prefiero simplemente leer y tener una comprensión imperfecta de lo que estoy leyendo en lugar de distraerme cada vez de mi lectura y tener que escribir esto y ya sea entonces o posteriormente buscando la palabra en un diccionario. ページにわからない単語が15個あったとしても、毎回読書に気を取られてこれを書き留めておくのではなく、ただ読んで読んでいる内容を完全に理解していないほうがいいです。その後またはその後、辞書で単語を検索します。

I don’t want to do it, so if I don’t want to do it my new definition is it’s not effective because I don’t want to do it. やりたくないので、やりたくないのなら、やりたくないので効果がないというのが私の新しい定義です。 How long would I keep doing something that I don’t want to do? やりたくないことをいつまで続けますか? Even if you’re in school and the teacher is going to force you to do something, I don’t think things that you are forced to do are going to be that effective. Incluso si estás en la escuela y el maestro te obliga a hacer algo, no creo que las cosas que te obligan a hacer sean tan efectivas. あなたが学校にいて、先生があなたに何かを強制しようとしても、あなたが強制されていることはそれほど効果的ではないと思います。

I notice, for example, another subject that comes up is how often should you listen to content? たとえば、もう1つのテーマは、コンテンツをどのくらいの頻度で聞くべきかということです。 I find it boring to listen to the same thing over and over again. 同じことを何度も聞くのはつまらないと思います。 Is it effective to listen over and over again or should you be constantly going on to new stuff? 何度も何度も聞くのは効果的ですか、それとも常に新しいことを続けるべきですか? Again, it depends on what you like to do. 繰り返しますが、それはあなたが何をしたいかによります。 If it’s interesting content and if it’s a nice voice, such as this Czech material I’ve found here on history, I can listen over and over again. 面白い内容で、ここで歴史上見つけたチェコの素材のようにいい声なら、何度も何度も聞くことができます。 Whereas the news from Radio Prague I can only listen to once because it’s read in a very deadpan voice by the newscaster. ラジオプラハからのニュースは、ニュースキャスターによって非常にデッドパンの声で読まれているため、一度しか聞くことができません。 Terwijl ik het nieuws van Radio Praag maar één keer kan beluisteren omdat het met een zeer uitgestreken stem wordt voorgelezen door de nieuwslezer. I cannot listen to it more than once. 何度も聞くことはできません。

Both are effective, getting a new article from Radio Prague on what’s happening in the Czech Republic politically or whatever is adding to my vocabulary, by the same token listening more than once to this other material which is really making me familiar with the language is effective, too. どちらも効果的で、チェコ共和国で政治的に何が起こっているのか、または私の語彙に何が追加されているのかについて、ラジオプラハから新しい記事を入手します。同じトークンで、この他の資料を何度も聞くことで、言語に本当に慣れることができます。 、も。 So, again, it’s whatever you find fun. だから、繰り返しますが、それはあなたが楽しいと思うものは何でもです。 It’s kind of easy. Es un poco fácil. 簡単です。 这很容易。

When you look at all of the research that’s done by second language acquisition experts that study the effect of studying word lists or doing this or doing that, it really doesn’t matter. Cuando miras toda la investigación realizada por expertos en adquisición de un segundo idioma que estudian el efecto de estudiar listas de palabras o hacer esto o aquello, realmente no importa. 単語リストを勉強したり、これをしたり、それをしたりすることの効果を研究する第二言語習得の専門家によって行われたすべての研究を見るとき、それは本当に重要ではありません。 The only thing, if you’re a teacher, is what can you find that the student actually likes to do? あなたが教師である場合、唯一のことは、生徒が実際に何をしたいのかを見つけることができるかどうかです。 I must say, some of the time I like flipping through my flashcards, but I now do them the easiest way possible. Debo decir que algunas veces me gusta hojear mis tarjetas, pero ahora las hago de la manera más fácil posible. Je dois dire que parfois j'aime feuilleter mes cartes mémoire, mais je les fais maintenant de la manière la plus simple possible. 私はフラッシュカードをめくるのが好きな時もありますが、今では可能な限り最も簡単な方法でフラッシュカードを使っています。 我必须说,有时候我喜欢翻阅抽认卡,但现在我以最简单的方式来做。 In other words, I put on the flashcard the new word, the translation into English and the captured phrase from LingQ and I just go through them, bing, bing, bing, bing. 言い換えれば、私はフラッシュカードに新しい単語、英語への翻訳、そしてLingQからキャプチャされたフレーズを入れて、それらをビンビン、ビンビン、ビンビン、ビンビンと通過します。

