Posted by: lyonenglishnetwork | December 20, 2012

Les 5 erreurs les plus fréquentes dans l’apprentissage des langues

Hier, le 19 décembre 2012 est paru un article très intéressant sur le site du Daily Telegraph – les 5 erreurs les plus fréquentes dans l’apprentissage des langues.

http://www.telegraph.co.uk/education/educationadvice/9750895/Learning-a-foreign-language-five-most-common-mistakes.html

Voici un récapitulatif (l’article est en anglais) :

1. La manque d’écoute: certaines linguistes recommande une période “muet” où on ne parle pas dans les premiers mois d’apprentissage

2. La manque de curiosité et l’attitude: une étude au Canada a trouvé que des anglophones souhaitant apprendre le français ont fait peu de progrès faute de préjugés contre la partie de la population “francisé” – même après des années d’études

3. La pensée rigide: les personnes avec une tolérance basse d’ambiguité ont des difficultés – dois-je suggérer que le système français d’éducation est (était) assez rigide – voir le discours TedX ci-dessous.

4. LA méthode – une seule méthode. Des méthodes divers peuvent tous être bon, mais l’un n’éxclut pas l’autre. 

5. La peur – à un moment donné, il faut parler. Même après beaucoup de travail, par exemple d’écoute, on a besoin de parler.

paul@lyonlingua.com

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Responses

  1. Hi Paul, this period ‘muet’ or ‘mute’ I find very interesting, and to some extent can agree – if we characterize this ‘motherese’ language as simple, melodic, repetitive. Sure, that’s how babies learn, and though adults are not babies, I can appreciate the relevance of listening – in this context. Speaking completely natural english, I’m not sure would work. The brain needs to be able to decipher piece-meal and that would be feeding too much data to the neurones. (In my view)
    On the other hand, there is ‘logic’, which adults can apply to language learning by having already learnt at least one language – their own; maybe more. Hence learning rules of grammar and vocabulary by whatever technics teachers provide can speed up the learning process – as long as its fun and stimulating!
    Final comment – I believe you previously mentioned Chomsky’s work in which he believes we are not born with a complete ‘blank slate’, but that we inherit ‘basic’ language rules that are embedded into the brain’s structure. If so, I guess the brain has some prior structures to help us learn as babies, and as adults, and the necessary software is already in place to make sense of listening – if we just let it do it’s job.
    PS. Happy New Year!!

  2. In any case, I firmly believe it to be true: it is my experience: sufficient exposure to the language is key, it’s how I learnt French. I’m also interested in the idea of having a test environment for language-learning. I think I will blog about this soon. Children have a “test-environment” in which to speak after and during exposure. Adults can have this too. It’s difficult to go into a high-pressure negotiation situation if you don’t know how to have a basic conversation in a pub! It’s not too much for the neurons, at least it hasn’t been for mine, either in French or Spanish (which I’m currently working on).

    The example I always take is figuring out the “qui” and the “que” in French, which I figured out only in France, not through lessons.

    Happy New Year, Phil! Have a good one!


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