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Steve's Youtube Videos - General Language Learning, Why Many People Fail at Language Learning

Why Many People Fail at Language Learning

I think the question of failure has to do with what our goals are. Hi there, Steve Kaufmann here today. I want to talk about why people fail at language learning. Now, if you enjoy these videos, please subscribe, click on the bell for notifications. So what do I mean by that? What do I mean when I say that people fail at language learning?

Well, if I look at the example in Canada, which is the situation I know the best, just about every English speaking Canadian has French at school. Depending on the province it might be six years, eight years, 10 years of French. Very few of those kids graduate from high school, able to speak French. Very few. I gather from what I hear in other countries, English-speaking countries, that the same is true.

Now, there are always some who ended up speaking very well and, you know, go off to the country where the language is spoken, but they are a very small minority, the vast majority fail. Now, I don't know what the situation is in other countries, but I lived in Japan. Everyone has English at school. The vast majority don't understand English.

Uh, I traveled in Spain. It's the same. Now there's always a small number of people who speak english or other languages well, but the majority of people don't. I suspect that the vast majority of people who study languages, in fact, don't end up speaking the language. So are they failures? Again, it all depends on how you define failure.

So if I get back to the example of English-speaking kids in Canada, most of those kids passed their French at school. They didn't fail. They got seven out of 10, eight out of 10, nine out of 10, whatever most of them passed, they had to pass to get out of high school. So they didn't fail in that sense, but they failed in the sense that they didn't learn to speak the language.

Um, right now I've been at my Arabic for three years and my Persian for two, I can't say that I speak either language particularly well. I really struggle now I, my Farsi is now better. I've had the opportunity to use it a bit here and there around, uh, Vancouver, North Vancouver, especially West Vancouver.

Arabic, uh, I'm now exploring Egypt in Arabic with Mohammed, my tutor, and I do struggle in our conversations, there is no question. But am I failing in the language? So here again, I'm not, I don't think I'm failing because I'm enjoying what I'm doing. I understand more and more. So I think the question of failure has to do with what our goals are, goals that we set for ourselves or goals that other people set for us.

Now, I suspect that in our English language school system in Canada most of those students have only one goal and that's to pass the test. They're not particularly interested in speaking French. So, uh, they succeeded based on their goal. They didn't succeed based on a goal that sort of someone else expects of them, and that is the ability to speak. Maybe in our school system, we should put the emphasis on comprehension and not on speaking. Speaking implies speaking correctly. So once you attempt to speak or to write you produce the language so that the teacher can correct you, give you marks, or even when you're listening, the teacher is going to test you on your listening comprehension, setting you up for failure. Setting you up for, you know, things that you can't do.

If we simply said we're going to expose kids in school to a lot of content, uh, hopefully content they're interested in, or, you know, I sometimes think if, if, um, kids in the Canadian, you know, English language, school system had nothing, but the 60 mini stories and every year they only did the mini stories, at least at the end of it all, they would understand the mini stories.

You would think after 5, 6, 8 years. Right now, I'm not sure they would understand the mini stories unless they've been in the French immersion. So actually they're achieving very, very little in their French. Despite all kinds of instruction on subjunctive and the tenses and things like that, which they try to kind of hang onto in order to pass their tests and then quickly forget.

So I think part of the failure in our school system is this emphasis on producing the language and using it correctly. In fact, the vast majority of English speaking people, kids in Canada, have no need to speak French. They have no one to speak French with. So it's an unrealistic expectation. Maybe the same is true in Japan.

The vast majority of Japanese people have no one to speak English to. They have no real need to speak English, except for that one time when maybe, maybe they'll travel to Europe or to, you know, somewhere where else where they'll need English to communicate. But then it's too late because they've spent all that time, you know, trying to learn how to speak and they still can't speak.

Again, if the emphasis had been on comprehension, if at least to have a very high level of comprehension, the speaking will come. I'm absolutely convinced, but without that solid base in comprehension, the speaking, you know, they might kind of achieve an ability to say a few things for the test or to produce a few things for the test.

But after that it's gone because they don't understand fundamentally don't understand the language. So I think a big part of failure is this emphasis on speaking and producing the language, which is unrealistic because realistically to speak well, you have to speak a lot. The Majority of people who are learning a language in an environment where they don't have the opportunity to speak a lot, they're not going to end up speaking well. So it's far more useful in my opinion, to emphasize comprehension and let them graduate from very simple, repetitive material to movies, things of interest to them where all the time, the emphasis on comprehension, not comprehension that we test people on just comprehension because they're listening to things initially that are repetitious, but then eventually things that are of interest to them that will reduce the degree of failure.

