Grammar Book versus Online Learning

Grammar book versus online course:  Pickett and Black’s Gramática Popular del Zapoteco del Istmo (http://www-01.sil.org/mexico/zapoteca/istmo/G023b-GramaticaZapIstmo-zai.pdf) has become my primary language-learning resource since completing the Memrise course.  I regret that I did not use this resource much earlier on.  (As I mentioned earlier, I delayed using this source because I wanted a printed version of the 135 page electronic book, but did not want to print that many pages.  One might say to just print what you need, but I felt that I would need all of it and wanted to be able to make notes on the pages and use tags to mark the material that I thought I might reference frequently.)  Memrise inadvertently became my daily language-learning source.  It was easy to be drawn in to because it is fun, visual and auditory, and gives instant feedback and learning gratification.  It was also easy to develop a habit of doing daily because it did not require any preparation and I never had to be in the ‘mood’ to do it.  In fact, I often used it to get me in the mood for language study.  The grammar book, however, (obviously) has a much more thorough description of the grammar, also in an easy to follow way.  The book has a lot of IZ vocabulary that I can add to my word bank, and I can observe many of these words used in example sentences.  Some of the grammar examples use colloquial expressions that expose the reader to everyday spoken language.  I am not going to go into all the details of what I have learned through this resource now, but one of the most interesting language features I learned was the number system.  After 1 through 10, numbers are added or multiplied to equate the desired amount.  This method of expressing numbers seems to me like verbalizing large numbers in this language developed in later times.  In summary, I believe I would be further along in my language learning today if I had incorporated reading this book in addition to using Memrise.  I am already comparing grammatical features that I have learned in both for consistency, which is another great way to learn through verification.  Sometimes I think that I have found a mistake in the grammar book based on what I learned in Memrise; but after consulting my notes, I have found that there are subtle differences in use that make the difference.  Compared with a grammar book, Memrise might seem like it was just fun and games, and perhaps not serious language learning.  On the contrary, the online course was able to offer what a book cannot, which is audio samples of the language, songs, and recited poetry.  The online learning is more interactive and engaging than a book.  But I would not say one is better than the other, just different.       

After thought:  I was just thinking that it may seem to the reader of this blog that it is a contradiction that I will not use an electronic grammar book but will use an online language course daily with no apprehension.  These learning tools in my mind are in different categories of use.  And actually, I may not have mentioned that I have written everything I have learned from Memrise into my notebook so that I can reference it at will.  Typically, I am a book learner and like the tactile control I have over materials on paper.  Materials that I plan to reference while engaged in other learning activities are more convenient for me in print. 

Week 9 Memory strategy

Creating ‘mems’ for difficult to remember words:  Although I have completed the Memrise course, I still try to spend a few minutes a day reviewing the vocabulary and grammar I learned by ‘watering my plants.’  I have created pictures or “mems” for some of the words that I still have trouble remembering.  I was pleasantly surprised at how well this technique helps to create a “memory” of difficult words.  A ‘difficult’ word for me is one that I cannot create my own mnemonic device for.  The process of selecting an image from the Internet and adding a catchy text helps me to ‘own’ the vocabulary.  I just created a ‘mem’ today to help me remember the present tense, 3^rd person verb rizíˈ ‘buy’ and its past tense, 1^st person form guzieeˈ.  To create a mem, I try to think of what the word sounds like in English and if there is an image to portray that.  I also try to think of a way to incorporate the “sounds like” tool with the actual meaning of the IZ word. So, rizíˈ sounds like ‘ritzy’ and guzieeˈ sounds a little like ‘Gucci.’  (It’s not always a perfect match, but better than nothing.)  Since the verb means ‘buy,’ I can imagine shopping at a ‘Gucci’ store in the ‘ritzy’ part of town.  I looked up images of Gucci stores and selected the one below and added a text that reads, “Tourists buy Gucci in the ritzy part of town.”  This ‘mem’ will now be shown on the course site to help others learn the word as well.

   

Tourists buy Gucci in the ritzy part of town.

Week 9 Speaking and Writing

Week 9

Word of the Week: nuuni gande ca ‘it’s perfect’

(I finally discovered some colloquial expressions in my should-have-read-sooner grammar book.  This expression literally means ‘this thing is the twenty,’ like saying it’s ‘swell’ or ‘the bomb.’) 