I don’t want to wrack my brain to try and think what the meaning is. 意味が何なのか考えようと頭を悩ませたくありません。 I would rather just expose myself to the flashcards. Preferiría simplemente exponerme a las tarjetas. 私はむしろフラッシュカードに自分自身をさらしたいです。 It’s a break from reading. それは読書からの休憩です。 It’s something I can do while I’m waiting somewhere. それは私がどこかで待っている間に私ができることです。 I just open up my iPhone or whatever and I just go through the flashcards. iPhoneか何かを開いて、フラッシュカードを調べます。 I don’t look to the other side because I’ve got everything on the one side and all I do is change the status of them. 片側にすべてがあり、ステータスを変更するだけなので、反対側には目を向けません。 我不会向另一侧看,因为我将所有事情放在一边,而我要做的就是更改它们的状态。 So if I move it status 4 it won’t come back and it’s a status 2 or 3 that determines how frequently it comes back into my deck, but I just go through them as quickly as I can. ですから、ステータス4に移動しても元に戻らず、デッキに戻る頻度を決定するのはステータス2または3ですが、できるだけ早くそれらを通過します。

Again, people say writing something out in longhand is good for you. Wieder sagen die Leute, dass es gut für Sie ist, etwas in Langschrift zu schreiben. Nuevamente, la gente dice que escribir algo a mano es bueno para ti. 繰り返しますが、人々は手書きで何かを書くことはあなたにとって良いことだと言います。 That’s one of the things that David James says and I’m sure that’s true. それはデビッド・ジェームスが言うことの1つであり、私はそれが真実であると確信しています。 I’m going to continue with this Gold List, at least for a while. 少なくともしばらくの間、このゴールドリストを継続します。 I created four lists yesterday and four lists today, but I time myself. 昨日は4つ、今日は4つのリストを作成しましたが、時間を計っています。 If I write 25 words down, it takes me eight minutes to do that for one list. 25語を書き留めると、1つのリストでそれを行うのに8分かかります。 That’s only 25 words, so if I wanted to get up to 100 words a day that’s a half hour now. これはたった25語なので、1日に最大100語を取得したい場合は、30分になります。 I don’t know.

Do I want to spend maybe one-third of all my available learning time on making these lists that I’ll look at in 14 days? ¿Quiero gastar tal vez un tercio de todo mi tiempo de aprendizaje disponible en hacer estas listas que veré en 14 días? 利用可能なすべての学習時間の3分の1を、14日以内に確認するこれらのリストの作成に費やしたいと思いますか? Then I’ll have to make another list with two-thirds of them, plus the new words that I’m adding. 次に、それらの3分の2と、追加する新しい単語を含む別のリストを作成する必要があります。 Pretty soon it won’t be 30 minutes a day it will be more than that. Ziemlich bald wird es nicht mehr 30 Minuten am Tag sein, es wird mehr als das sein. すぐに1日30分になることはなく、それ以上になります。

So it’s probably effective, but is that where I choose to spend my time. Es ist wahrscheinlich effektiv, aber dort verbringe ich meine Zeit. だからそれはおそらく効果的ですが、それは私が自分の時間を過ごすことを選択する場所です。 I suspect the minute I leave those lists and go back to reading about what’s happening in the Austro-Hungarian Empire in the 1850s, reading about it in Czech, learning all those new words, then listening in my car to the same thing that I read and acquiring vocabulary from, I just find that more enjoyable. Ich vermute, sobald ich diese Listen verlasse und wieder lese, was in den 1850er Jahren im Österreichisch-Ungarischen Reich passiert, lese ich auf Tschechisch, lerne all diese neuen Wörter und höre dann in meinem Auto dasselbe, was ich gelesen habe und Vokabeln zu erwerben, finde ich einfach angenehmer. 私がそれらのリストを離れて、1850年代にオーストリア・ハンガリー帝国で何が起こっているかについて読み、チェコ語でそれについて読み、それらすべての新しい単語を学び、そして私の車の中で私が読んだのと同じことを聞いた瞬間に私は疑うから語彙を習得すると、それがもっと楽しいと思います。 So I think they can both be effective and, ultimately, what matters is which do you find more enjoyable? Ich denke, sie können beide effektiv sein, und letztendlich kommt es darauf an, was für Sie angenehmer ist. Así que creo que ambos pueden ser efectivos y, en última instancia, lo que importa es ¿cuál te parece más agradable? ですから、どちらも効果的であり、最終的にはどちらがより楽しいと思いますか?