Learners won't be measuring themselves against something that is an unrealistic expectation, the ability to speak the language well, they will be measuring themselves the way I do with my Arabic and Persian. You know, am I still doing it? Am I enjoying it? Is it, does it correspond to what I am interested in doing?

And as long as all of those things are true, even if I can't speak well, I'm meeting my objectives. So I'm not, uh, failing in the language, but if the expectation is that after six months I should speak the language and then I can't, then I feel as if I have failed. So I think where I'm coming from on this is that we need to change the objectives of language instruction, and put a far greater emphasis on comprehension, which means more listening and reading.

Letting people enjoy whatever they're able to do in the language. There's far less testing, far less, you know, marking people down. And on that basis, I think people will feel better about their language learning. And as a result, they will learn better and we'll have less failure in language learning. I look forward to your comments.

Thank you for listening. Bye for now.


Why Many People Fail at Language Learning Proč mnoho lidí ve výuce jazyků selhává Warum viele Menschen beim Sprachenlernen scheitern Why Many People Fail at Language Learning Por que muitas pessoas falham no aprendizado de idiomas Чому багато людей зазнають невдачі у вивченні мови

I think the question of failure has to do with what our goals are. Myslím, že otázka neúspěchu souvisí s tím, jaké jsou naše cíle. Ich denke, die Frage des Scheiterns hat damit zu tun, was unsere Ziele sind. Creo que la cuestión del fracaso tiene que ver con cuáles son nuestros objetivos. 失敗の問題は私たちの目標が何であるかに関係していると思います。 Acho que a questão do fracasso tem a ver com quais são nossos objetivos. Hi there, Steve Kaufmann here today. Dobrý den, dnes je tu Steve Kaufmann. こんにちは、スティーブ・カウフマン、今日はここにいます。 Olá, Steve Kaufmann aqui hoje. I want to talk about why people fail at language learning. なぜ人々が言語学習に失敗するのかについて話したいと思います。 Eu quero falar sobre por que as pessoas falham no aprendizado de idiomas. Now, if you enjoy these videos, please subscribe, click on the bell for notifications. Nyní, pokud se vám tato videa líbí, přihlaste se k odběru a kliknutím na zvonek zobrazíte upozornění. Agora, se você gosta desses vídeos, inscreva-se, clique no sininho para notificações. So what do I mean by that? Tak co tím chci říct? Entonces, ¿qué quiero decir con eso? それで、私はそれが何を意味するのでしょうか? Então o que quero dizer com isso? 那我是什麼意思? What do I mean when I say that people fail at language learning? Co mám na mysli, když řeknu, že lidé ve výuce jazyků selhávají? 人々が言語学習に失敗すると言うとき、私はどういう意味ですか? O que quero dizer quando digo que as pessoas falham no aprendizado de idiomas?

Well, if I look at the example in Canada, which is the situation I know the best, just about every English speaking Canadian has French at school. Když se podívám na příklad v Kanadě, což je situace, kterou znám nejlépe, skoro každý anglicky mluvící Kanaďan má ve škole francouzštinu. さて、私が最もよく知っている状況であるカナダの例を見ると、ほぼすべての英語を話すカナダ人が学校でフランス語を持っています。 Bem, se eu olhar para o exemplo no Canadá, que é a situação que eu conheço melhor, quase todo canadense que fala inglês tem francês na escola. Depending on the province it might be six years, eight years, 10 years of French. V závislosti na provincii to může být šest let, osm let, 10 let francouzštiny. 州によっては、6年、8年、10年のフランス語になるかもしれません。 Dependendo da província pode ser seis anos, oito anos, 10 anos de francês. Very few of those kids graduate from high school, able to speak French. Jen velmi málo z těchto dětí vystudovalo střední školu a umělo francouzsky. 高校を卒業してフランス語が話せる子供はほとんどいません。 Muito poucas dessas crianças se formam no ensino médio e são capazes de falar francês. Very few. 非常に少ない。 Muito pouco. I gather from what I hear in other countries, English-speaking countries, that the same is true. Z toho, co slyším v jiných zemích, anglicky mluvících zemích, usuzuji, že je tomu tak. Deduzco de lo que escucho en otros países, países de habla inglesa, que lo mismo es cierto. 私は他の国、英語圏の国で聞いたことから、同じことが真実であると聞きました。 Deduzo pelo que ouço em outros países, países de língua inglesa, que o mesmo é verdade.

