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English LingQ Podcast 1.0, #303 - Steve and Alex - Confidence (Part 2)

#303 - Steve and Alex - Confidence (Part 2)

Alex: Yeah, totally.

I think about a month ago I started riding my brother's scooter and I had never ridden a scooter before. So, obviously, the first few hours on it were a little wobbly, but after kind of developing a sense of how it works and how it feels then building on that confidence is really what enables you to be a safe driver. It's confidence in driving that allows you to be confident of what's around you, of your abilities as a driver, so that you're not worrying about focusing on everything that's going on next to you, but focused on just the key things that need to happen. It helps, too, in just developing a clarity. Steve: What's more, confidence is important in all of our activities, not just in language learning.

So if you are a language learner, but also you have a job, so you work, if you have a sense of achievement in one area it carries over into the other area. So if you feel that oh, wow, I had this great conversation in Korean or whatever -- in my case maybe Korean -- you feel a sense of achievement. That makes you more positive in your other activities. So if we're teaching language in such a way as to frustrate and discourage people, we're in fact not just discouraging insofar as language learning is concerned. We're making them less positive in their other areas of activity, which is really kind of bad. Certainly here you only hear negative things about French at school. Alex: Yeah.

Steve: I wouldn't say only, but 99%.

Alex: Pretty much, yeah.

Steve: Pretty much.

Alex: It's the same where I went to school in California.

There is probably about half and half who study French and Spanish, but it's the same for Spanish and French; both ways, yeah. Steve: I know in my own experience in high school we had French and I got good marks, but I wasn't at all interested.

Then I had a professor at university who just turned me on and that turned me on, subsequently, to learning other languages. There it was because the content of the course was just so interesting and the way he presented it. Here, again, it's connecting with content that matters so you can understand stuff. I remember like at school you'll always find the guy, say in French, whose mother is a Francophone and therefore who speaks French, but he gets poor marks. Alex: Yeah.

Steve: The teacher is oh, yeah, he can speak, but you know, ha, ha, his subjunctive is not quite up to snuff.

Does it matter? He's miles ahead of everybody else in the class because he can actually speak and he can understand what people say. So why do we learn languages if not to speak. Maybe his mother is a Francophone and maybe his mother doesn't speak grammatically correctly all the time, just as there are many Anglophones who don't speak English grammatically correctly all the time, but they communicate. Yet these people saying no, no, he's got poor marks or whatever. Alex: Yeah.

That was the same for me when I took Korean at university that there were some kids who were Korean who spoke Korean with their parents. It's the second year course and they're there communicating with teacher fully in Korean and everyone else is like ah, ah, just totally mangling everything. It's funny, as you say, the kids who can speak fluently who don't maybe know the formal grammar and things like that get worse marks than the people who memorize everything, regurgitate it perfectly, but can't have a simple conversation with someone. Steve: I know.

So, yeah, confidence, I think that should be the thing, is how do we get people to feel confident and to feel a sense of satisfaction and achievement in language learning? So, again, I don't recommend this for engineers and neurosurgeons. Alex: Not for the Sciences.

Steve: Not for the Sciences.

Not for the hard Sciences. And, yeah, you've got to have goals for people. Again, we know very well that people always say well, nowadays the kids they don't know grammar or they can't express themselves very well and stuff, which is true to some extent. Now, I don't know if it was better 50 years ago. I don't know, but certainly you hear teachers say that and professors at universities say that. They say it's because of computer games or it's because of whatever and I suspect that that's true. I suspect that it's because people read less. So the goal of speaking well and being able to express your thoughts clearly, being able to think clearly, structure an essay, to write, I mean those things are important. They are important, more important than the second language acquisition because you're ability to communicate in your first language is key to your professional success. It's absolutely the number one thing. They've done studies.

More than your years of schooling, it is your degree of literacy and they divide the degree of literacy of people up into five sort of segments. There's the top 20%, the second, third, fourth and fifth and the top 20%, by enlarge, do much better than anybody else and the lowest 20% are to be found in our penitentiaries or on welfare. Not all. There's people who are very illiterate and who have done very well. They're trades people or they've got other compensating attributes, qualities, but all other things being equal, statistically, if you're in that top 20% you're going to do well. Therefore, it's extremely important to be literate, to use the language well, your own language. It's somewhat less important in the second language, especially if the majority of people graduating from school can't use that second language at all. To that extent you need goals, but I'm convinced that if you can get people to read a lot and listen, but read. In other words, it gets back to this whole input thing.