Speaking:  The chapters in Achieving Success in Second Language Acquisition (Leaver et al, 2005) and Lessons from Good Language Learners (Griffiths, 2008) on “Speaking” address strategies that are important for most language-learning endeavors.  However, as I stated in my ISP in Week 1, I do not expect to have developed conversational skills in Isthmus Zapotec through my learning strategy.  I knew when I embarked upon learning this language that my chances of engaging in a conversion with a native IZ speaker would be slim.  However, as I have spent considerable time learning to read the language and recite IZ poetry, I have felt a little guilty about not knowing some of the most basic expressions and exchanges in this language.  I was curious how to say “thank you” in IZ one day, but could not find any form of the word ‘thanks’ in my IZ dictionary.  (I can say “I love you,” Naa nadxie’ lii!)  A little embarrassing, I do not even know how to say “hello” and “goodbye.”  In case someone asks me for something ‘basic,’ I memorized counting to ten.  I have been relying on my memorized poetry as my ‘rehearsed material’ needed for a potential interaction with a native speaker, but a “hello” would be a nice opener. 

Strategies for speaking:  When learning a language in which one anticipates contact with native speakers, it is important to prepare in advance for face-to-face interactions (Griffiths, 2008).  One should learn useful vocabulary and expressions commonly used in communicative situations, including word families or categories of vocabulary (i.e. travel, sports, shopping).  It is also important to have strategies for learning and using functional grammar in order to ask question, make a request, and provide information.  The most common types of oral communication are functional transactions, informal conversations, interviews (formal conversations), and formal presentations (Leaver et al, 2005).  As a beginning level speaker, functional transactions may be the easiest to learn since they are the most predictable form of communication.  This could include knowing how to order food in a restaurant, make a purchase in a market, or use a taxi service.  Greetings could be a part of any transaction, or a part of any form of communication for that matter.  A beginner language-learner should seek out interactions with native speakers, so planning for an informal conversation would lessen the anxiety of making a fool of one’s self or of having nothing to say.  Important strategies would include learning to simplify the language, memorizing something that you can anticipate talking about (i.e. school, family, work), learning how to ask questions to keep a conversation going and the other person talking, and learning how to ignore mistakes that do not appear to interfere with meaning (Leaver et al, 2005).  The strategies recommended for formal conversations and presentations are for the more advanced learner; although advice such as prepare in advance, be ready, and over practice is good for all speakers in any language.             

Writing:  A beginning language learner may have the opportunity to interact with a native speaker through informal written communication.  In such a case, writing strategies should be utilized.  If the learner is using handwritten correspondence, it is important to learn the stylistic differences between his own writing and that of the native writer (Leaver et al, 2005).  Penmanship can affect meaning and legibility for the reader.  (For me, a European ‘1’ looks like the number ‘7.’  When I address mail to friends in Europe, I try to write the number ‘1’ their way so their postman can read it.) A pen-pal or ‘e-pal’ can be a great resource for a learner to observe the colloquial use of the language.  Written communication could also provide the learner with more opportunity to receive corrective feedback from the native speaker.  A learner may find examples of casual writing as a model through diary-like novels.  Reading weblogs in the target language may be another good source of authentic casual written language.  For language learners who plan on continuing their studies in the target language, it would be important for them to strengthen their formal or academic writing skills.  Typically, communicative language-learning courses do not teach writing for the sake of writing.  A good strategy for learning how to use formal writing without the help of a teacher is to look at authentic text.  Even native speakers use this strategy for themselves.  I have done this when new on a job in the situation of having to produce a professional correspondence.  I have referenced files for letters or notices written by more experience employees and used these as a model for my own writing.  As a college student, I observe the structure of academic journals and the style of writing as examples of what a research paper should look like.   According to Griffiths (2008), the most important writing strategy is reading; we learn to write by reading.  When reading in the target language, learners can pick up new vocabulary and see it used in context.  They can observe the use of grammar and form, and notice the structure of certain genres of writing.  Reading about a relevant topic before writing can also help provide the learner with ideas to write about.