Now, there are always some who ended up speaking very well and, you know, go off to the country where the language is spoken, but they are a very small minority, the vast majority fail. Vždy se najdou někteří, kteří nakonec mluvili velmi dobře, a, víte, odešli do země, kde se tímto jazykem mluví, ale je jich velmi malá menšina, velká většina selhává. Ahora bien, siempre hay algunos que acaban hablando muy bien y, ya sabes, se van al país donde se habla el idioma, pero son una minoría muy pequeña, la gran mayoría fracasa. 今では、非常に上手に話すことになった人が常にいて、あなたが知っているように、言語が話されている国に行きますが、彼らは非常に少数派であり、大多数は失敗します。 Agora, sempre tem alguns que acabam falando muito bem e, sabe, vão para o país onde se fala a língua, mas são uma minoria muito pequena, a grande maioria falha. Now, I don't know what the situation is in other countries, but I lived in Japan. Teď nevím, jaká je situace v jiných zemích, ale žil jsem v Japonsku. 今、他の国の状況はわかりませんが、日本に住んでいました。 Agora, eu não sei qual é a situação em outros países, mas eu morava no Japão. Everyone has English at school. Každý má ve škole angličtinu. 誰もが学校で英語を持っています。 Todo mundo tem inglês na escola. The vast majority don't understand English. Naprostá většina nerozumí anglicky. A grande maioria não entende inglês.

Uh, I traveled in Spain. Uh, eu viajei na Espanha. It's the same. Je to stejné. É o mesmo. Now there's always a small number of people who speak english or other languages well, but the majority of people don't. Agora há sempre um pequeno número de pessoas que falam bem inglês ou outras línguas, mas a maioria das pessoas não. I suspect that the vast majority of people who study languages, in fact, don't end up speaking the language. 実際、言語を勉強している人の大多数は、結局その言語を話さないのではないかと思います。 Desconfio que a grande maioria das pessoas que estudam línguas, na verdade, acaba não falando a língua. So are they failures? それで、彼らは失敗ですか? Então são fracassos? Again, it all depends on how you define failure. Opět vše závisí na tom, jak definujete selhání. 繰り返しますが、それはすべて、失敗をどのように定義するかに依存します。 Novamente, tudo depende de como você define o fracasso.

So if I get back to the example of English-speaking kids in Canada, most of those kids passed their French at school. ですから、カナダの英語を話す子供たちの例に戻ると、それらの子供たちのほとんどは学校でフランス語を合格しました。 Então, se eu voltar ao exemplo das crianças que falam inglês no Canadá, a maioria dessas crianças passou no francês na escola. They didn't fail. 彼らは失敗しませんでした。 Eles não falharam. They got seven out of 10, eight out of 10, nine out of 10, whatever most of them passed, they had to pass to get out of high school. Dostali sedm z 10, osm z 10, devět z 10, ať většina z nich prošla čímkoli, museli projít, aby se dostali ze střední školy. 彼らは10人中7人、10人中8人、10人中9人を獲得しました。ほとんどの人が合格したとしても、高校を卒業するには合格しなければなりませんでした。 Eles tiraram sete de 10, oito de 10, nove de 10, o que quer que a maioria deles passasse, eles tinham que passar para sair do ensino médio. So they didn't fail in that sense, but they failed in the sense that they didn't learn to speak the language. Neselhali tedy v tomto smyslu, ale selhali v tom smyslu, že se nenaučili mluvit jazykem. それで彼らはその意味で失敗しませんでした、しかし彼らは彼らが言語を話すことを学ばなかったという意味で失敗しました。 Então eles não falharam nesse sentido, mas falharam no sentido de que não aprenderam a falar a língua.