One other thing that David James said I thought was very interesting. Eine andere Sache, die David James sagte, fand ich sehr interessant. デビッド・ジェームスが私がとても面白いと思ったと言ったもう一つのこと。 I didn’t have time to hear the whole video, but he has this video where he talks with a girl from Manitoba, actually, who asks him five or seven questions about his system. Ich hatte keine Zeit, das ganze Video zu hören, aber er hat dieses Video, in dem er mit einem Mädchen aus Manitoba spricht, das ihm fünf oder sieben Fragen zu seinem System stellt. 私はビデオ全体を聞く時間がありませんでしたが、彼はマニトバの女の子と実際に彼のシステムについて5つか7つの質問をするこのビデオを持っています。 One of the questions is, how do you get from passive vocabulary to active vocabulary? Eine der Fragen ist, wie kommt man vom passiven zum aktiven Wortschatz? 質問の1つは、受動的な語彙から能動的な語彙にどのように移行するかです。 His first question is well, why do you want to activate your vocabulary? Seine erste Frage ist gut, warum willst du deinen Wortschatz aktivieren? Su primera pregunta es bien, ¿por qué quieres activar tu vocabulario? 彼の最初の質問はよく、なぜあなたはあなたの語彙を活性化したいのですか?

I think that’s a very important question. Ich denke, das ist eine sehr wichtige Frage. If you are happy listening, reading and enjoying the language, as I’m doing, then activate. Wenn Sie gerne zuhören, lesen und die Sprache genießen, wie ich es tue, aktivieren Sie sie. 私がしているように、あなたが言語を聞いて、読んで、楽しんで満足しているなら、それから活性化してください。 One day I will, but there’s no panic. いつかはそうしますが、パニックはありません。 I have started speaking with my tutors in Czech. I’ve probably had 15 or 20 sessions with them and I enjoy it and it’s good, but there’s no panic, there’s no pressure. He says if you have enough of a passive vocabulary, when you are put in a situation where you need to activate that vocabulary it will activate within three days. 彼は、受動態の語彙が十分にある場合、その語彙をアクティブにする必要がある状況に置かれると、3日以内にアクティブになると言います。 I don’t know what basis he has for saying that. 彼がそれを言う根拠が何なのか私にはわかりません。 I expect to go to Prague in October, we’ll see if all my passive vocabulary activates in three days. 10月にプラハに行く予定です。私の受動態の語彙がすべて3日でアクティブになるかどうかを確認します。

But I think the big point is when you need to use the language, when you need to speak more, if you have a large passive vocabulary you will be able to speak. しかし、大きなポイントは、言語を使用する必要があるとき、もっと話す必要があるとき、受動態の語彙が多い場合は話すことができるということだと思います。 It will come quite quickly, but again, it will be something that you want to do. それは非常に早く来るでしょう、しかし再び、それはあなたがしたいことになるでしょう。 So if you want to speak early, speak. ですから、早く話したいのなら、話しなさい。 If you don’t want to speak early, don’t worry about it. 早く話したくないのなら、心配しないでください。 I was speaking to a student in Japan who has a job interview and she wants to improve her spoken English. 私は就職の面接を受けている日本の学生と話していました、そして彼女は彼女の話す英語を上達させたいと思っています。 Okay, now you have to really focus on improving your spoken English. さて、今あなたはあなたの話す英語を改善することに本当に集中しなければなりません。 There are things that you do and you’re motivated to do it now, so that’s fine. あなたがしていることがあり、あなたは今それをやる気になっているので、それは問題ありません。

I made some notes. 私はいくつかのメモをしました。