If they read they're going to learn about things. If they're reading they're reading about something. So they begin reading Twilight or Harry Potter and then, eventually, they'll read other stuff. They can access a whole world of learning if they can read. So I think there should be very real goals in terms of encouraging people to read and one of the things there is to give people the freedom to choose things that they're interested in. I mean I don't know what it was like for you at school, but we had to read some pretty boring stuff at school, some novels that weren't interesting you know.

It's one thing if we have to read the History book. Okay, I can appreciate that we should know the history of the world, the history of Canada or whatever, but when it comes to novels the teacher arbitrarily decides that this is a good novel. Why? Of the thousands and thousands of novels, why do you choose this? So maybe today with the Kindle and Kobo and whatnot it's easier to provide more choice to people. Alex: Well, getting back to how to provide more confidence, I think one of the things that was missing from my language education, my formal language education that is, is we never really did that much reading.

You always find this short paragraph or two-paragraph intro at the chapter and then some vocab and some grammar explanations, but when it comes to actually picking up an actual book or seeing actual text in that language you have no confidence that you're able to read that. I think when you kind of break through that barrier of finishing your first book… Steve: I agree.

Alex: …finishing your first novel, you're like wow!

I did this. I can read more. It bolsters your confidence and opens you up to being able to pursue more stuff and, as you say, to learn. Steve: And it's another achievement.

It's another stepping stone. It's another Everest that you've climbed. I've likened the first book you read in a second language to like climbing Mt. Everest. When you do that boy, you feel wow! I read this book. I'm not talking about reading it on LingQ and looking up every word. I'm talking about a book. No access to online dictionaries. I read this book. It's a tremendous sense of achievement. So, yeah, I guess we're agreeing. You know what?

One time we should have a discussion where we disagree. It gets a bit boring after a while. But, no, all these things help build up confidence, a sense of achievement. You've got a livelier step. You're up at and it. You feel more confident about your language learning and all your other activities as well. So when I see these people – this gets back to my YouTube channel – who come on and criticize me. I would never criticize someone who puts up a YouTube channel. Hey, look at me. I'm speaking Swahili or Spanish and I go well, you know your tones are off, whatever. No, unless they make some ridiculous claim that I speak like a native, but then you're setting yourself up. Alex: Yeah.

Steve: Why set yourself up for something?

Chances are it's not necessary. If you listen long enough you can identify words and you can do a good job at it, even those people who have a heavy accent. I mean the number of people I know who speak so well with a heavy French accent, with a heavy Chinese accent, it doesn't matter, but who use words well. So, the key is to compliment people for what they have achieved and not to try and criticize them for where they maybe aren't quite perfect yet. Alex: Yeah.

Steve: Only you and I are perfect, right?

Alex: Of course.

Steve: Of course.

Ha, ha, ha, that's certainly not the case. Alex: Yeah.

Steve: Okay.

Well, thank you for listening. Alex: Yeah, thanks for listening everyone.

We hope you enjoyed this podcast. Steve: In two parts.

Alex: Yes.

We'll see you again next time. Steve: Yes, and we'll try and make it more frequent.

Alex: Yeah.


#303 - Steve and Alex - Confidence (Part 2) #303 - ستيف وأليكس - الثقة (الجزء الثاني) #303 - Steve und Alex - Vertrauen (Teil 2) #303 - Steve y Alex - Confianza (Parte 2) #303 - Steve e Alex - Fiducia (parte 2) #303 - スティーブとアレックス - 自信(パート2) #303 - Steve i Alex - Pewność siebie (część 2) #303 - Steve e Alex - Confiança (Parte 2) #303 - Steve och Alex - Förtroende (del 2) #303 - Steve ve Alex - Güven (Bölüm 2) #303 - 史蒂夫和亚历克斯--信心(第二部分) #303 - 史蒂夫和亞歷克斯 - 信心(第 2 部分)

Alex: Yeah, totally. أليكس: نعم تماما. Alex: Sim, claro.