Um, right now I've been at my Arabic for three years and my Persian for two, I can't say that I speak either language particularly well. Hm, teď mám arabštinu tři roky a perštinu dva, nemůžu říct, že bych ani jeden jazyk nějak zvlášť dobře mluvil. Um, en este momento he estado en mi árabe durante tres años y mi persa durante dos, no puedo decir que hable ninguno de los dos idiomas particularmente bien. ええと、今私はアラビア語で3年間、ペルシア語で2年間過ごしていますが、どちらの言語も特に上手に話すとは言えません。 Hum, agora estou no meu árabe há três anos e no meu persa há dois, não posso dizer que falo nenhum idioma particularmente bem. I really struggle now I, my Farsi is now better. Opravdu teď bojuji, moje perština je teď lepší. 私は今本当に苦労しています、私のペルシア語は今より良くなっています。 Eu realmente luto agora eu, meu Farsi agora está melhor. I've had the opportunity to use it a bit here and there around, uh, Vancouver, North Vancouver, especially West Vancouver. Měl jsem příležitost to tu a tam trochu použít, uh, Vancouver, North Vancouver, zvláště West Vancouver. He tenido la oportunidad de usarlo un poco aquí y allá, eh, Vancouver, North Vancouver, especialmente West Vancouver. 私はそれをあちこちで少し使う機会がありました、ええと、バンクーバー、ノースバンクーバー、特にウエストバンクーバー。 Eu tive a oportunidade de usá-lo um pouco aqui e ali, uh, Vancouver, North Vancouver, especialmente West Vancouver.

Arabic, uh, I'm now exploring Egypt in Arabic with Mohammed, my tutor, and I do struggle in our conversations, there is no question. Arabština, ehm, nyní prozkoumávám Egypt v arabštině s Mohammedem, mým učitelem, a v našich rozhovorech se trápím, o tom není pochyb. アラビア語、ええと、私は今、私の家庭教師であるモハメッドと一緒にアラビア語でエジプトを探索しています、そして私は私たちの会話で苦労しています、疑いの余地はありません。 Árabe, uh, agora estou explorando o Egito em árabe com Mohammed, meu tutor, e eu luto em nossas conversas, não há dúvida. But am I failing in the language? Ale selhávám v jazyce? しかし、私はその言語で失敗していますか? Mas estou falhando no idioma? So here again, I'm not, I don't think I'm failing because I'm enjoying what I'm doing. Takže tady znovu, nejsem, nemyslím si, že selhávám, protože mě baví to, co dělám. ですから、ここでも、私はそうではありません。私がしていることを楽しんでいるので、私は失敗しているとは思いません。 Então aqui novamente, eu não estou, eu não acho que estou falhando porque estou gostando do que estou fazendo. I understand more and more. Chápu víc a víc. 私はますます理解しています。 Eu entendo cada vez mais. So I think the question of failure has to do with what our goals are, goals that we set for ourselves or goals that other people set for us. Takže si myslím, že otázka neúspěchu souvisí s tím, jaké jsou naše cíle, cíle, které si stanovíme sami pro sebe, nebo cíle, které nám stanoví ostatní. ですから、失敗の問題は、私たちの目標が何であるか、私たちが自分自身のために設定した目標、または他の人が私たちのために設定した目標に関係していると思います。 Então, acho que a questão do fracasso tem a ver com quais são nossos objetivos, objetivos que estabelecemos para nós mesmos ou objetivos que outras pessoas estabelecem para nós.

Now, I suspect that in our English language school system in Canada most of those students have only one goal and that's to pass the test. さて、カナダの私たちの英語学校システムでは、それらの学生のほとんどはただ一つの目標を持っていると思います、そしてそれはテストに合格することです。 Agora, suspeito que em nosso sistema de ensino de inglês no Canadá, a maioria desses alunos tem apenas um objetivo: passar no teste. They're not particularly interested in speaking French. Francouzsky je příliš nezajímá. 彼らはフランス語を話すことに特に興味がありません。 Eles não estão particularmente interessados em falar francês. So, uh, they succeeded based on their goal. Takže uspěli na základě svého cíle. Entonces, uh, tuvieron éxito en base a su objetivo. それで、ええと、彼らは彼らの目標に基づいて成功しました。 Então, uh, eles conseguiram com base em seu objetivo. They didn't succeed based on a goal that sort of someone else expects of them, and that is the ability to speak. Neuspěli na základě cíle, který od nich někdo jiný očekává, a to je schopnost mluvit. 彼らは、他の誰かが彼らに期待しているような目標に基づいて成功しませんでした。それは話す能力です。 Eles não tiveram sucesso com base em um objetivo que outra pessoa espera deles, que é a capacidade de falar. Maybe in our school system, we should put the emphasis on comprehension and not on speaking. Možná bychom v našem školském systému měli klást důraz na porozumění a ne na mluvení. たぶん私たちの学校のシステムでは、話すことよりも理解に重点を置くべきです。 Talvez em nosso sistema escolar devêssemos colocar ênfase na compreensão e não na fala. Speaking implies speaking correctly. Mluvit znamená mluvit správně. 話すことは正しく話すことを意味します。 Falar implica falar corretamente. So once you attempt to speak or to write you produce the language so that the teacher can correct you, give you marks, or even when you're listening, the teacher is going to test you on your listening comprehension, setting you up for failure. Takže jakmile se pokusíte mluvit nebo psát, vytvoříte jazyk, aby vás učitel mohl opravit, dát vám známky nebo dokonce i když posloucháte, učitel vás otestuje, jak rozumíte poslechu, a připraví vás na selhání. . ですから、あなたが話したり書いたりしようとすると、教師があなたを訂正したり、あなたにマークを付けたりできるように、あるいはあなたが聞いているときでさえ、教師はあなたのリスニング理解度をテストし、あなたを失敗に備えさせることができるように言語を生み出します。 Então, uma vez que você tenta falar ou escrever, você produz a linguagem para que o professor possa corrigi-lo, dar-lhe notas, ou mesmo quando você está ouvindo, o professor vai testar sua compreensão auditiva, preparando-o para o fracasso . Setting you up for, you know, things that you can't do. あなたができないことのためにあなたを準備します。 Preparando você para, você sabe, coisas que você não pode fazer.

