Today, there are many successful methods for learning English. I want to add my two cents from a different perspective: to talk about what hinders language learning.
One such hindrance is that we are not engaging the right part of our brain. This isn't about body parts, but rather brain areas. In the prefrontal cortex, there are Wernicke's and Broca's areas, which are linked to language perception and production... In adults, they are responsible for processing acoustic signals and speech functionality.
Children around five to seven years old acquire a new language with surprising ease! This is despite the fact that their brains are quite immature. The formation of the cortex finishes around the ages of twelve to fifteen – and it is at this stage that a person gains the ability for complete logical constructions, as the saying goes... During this time, Wernicke's and Broca's areas mature and begin to handle human speech activity. But what happens before the cortex is fully developed, which we heavily engage while learning a foreign language?
Normal methods of teaching foreign languages are not particularly effective on their own – many have studied them but gained no real knowledge. These methods yield results when, for some reason, they manage to activate deeper brain zones, its ancient sections, which children use effectively.
We can consciously approach learning a foreign language: reading and translating, expanding our vocabulary, learning grammar. But the language is (if it is learned) absorbed on a subconscious or unconscious level. This strikes me as a kind of magic.
The second interference: the methods of learning a second language themselves. They are copied from lessons for the native language. Children learn to read using primers — at school or at home, everything starts with the alphabet, with simple words, then phrases, then grammar, and finally (if it gets to that point) style... In the whole school education system, the interests of the teacher (not as a person but as part of the education system) are strong: how many hours, according to the approved methodology, were spent on this topic, what results were achieved in the form of various tests... behind all this is careful accounting of time and money spent. In fact, the language itself, fostering a love for it, assessing how well it 'entered' the student and for how long it stayed — that is, the main interests of the student themselves — are left behind. All learning occurs too rationally and superficially. This lesson-based education system stems from the Middle Ages, took root during the industrial era when standardized training and knowledge assessment were valued. One can somewhat agree with all this — there are no perfect methods. Bureaucracy rules with objective prerequisites. But! There is one huge difference: a child mastering their native language at school already knows how to express themselves in it! This cannot be said for a student starting a new language from scratch... Here, the traditional teaching system yields very modest results — recall your own experience and that of acquaintances.
As an addition to this point: how does a child understand that this is a kitten? That this is a chicken? An adult can be given a translation from one language to another, linking one word to another. However, for a native speaker, the phenomenon and concept are connected differently.
Third reason. A group of the well-known American neurophysiologist Paula Tallal found that about 20% of people in the population struggle with normal speech pace. (This also includes issues like dyslexia, dysgraphia, and other challenges). These individuals are unable to perceive and understand what they hear in real-time. The cerebellum is responsible for this — this "motherboard" of our brain is unable to process incoming information at normal speed. However, it's not hopeless: it is possible to practice at a slower pace and gradually reach normal speed. In most cases, this is achievable. But it’s essential to recognize that some challenges require specific approaches.
Fourth reason: a fundamental confusion in concepts. For me, this was perhaps the most toxic issue. What do we do with a second language? We LEARN it. I did fairly well in school with mathematics and physics, and approached learning English in the same way. I thought I just needed to memorize words and grammar, and what problems could arise if everything was well-learned and remembered? The fact that speaking involves a fundamentally different nature and is physiologically much more diverse than speculative (without any offensive undertone) constructions only dawned on me after many years.
Fifth reason – partially overlapping with the fourth. It is ego. If I know the words and grammar, why should I repeat a sentence I’ve read multiple times? ("Am I stupid?"). My pride was affected. However, mastering a language is not about knowledge, but about skill, which can only be developed through repeated practice, especially in an environment free from self-criticism. The psychological aspect — reducing self-reflection — also often burdens adults. I found it hard to lower my self-criticism.
In summary, I would like to know about your experience with learning English (I am trying to develop a language learning method that could address the mentioned and other possible limitations). This raises the question: how relevant is it for a programmer to master English beyond the professional minimum, which is simply unavoidable? How crucial is an advanced command of the language when considering travel, relocation, or temporary stays in an English-speaking or broader cultural environment where English may be sufficient for communication?
Source: habr.com