I think about a month ago I started riding my brother’s scooter and I had never ridden a scooter before. Myslím, že asi před měsícem jsem začal jezdit na bráchově koloběžce a nikdy předtím jsem na koloběžce nejel. Acho que há cerca de um mês comecei a andar na scooter do meu irmão e nunca tinha andado de scooter. So, obviously, the first few hours on it were a little wobbly, but after kind of developing a sense of how it works and how it feels then building on that confidence is really what enables you to be a safe driver. Por isso, é óbvio que as primeiras horas de condução foram um pouco instáveis, mas depois de desenvolver uma espécie de noção de como funciona e de como se sente, é essa confiança que lhe permite ser um condutor seguro. It’s confidence in driving that allows you to be confident of what’s around you, of your abilities as a driver, so that you’re not worrying about focusing on everything that’s going on next to you, but focused on just the key things that need to happen. Je to důvěra v řízení, která vám umožňuje být si jistý tím, co je kolem vás, svými schopnostmi řidiče, takže se nemusíte starat o to, abyste se soustředili na vše, co se děje vedle vás, ale soustředili se pouze na klíčové věci, které je třeba stát se. É a confiança na condução que lhe permite ter confiança no que está à sua volta, nas suas capacidades como condutor, para que não se preocupe em concentrar-se em tudo o que se passa ao seu lado, mas sim nas coisas essenciais que têm de acontecer. Именно уверенность в вождении позволяет вам быть уверенным в том, что вас окружает, в своих способностях водителя, так что вы не беспокоитесь о том, чтобы сосредоточиться на всем, что происходит рядом с вами, а сосредоточены только на ключевых вещах, которые необходимо бывает. Etrafınızda olup bitenlerden ve bir sürücü olarak yeteneklerinizden emin olmanızı sağlayan, böylece yanınızda olup biten her şeye odaklanma konusunda endişelenmeyip yalnızca gerçekleşmesi gereken temel şeylere odaklanmanızı sağlayan, sürüşe duyulan güvendir. It helps, too, in just developing a clarity. Pomáhá také při pouhém vytváření jasnosti. Também ajuda a desenvolver a clareza. Sadece netlik geliştirmeye de yardımcı olur. Steve: What’s more, confidence is important in all of our activities, not just in language learning. Estêvão: Além disso, a confiança é importante em todas as nossas actividades, não apenas na aprendizagem de línguas. Steve: Dahası, özgüven sadece dil öğreniminde değil, tüm faaliyetlerimizde önemlidir.

So if you are a language learner, but also you have a job, so you work, if you have a sense of achievement in one area it carries over into the other area. Takže pokud studujete jazyky, ale zároveň máte práci, tak pracujete, pokud máte pocit úspěchu v jedné oblasti, přenáší se to i do oblasti druhé. Por isso, se aprendermos uma língua, mas também tivermos um emprego e trabalharmos, se tivermos um sentimento de realização numa área, esse sentimento transita para a outra área. Yani dil öğreniyorsanız ve aynı zamanda bir işiniz varsa, yani çalışıyorsanız, bir alanda başarı hissiniz varsa bu diğer alana da yansır. So if you feel that oh, wow, I had this great conversation in Korean or whatever -- in my case maybe Korean -- you feel a sense of achievement. Takže pokud máte pocit, že oh, wow, měl jsem tento skvělý rozhovor v korejštině nebo v čemkoli jiném - v mém případě možná korejštině - máte pocit úspěchu. Por isso, se sentirmos que tivemos uma conversa fantástica em coreano ou em qualquer outra língua - no meu caso, talvez em coreano - sentimos uma sensação de realização. Yani eğer "vay canına, Korece ya da her neyse - benim durumumda belki Korece - harika bir konuşma yaptım" diye hissederseniz, bir başarı duygusu hissedersiniz. That makes you more positive in your other activities. Díky tomu budete pozitivnější ve svých dalších činnostech. Isso torna-o mais positivo nas suas outras actividades. So if we’re teaching language in such a way as to frustrate and discourage people, we’re in fact not just discouraging insofar as language learning is concerned. Pokud tedy vyučujeme jazyk takovým způsobem, abychom lidi frustrovali a odrazovali, ve skutečnosti je nejen odrazujeme, pokud jde o studium jazyků. Por isso, se ensinarmos uma língua de forma a frustrar e desencorajar as pessoas, não estamos apenas a desencorajá-las no que diz respeito à aprendizagem da língua. Dolayısıyla, dili insanları hayal kırıklığına uğratacak ve cesaretlerini kıracak şekilde öğretiyorsak, aslında sadece dil öğrenimi söz konusu olduğunda cesaret kırmıyoruz. We’re making them less positive in their other areas of activity, which is really kind of bad. Děláme je méně pozitivní v jiných oblastech jejich činnosti, což je opravdu trochu špatné. Estamos a torná-los menos positivos nas suas outras áreas de atividade, o que é muito mau. Certainly here you only hear negative things about French at school. Určitě tady ve škole slyšíte o francouzštině jen negativní věci. Certamente que aqui só se ouvem coisas negativas sobre o francês na escola. Kesinlikle burada okulda Fransızca hakkında sadece olumsuz şeyler duyuyorsunuz. Alex: Yeah.