If we simply said we're going to expose kids in school to a lot of content, uh, hopefully content they're interested in, or, you know, I sometimes think if, if, um, kids in the Canadian, you know, English language, school system had nothing, but the 60 mini stories and every year they only did the mini stories, at least at the end of it all, they would understand the mini stories. 学校の子供たちにたくさんのコンテンツを公開するつもりだと単純に言ったとしたら、ええと、うまくいけば、彼らが興味を持っているコンテンツです。 、英語、学校制度には何もありませんでしたが、60のミニストーリーと毎年彼らはミニストーリーだけをしました、少なくともすべての終わりに、彼らはミニストーリーを理解するでしょう。 Se simplesmente disséssemos que vamos expor as crianças na escola a um monte de conteúdo, espero conteúdo no qual elas estejam interessadas, ou, sabe, às vezes penso se, se, hum, crianças no Canadá, você sabe , língua inglesa, sistema escolar não tinha nada, mas as 60 mini-histórias e todos os anos eles só faziam as mini-histórias, pelo menos no final de tudo, eles entenderiam as mini-histórias.

You would think after 5, 6, 8 years. Pensarías después de 5, 6, 8 años. あなたは5、6、8年後に考えるでしょう。 Você pensaria depois de 5, 6, 8 anos. Right now, I'm not sure they would understand the mini stories unless they've been in the French immersion. 今のところ、彼らがフランスに没頭していない限り、彼らがミニストーリーを理解するかどうかはわかりません。 No momento, não tenho certeza se eles entenderiam as mini-histórias, a menos que estivessem na imersão francesa. So actually they're achieving very, very little in their French. Así que en realidad están logrando muy, muy poco en su francés. ですから実際、彼らはフランス語でほとんど達成していません。 Então, na verdade, eles estão conseguindo muito, muito pouco em seu francês. Despite all kinds of instruction on subjunctive and the tenses and things like that, which they try to kind of hang onto in order to pass their tests and then quickly forget. 接続法や時制などに関するあらゆる種類の指示にもかかわらず、彼らはテストに合格するためにちょっとしがみついて、すぐに忘れようとします。 Apesar de todos os tipos de instrução sobre o subjuntivo e os tempos verbais e coisas assim, que eles tentam se agarrar para passar nos testes e depois esquecer rapidamente.

So I think part of the failure in our school system is this emphasis on producing the language and using it correctly. ですから、私たちの学校システムの失敗の一部は、言語を作成し、それを正しく使用することに重点を置いていることだと思います。 Então, acho que parte do fracasso em nosso sistema escolar é essa ênfase em produzir a língua e usá-la corretamente. In fact, the vast majority of English speaking people, kids in Canada, have no need to speak French. 実際、カナダの子供たちである英語を話す人々の大多数は、フランス語を話す必要はありません。 Na verdade, a grande maioria das pessoas que falam inglês, crianças no Canadá, não precisam falar francês. They have no one to speak French with. Eles não têm com quem falar francês. So it's an unrealistic expectation. Así que es una expectativa poco realista. したがって、それは非現実的な期待です。 Portanto, é uma expectativa irreal. Maybe the same is true in Japan. Talvez o mesmo seja verdade no Japão.

The vast majority of Japanese people have no one to speak English to. A grande maioria dos japoneses não tem com quem falar inglês. They have no real need to speak English, except for that one time when maybe, maybe they'll travel to Europe or to, you know, somewhere where else where they'll need English to communicate. 彼らは実際に英語を話す必要はありませんが、たぶん、ヨーロッパや、コミュニケーションのために英語が必要な他の場所に旅行するかもしれないということを除いては。 Eles não têm necessidade real de falar inglês, exceto naquela ocasião em que talvez, talvez, eles viajem para a Europa ou para, você sabe, algum outro lugar onde eles precisem de inglês para se comunicar. But then it's too late because they've spent all that time, you know, trying to learn how to speak and they still can't speak. しかし、彼らはその間ずっと話し方を学ぼうとしていて、それでも話すことができないので、手遅れです。 Mas aí é tarde demais porque eles passaram todo esse tempo, sabe, tentando aprender a falar e ainda não conseguem falar.

Again, if the emphasis had been on comprehension, if at least to have a very high level of comprehension, the speaking will come. Nuevamente, si el énfasis hubiera estado en la comprensión, si al menos tener un nivel muy alto de comprensión, vendrá el habla. 繰り返しになりますが、理解に重点が置かれていれば、少なくとも非常に高いレベルの理解があれば、話すことができます。 Novamente, se a ênfase tivesse sido na compreensão, se pelo menos para ter um nível muito alto de compreensão, a fala virá. I'm absolutely convinced, but without that solid base in comprehension, the speaking, you know, they might kind of achieve an ability to say a few things for the test or to produce a few things for the test. Estoy absolutamente convencido, pero sin esa base sólida en la comprensión, el habla, ya sabes, podrían lograr la capacidad de decir algunas cosas para la prueba o producir algunas cosas para la prueba. 私は絶対に確信していますが、理解の確固たる基盤がなければ、話すことで、彼らはテストのためにいくつかのことを言うか、テストのためにいくつかのことを生み出す能力を達成するかもしれません。 Estou absolutamente convencido, mas sem essa base sólida de compreensão, a fala, você sabe, eles podem alcançar a capacidade de dizer algumas coisas para o teste ou produzir algumas coisas para o teste.

But after that it's gone because they don't understand fundamentally don't understand the language. しかし、その後、彼らは基本的に言語を理解していないので、それはなくなりました。 Mas depois disso se foi porque eles não entendem fundamentalmente não entendem a língua. So I think a big part of failure is this emphasis on speaking and producing the language, which is unrealistic because realistically to speak well, you have to speak a lot. ですから、失敗の大部分は、言語を話し、作り出すことに重点を置いていることだと思います。これは、現実的に上手に話すにはたくさん話さなければならないため、非現実的です。 Então eu acho que uma grande parte do fracasso é essa ênfase em falar e produzir a língua, o que é irreal, porque realisticamente para falar bem, você tem que falar muito. The Majority of people who are learning a language in an environment where they don't have the opportunity to speak a lot, they're not going to end up speaking well. あまり話す機会がない環境で言語を学んでいる人の大多数は、うまく話せなくなるでしょう。 A maioria das pessoas que estão aprendendo um idioma em um ambiente onde não têm a oportunidade de falar muito, não vão acabar falando bem. So it's far more useful in my opinion, to emphasize comprehension and let them graduate from very simple, repetitive material to movies, things of interest to them where all the time, the emphasis on comprehension, not comprehension that we test people on just comprehension because they're listening to things initially that are repetitious, but then eventually things that are of interest to them that will reduce the degree of failure. ですから、私の意見では、理解を強調し、非常に単純で反復的な素材から映画へと卒業させることははるかに有用です。彼らが常に興味を持っていることは、理解ではなく、理解だけで人々をテストするためです。彼らは最初は繰り返しのことを聞いていますが、最終的には失敗の程度を減らすために彼らが興味を持っていることを聞いています。 Então é muito mais útil, na minha opinião, enfatizar a compreensão e deixá-los passar de material muito simples e repetitivo para filmes, coisas de interesse para eles onde o tempo todo, a ênfase na compreensão, não na compreensão, testamos as pessoas apenas na compreensão porque eles estão ouvindo coisas que inicialmente são repetitivas, mas depois, eventualmente, coisas que são de seu interesse que reduzirão o grau de falha.