Steve: I wouldn’t say only, but 99%. Estêvão: Não diria apenas, mas 99%.

Alex: Pretty much, yeah. Alex: Basicamente, sim. Alex: Hemen hemen, evet.

Steve: Pretty much.

Alex: It’s the same where I went to school in California. Alex: Je to stejné, kde jsem chodil do školy v Kalifornii. Alex: É o mesmo sítio onde andei na escola, na Califórnia.

There is probably about half and half who study French and Spanish, but it’s the same for Spanish and French; both ways, yeah. Pravděpodobně je asi půl na půl těch, kteří studují francouzštinu a španělštinu, ale pro španělštinu a francouzštinu je to stejné; oběma způsoby, ano. Provavelmente, há cerca de metade e metade que estuda francês e espanhol, mas é o mesmo para o espanhol e para o francês; nos dois sentidos, sim. Muhtemelen Fransızca ve İspanyolca okuyanlar yarı yarıya, ama İspanyolca ve Fransızca için aynı; her iki şekilde de, evet. Steve: I know in my own experience in high school we had French and I got good marks, but I wasn’t at all interested. Steve: Z vlastní zkušenosti na střední škole vím, že jsme měli francouzštinu a měl jsem dobré známky, ale vůbec mě to nezajímalo. Estêvão: Sei que, na minha experiência pessoal, no liceu, tínhamos francês e eu tinha boas notas, mas não estava nada interessado. Steve: Lisedeki kendi deneyimimden biliyorum, Fransızca dersimiz vardı ve iyi notlar almıştım ama hiç ilgimi çekmemişti.

Then I had a professor at university who just turned me on and that turned me on, subsequently, to learning other languages. Depois, tive um professor na universidade que me entusiasmou e que me levou, posteriormente, a aprender outras línguas. Sonra üniversitede bir profesörüm vardı ve bu beni başka diller öğrenmeye yöneltti. There it was because the content of the course was just so interesting and the way he presented it. Bylo to proto, že obsah kurzu byl tak zajímavý a způsob, jakým jej prezentoval. Foi porque o conteúdo do curso era muito interessante e a forma como o apresentava. Bunun nedeni kursun içeriğinin ve sunuş şeklinin çok ilginç olmasıydı. Here, again, it’s connecting with content that matters so you can understand stuff. Zde opět záleží na propojení s obsahem, abyste věcem rozuměli. Aqui, mais uma vez, trata-se de estabelecer uma ligação com conteúdos importantes para que se possa compreender as coisas. Burada yine önemli olan içerikle bağlantı kurmaktır, böylece bir şeyleri anlayabilirsiniz. I remember like at school you’ll always find the guy, say in French, whose mother is a Francophone and therefore who speaks French, but he gets poor marks. Pamatuji si, že jako ve škole vždycky najdete toho chlapa, řekněme francouzsky, jehož matka je frankofonní, a proto mluví francouzsky, ale má špatné známky. Lembro-me que, na escola, há sempre um tipo, digamos em francês, cuja mãe é francófona e que, portanto, fala francês, mas tem más notas. Okulda her zaman annesi Frankofon olan ve bu nedenle Fransızca konuşan ama zayıf not alan bir çocuk bulabileceğinizi hatırlıyorum. Alex: Yeah.

Steve: The teacher is oh, yeah, he can speak, but you know, ha, ha, his subjunctive is not quite up to snuff. Steve: Učitel je oh, ano, umí mluvit, ale víš, ha, ha, jeho konjunktiv není tak docela na šňupací tabák. Estêvão: O professor é, oh, sim, ele sabe falar, mas sabe, ha, ha, o subjuntivo dele não é lá muito bom. Steve: Öğretmen oh, evet, konuşabiliyor, ama bilirsin, ha, ha, subjektivitesi pek yeterli değil.

Does it matter? Fark eder mi? He’s miles ahead of everybody else in the class because he can actually speak and he can understand what people say. Je na míle před všemi ostatními ve třídě, protože skutečně umí mluvit a rozumí tomu, co lidé říkají. Sınıftaki herkesten fersah fersah ileride çünkü gerçekten konuşabiliyor ve insanların ne dediğini anlayabiliyor. So why do we learn languages if not to speak. Proč se tedy učíme jazyky, když ne mluvit. Maybe his mother is a Francophone and maybe his mother doesn’t speak grammatically correctly all the time, just as there are many Anglophones who don’t speak English grammatically correctly all the time, but they communicate. Belki annesi Frankofon ve belki annesi her zaman gramer açısından doğru konuşmuyor, tıpkı İngilizceyi her zaman gramer açısından doğru konuşmayan pek çok Anglofon olduğu gibi, ama iletişim kuruyorlar. Yet these people saying no, no, he’s got poor marks or whatever. Přesto tito lidé říkají ne, ne, má špatné známky nebo co. Yine de bu insanlar hayır, hayır, zayıf notları var ya da her neyse diyorlar. Alex: Yeah.

That was the same for me when I took Korean at university that there were some kids who were Korean who spoke Korean with their parents. Totéž pro mě, když jsem na univerzitě studoval korejštinu, bylo několik korejských dětí, které mluvily korejsky se svými rodiči. It’s the second year course and they’re there communicating with teacher fully in Korean and everyone else is like ah, ah, just totally mangling everything. Je to druhý ročník a oni tam komunikují s učitelem plně v korejštině a všichni ostatní jsou jako ach, ach, prostě totálně všechno mandlují. İkinci yıl kursu ve orada öğretmenle tamamen Korece iletişim kuruyorlar ve diğer herkes ah, ah gibi, her şeyi tamamen karıştırıyor. It’s funny, as you say, the kids who can speak fluently who don’t maybe know the formal grammar and things like that get worse marks than the people who memorize everything, regurgitate it perfectly, but can’t have a simple conversation with someone. Steve: I know.

So, yeah, confidence, I think that should be the thing, is how do we get people to feel confident and to feel a sense of satisfaction and achievement in language learning? Yani, evet, güven, bence asıl mesele bu olmalı, insanların kendilerine güvenmelerini ve dil öğrenirken tatmin ve başarı duygusu hissetmelerini nasıl sağlayabiliriz? So, again, I don’t recommend this for engineers and neurosurgeons. Takže toto opět nedoporučuji inženýrům a neurochirurgům. Yani, tekrar ediyorum, bunu mühendisler ve beyin cerrahları için önermiyorum. Alex: Not for the Sciences.

Steve: Not for the Sciences.