Learners won't be measuring themselves against something that is an unrealistic expectation, the ability to speak the language well, they will be measuring themselves the way I do with my Arabic and Persian. Studenti se nebudou poměřovat s něčím, co je nerealistické očekávání, se schopností dobře mluvit jazykem, budou se měřit stejně jako já se svou arabštinou a perštinou. 学習者は、非現実的な期待、言語を上手に話す能力に対して自分自身を測定することはありません。彼らは、私のアラビア語とペルシア語と同じように自分自身を測定します。 Os alunos não estarão se medindo contra algo que é uma expectativa irreal, a habilidade de falar bem a língua, eles estarão se medindo da mesma forma que eu faço com meu árabe e persa. You know, am I still doing it? Víš, dělám to pořád? あなたは知っている、私はまだそれをやっていますか? Você sabe, eu ainda estou fazendo isso? Am I enjoying it? baví mě to? 私はそれを楽しんでいますか? Estou gostando? Is it, does it correspond to what I am interested in doing? Odpovídá to tomu, co mě zajímá? ¿Es, corresponde a lo que me interesa hacer? それは、私がやりたいことに対応していますか? É, corresponde ao que estou interessado em fazer?

And as long as all of those things are true, even if I can't speak well, I'm meeting my objectives. A dokud jsou všechny ty věci pravdivé, i když neumím dobře mluvit, plním své cíle. そして、それらすべてが真実である限り、私が上手に話すことができなくても、私は私の目的を達成しています。 E enquanto todas essas coisas forem verdadeiras, mesmo que eu não consiga falar bem, estou atingindo meus objetivos. So I'm not, uh, failing in the language, but if the expectation is that after six months I should speak the language and then I can't, then I feel as if I have failed. Takže v jazyce neselhám, ale pokud se očekává, že po šesti měsících bych měl mluvit jazykem a pak už nebudu, pak mám pocit, jako bych selhal. ですから、私はその言語に失敗しているわけではありませんが、6か月後にその言語を話さなければならないと期待されているのに、話せない場合は、失敗したように感じます。 Então eu não estou, uh, falhando no idioma, mas se a expectativa é que depois de seis meses eu deveria falar o idioma e então não posso, então eu sinto como se tivesse falhado. So I think where I'm coming from on this is that we need to change the objectives of language instruction, and put a far greater emphasis on comprehension, which means more listening and reading. Takže si myslím, že z toho vycházím, že musíme změnit cíle jazykové výuky a klást mnohem větší důraz na porozumění, což znamená více naslouchat a číst. ですから、私がここから来ているのは、言語指導の目的を変え、理解をはるかに重視する必要があるということだと思います。つまり、より多くのリスニングとリーディングを意味します。 Então, acho que estou vindo com isso é que precisamos mudar os objetivos do ensino de idiomas e colocar uma ênfase muito maior na compreensão, o que significa mais ouvir e ler.

Letting people enjoy whatever they're able to do in the language. Nechat lidi, aby si užili vše, co jsou schopni v jazyce dělat. 人々がその言語でできることは何でも楽しむことができます。 Permitir que as pessoas aproveitem o que puderem fazer no idioma. There's far less testing, far less, you know, marking people down. Je mnohem méně testování, mnohem méně, víte, známkování lidí. 人々をマークダウンするテストははるかに少なく、あなたが知っているように、はるかに少ないです。 Há muito menos testes, muito menos, você sabe, marcando as pessoas. And on that basis, I think people will feel better about their language learning. A na základě toho si myslím, že lidé budou mít ze svého studia jazyků lepší pocit. そしてそれに基づいて、人々は彼らの言語学習についてより良く感じるだろうと思います。 E com base nisso, acho que as pessoas se sentirão melhor em relação ao aprendizado de idiomas. And as a result, they will learn better and we'll have less failure in language learning. A v důsledku toho se budou lépe učit a my budeme méně chybovat v učení jazyků. その結果、彼らはよりよく学習し、言語学習の失敗が少なくなります。 E, como resultado, eles aprenderão melhor e teremos menos falhas no aprendizado de idiomas. I look forward to your comments. Těším se na vaše komentáře. Aguardo seus comentários.

Thank you for listening. Děkuji za poslech. Obrigado por ouvir. Bye for now. Tak zatím ahoj. またね。 Adeus por agora.