Not for the hard Sciences. And, yeah, you’ve got to have goals for people. Again, we know very well that people always say well, nowadays the kids they don’t know grammar or they can’t express themselves very well and stuff, which is true to some extent. Zase moc dobře víme, že lidi vždycky říkají dobře, dneska děti neumí gramatiku nebo se neumí moc dobře vyjadřovat a podobně, což je do jisté míry pravda. Yine çok iyi biliyoruz ki insanlar her zaman, günümüzde çocuklar dilbilgisi bilmiyorlar ya da kendilerini çok iyi ifade edemiyorlar gibi şeyler söylüyorlar ki bu bir dereceye kadar doğru. Now, I don’t know if it was better 50 years ago. I don’t know, but certainly you hear teachers say that and professors at universities say that. Nevím, ale jistě to slyšíte říkat učitelé a říkají to profesoři na univerzitách. They say it’s because of computer games or it’s because of whatever and I suspect that that’s true. Říkají, že je to kvůli počítačovým hrám nebo kvůli čemukoli a já mám podezření, že je to pravda. Bunun bilgisayar oyunları ya da başka bir şey yüzünden olduğunu söylüyorlar ve ben bunun doğru olduğundan şüpheleniyorum. I suspect that it’s because people read less. Mám podezření, že je to tím, že lidé méně čtou. Bunun insanların daha az okumasından kaynaklandığından şüpheleniyorum. So the goal of speaking well and being able to express your thoughts clearly, being able to think clearly, structure an essay, to write, I mean those things are important. Takže cíl dobře mluvit a umět jasně vyjádřit své myšlenky, umět jasně myslet, strukturovat esej, psát, myslím, že tyto věci jsou důležité. Yani iyi konuşmak ve düşüncelerinizi net bir şekilde ifade edebilmek, net bir şekilde düşünebilmek, bir makaleyi yapılandırmak, yazmak, yani bunlar önemli şeyler. They are important, more important than the second language acquisition because you’re ability to communicate in your first language is key to your professional success. Bunlar önemlidir, ikinci dil ediniminden daha önemlidir çünkü ana dilinizde iletişim kurma beceriniz mesleki başarınızın anahtarıdır. It’s absolutely the number one thing. They’ve done studies. Udělali studie. Araştırmalar yapmışlar.

More than your years of schooling, it is your degree of literacy and they divide the degree of literacy of people up into five sort of segments. Více než vaše roky školní docházky je to vaše míra gramotnosti a rozdělují míru gramotnosti lidí do pěti druhů segmentů. Eğitim yıllarınızdan ziyade, okuryazarlık derecenizdir ve insanların okuryazarlık derecelerini beş çeşit bölüme ayırırlar. 超过你的教育年限,这是你的识字程度,他们将人们的识字程度分为五类。 There’s the top 20%, the second, third, fourth and fifth and the top 20%, by enlarge, do much better than anybody else and the lowest 20% are to be found in our penitentiaries or on welfare. Je zde horních 20 %, druhý, třetí, čtvrtý a pátý a horních 20 % si po rozšíření vede mnohem lépe než kdokoli jiný a nejnižších 20 % se nachází v našich věznicích nebo na sociálních dávkách. En üstteki %20, ikinci, üçüncü, dördüncü ve beşinci sıradakiler var ve en üstteki %20'lik kesim, genişleme oranına göre, herkesten çok daha iyi durumda ve en alttaki %20'lik kesim ise ceza infaz kurumlarımızda ya da sosyal yardım kuruluşlarında bulunuyor. 有前 20%、第二、第三、第四和第五以及前 20% 的人,放大来看,比任何人都做得更好,最低的 20% 可以在我们的监狱或福利机构中找到。 Not all. 不是全部。 There’s people who are very illiterate and who have done very well. Jsou lidé, kteří jsou velmi negramotní a kteří si vedli velmi dobře. Okuma yazma bilmeyen ve çok başarılı olan insanlar var. 有些人非常文盲,但他们做得很好。 They’re trades people or they’ve got other compensating attributes, qualities, but all other things being equal, statistically, if you’re in that top 20% you’re going to do well. Onlar ticaretle uğraşan insanlar ya da telafi edici başka özellikleri, nitelikleri var, ancak diğer her şey eşit olduğunda, istatistiksel olarak, ilk %20'deyseniz başarılı olursunuz. 他们是交易人员,或者他们有其他补偿属性、品质,但所有其他条件都是平等的,从统计上讲,如果你在前 20% 中,你会做得很好。 Therefore, it’s extremely important to be literate, to use the language well, your own language. Bu nedenle okuryazar olmak, dili, kendi dilinizi iyi kullanmak son derece önemlidir. 因此,识字,用好语言,自己的语言是极其重要的。 It’s somewhat less important in the second language, especially if the majority of people graduating from school can’t use that second language at all. V druhém jazyce je to poněkud méně důležité, zvláště pokud většina lidí, kteří absolvují školu, neumí tento druhý jazyk vůbec používat. İkinci dilde bu biraz daha az önemlidir, özellikle de okuldan mezun olan insanların çoğu o ikinci dili hiç kullanamıyorsa. 在第二语言中它不太重要,特别是如果大多数从学校毕业的人根本无法使用第二语言。 To that extent you need goals, but I’m convinced that if you can get people to read a lot and listen, but read. Bu ölçüde hedeflere ihtiyacınız var, ancak insanların çok okumasını ve dinlemesini sağlayabilirseniz, ama okuyun. 在这种情况下,你需要目标,但我相信如果你能让人们大量阅读和倾听,但要阅读。 In other words, it gets back to this whole input thing. Jinými slovy, vrací se zpět k celé této vstupní věci. Başka bir deyişle, tüm bu girdi meselesine geri dönüyor. 换句话说,它回到了整个输入的事情。

If they read they’re going to learn about things. Pokud budou číst, dozvědí se o věcech. If they’re reading they’re reading about something. Pokud čtou, čtou o něčem. So they begin reading Twilight or Harry Potter and then, eventually, they’ll read other stuff. Takže začnou číst Twilight nebo Harryho Pottera a nakonec si přečtou další věci. Böylece Twilight ya da Harry Potter okumaya başlıyorlar ve en sonunda başka şeyler de okuyorlar. 所以他们开始读《暮光之城》或《哈利波特》,然后,最终,他们会读其他的东西。 They can access a whole world of learning if they can read. Pokud umí číst, mají přístup k celému světu učení. Okuyabilirlerse bütün bir öğrenme dünyasına erişebilirler. So I think there should be very real goals in terms of encouraging people to read and one of the things there is to give people the freedom to choose things that they’re interested in. Bence insanları okumaya teşvik etmek için çok gerçek hedefler olmalı ve bunlardan biri de insanlara ilgi duydukları şeyleri seçme özgürlüğü vermektir. 所以我认为在鼓励人们阅读方面应该有非常真实的目标,其中之一就是让人们自由选择他们感兴趣的东西。 I mean I don’t know what it was like for you at school, but we had to read some pretty boring stuff at school, some novels that weren’t interesting you know. Yani sizin için okul nasıldı bilmiyorum ama biz okulda oldukça sıkıcı şeyler, ilginç olmayan bazı romanlar okumak zorunda kaldık. 我的意思是我不知道你在学校的感觉,但我们不得不在学校读一些很无聊的东西,一些你知道的不有趣的小说。

It’s one thing if we have to read the History book. 如果我们必须阅读历史书,那是一回事。 Okay, I can appreciate that we should know the history of the world, the history of Canada or whatever, but when it comes to novels the teacher arbitrarily decides that this is a good novel. Tamam, dünya tarihini, Kanada tarihini ya da her neyse onu bilmemiz gerektiğini anlayabilirim ama konu romanlara gelince öğretmen keyfi olarak bunun iyi bir roman olduğuna karar veriyor. 好吧,我可以理解我们应该知道世界历史,加拿大历史什么的,但是说到小说,老师就武断地认为这是一本好小说。 Why? Of the thousands and thousands of novels, why do you choose this? So maybe today with the Kindle and Kobo and whatnot it’s easier to provide more choice to people. Alex: Well, getting back to how to provide more confidence, I think one of the things that was missing from my language education, my formal language education that is, is we never really did that much reading. 亚历克斯:嗯,回到如何提供更多的信心,我认为我的语言教育,我的正规语言教育中缺少的一件事是,我们从来没有真正做过那么多阅读。

You always find this short paragraph or two-paragraph intro at the chapter and then some vocab and some grammar explanations, but when it comes to actually picking up an actual book or seeing actual text in that language you have no confidence that you’re able to read that. Vždy najdete tento krátký odstavec nebo dvouodstavcový úvod v kapitole a pak nějaké slovíčka a vysvětlení gramatiky, ale když přijde na to, že si vezmete skutečnou knihu nebo uvidíte skutečný text v tomto jazyce, nemáte jistotu, že jste schopni číst to. 你总是会在章节中找到这个简短的段落或两段的介绍,然后是一些词汇和一些语法解释,但是当谈到实际拿起一本实际的书或查看该语言的实际文本时,你不相信自己能够读那个。 I think when you kind of break through that barrier of finishing your first book… Myslím, že když tak trochu prolomíte bariéru dokončení své první knihy... Steve: I agree.

Alex: …finishing your first novel, you’re like wow! Alex: …dokončuješ svůj první román, jsi jako wow!

I did this. I can read more. It bolsters your confidence and opens you up to being able to pursue more stuff and, as you say, to learn. 它增强了你的信心,让你能够追求更多的东西,正如你所说,学习。 Steve: And it’s another achievement.

It’s another stepping stone. Je to další odrazový můstek. It’s another Everest that you’ve climbed. 这是您攀登的另一座珠穆朗玛峰。 I’ve likened the first book you read in a second language to like climbing Mt. 我把你用第二语言读的第一本书比作喜欢爬山。 Everest. When you do that boy, you feel wow! I read this book. I’m not talking about reading it on LingQ and looking up every word. Nemluvím o čtení na LingQ a hledání každého slova. I’m talking about a book. No access to online dictionaries. 无法访问在线词典。 I read this book. It’s a tremendous sense of achievement. 这是一种巨大的成就感。 So, yeah, I guess we’re agreeing. You know what?

One time we should have a discussion where we disagree. 有一次我们应该讨论我们不同意的地方。 It gets a bit boring after a while. But, no, all these things help build up confidence, a sense of achievement. You’ve got a livelier step. 你迈出了更生动的一步。 You’re up at and it. Jste nahoře a je to. You feel more confident about your language learning and all your other activities as well. So when I see these people – this gets back to my YouTube channel – who come on and criticize me. Takže když vidím tyto lidi – vrací se mi to na můj YouTube kanál – kteří přicházejí a kritizují mě. I would never criticize someone who puts up a YouTube channel. Hey, look at me. I’m speaking Swahili or Spanish and I go well, you know your tones are off, whatever. Mluvím svahilsky nebo španělsky a jde mi to dobře, víš, že máš vypnuté tóny, cokoliv. 我说的是斯瓦希里语或西班牙语,我说得很好,你知道你的语调不对,无论如何。 No, unless they make some ridiculous claim that I speak like a native, but then you’re setting yourself up. Ne, pokud neučiní nějaké směšné tvrzení, že mluvím jako domorodec, ale pak se nastavuješ. 不,除非他们做出一些荒谬的说法,说我说话像本地人,但你就是在自取其辱。 Alex: Yeah.

Steve: Why set yourself up for something? Steve: Proč se na něco připravovat? 史蒂夫:为什么要为某事做好准备?

Chances are it’s not necessary. Je pravděpodobné, že to není nutné. 机会是没有必要的。 If you listen long enough you can identify words and you can do a good job at it, even those people who have a heavy accent. 如果你听的时间足够长,你可以识别单词并且你可以做得很好,即使是那些口音很重的人。 I mean the number of people I know who speak so well with a heavy French accent, with a heavy Chinese accent, it doesn’t matter, but who use words well. 我的意思是我认识的有多少人说得那么好,带有浓重的法国口音,带有浓重的中国口音,这并不重要,但谁会用词。 So, the key is to compliment people for what they have achieved and not to try and criticize them for where they maybe aren’t quite perfect yet. Klíčem je tedy chválit lidi za to, čeho dosáhli, a nepokoušet se je kritizovat za to, kde možná ještě nejsou úplně dokonalí. 所以,关键是赞美人们取得的成就,而不是试图批评他们可能还不够完美的地方。 Alex: Yeah.

Steve: Only you and I are perfect, right? Steve: Jen ty a já jsme dokonalí, že?

Alex: Of course.

Steve: Of course.

Ha, ha, ha, that’s certainly not the case. Ha, ha, ha, tak to určitě není. 哈哈哈哈,肯定不是这样的。 Alex: Yeah.

Steve: Okay.

Well, thank you for listening. Alex: Yeah, thanks for listening everyone.

We hope you enjoyed this podcast. Steve: In two parts.

Alex: Yes.

We’ll see you again next time. Steve: Yes, and we’ll try and make it more frequent.

Alex: Yeah.