A Self-Directed Learner

A self-directed learner:  This learning experience has shown me that I can be a much more effective self-directed learner.  My Hebrew learning has involved a half-hazard attempt of self-directed or autonomous learning over the past five years.  (I have had a wonderful tutor, but little accountability nor sense of urgency, and no set goals.)  I have also made attempts at teaching myself Portuguese with some success many years ago.  I have also used independent study for learning Spanish at times when I was not engaged in formal instruction.  I know, however, that I would have had much greater success in these endeavors if I had used an Independent Study Plan as I have done with Isthmus Zapotec.  Goal setting and planning combined with personal accountability is the recipe for greater language-learning success.  This experience has led me to believe that it may be possible for me to reach at least a low level of fluency in any language without having to take classes if I dedicated the time and implement a study plan.  I intend to test this theory with Spanish, since this is the language that I have the most opportunity to use with native speakers and holds the most benefit to me, therefore worth the considerable time investment.  Perhaps I will even blog about it.          

  

Future Plans for Language Learning

Future plans for language learning:  I did not know how I would feel about continuing with Isthmus Zapotec at the end of this ‘language-learning odyssey’ when I first began.  I feel now that I have an investment in the language and do not want to stop at “Week 10.”  My investment is not just the time and effort put into learning the language, but it is in the Zapotec people that I have spoken with and in the IZ poetry that I have developed affection for.  My investment is in meeting David Shook and being drawn into a community of poets.  I don’t want to let go of this.  Studying Isthmus Zapotec has also reignited my interest in continuing to learn Spanish.  Much of my IZ learning has been in Spanish, therefore continuing to learn IZ would be made easier with increased Spanish skills.  Furthermore, improving my Spanish skills will help me to communicate with the Zapotec community in Los Angeles, since most of them speak Spanish as well.  Ultimately, Spanish will help me as an ESL teacher working with the Hispanic and indigenous communities in Los Angeles.

Motivation: Current status

Motivation:  At this time at the end of Week 8, I am struggling with my motivation to put in the language-learning time that I need to reach my final goals.  The process of writing a term paper based on this learning experience is strongly competing for my time and mental activity.  I feel very conflicted about this because I want to prove to myself that I do have the ability to be a self-directed learner and be accountable to my self-made goals.  I also found that my research into the Zapotec people and language is a separate project in its own.  Unfortunately, this side project may have to be put on the backburner for now.  I am also highly distracted mentally by an upcoming trip to Asia.  I want to learn a little Japanese and Korean to be able to handle very basic interactions and travel needs.  I don’t even know how to ask for the restroom in these languages.  This could be an embarrassing problem.  I just began using the Pimsleur Quick & Simple Korean, but it takes time! (And by the way, it’s not quick or simple.  I have to listen to the lessons over and over again because I guess I’m not a “good language learner.”  I am being a little sarcastic.)  I will also mention that I have continued with my once a week Hebrew lesson during this entire ‘odyssey.’  I plan to create an ISP for Hebrew learning in the near future.  Over the past several weeks, I noticed an increase in my motivation and efforts in learning Hebrew.  I believe that my mind has been more receptive to all language learning since I began using an ISP and increasing my awareness of the learning process.  I was also inspired to develop more discipline in prioritizing Hebrew study time.  Nonetheless, this week, I have lost my motivation for anything that I don’t need to do right now; and unfortunately, that includes Hebrew.  I cannot justify the time.  I almost resent my personal obligation towards it at the moment.  I will continue my lessons for the next couple of weeks for maintenance, but will reserve all my study time for Isthmus Zapotec, Korean, and Japanese.  (Good thing I decided against including China into this trip as well!) 

Assessment

Assessment:  Although I do not assess myself formally, I have been able to measure my progress in a variety of ways.  The online course Memrise was a good way of assessing what I was learning in the program because it quizzed me on the material I was learning.  Even though I have completed the course, I still attempt to visit the site regularly to “water my plants” (the metaphor used for the daily vocabulary quizzes that ensure retention of the material).  I receive an email message from Memrise everyday that reminds me to do this.  Another way of assessing my progress was through my memorized IZ poetry.  I periodically record myself reciting or reading the poems to see if my pronunciation and speed has improved.  I listen to older recordings of myself for comparison.  It is gratifying to hear the difference and improvement.  Perhaps the best way to assess my progress is through reading.  Although I have plenty of poetry sources to read, I thought it would be a good idea to try to read from a more traditional literary format.  Poetry is a creative use of language and sometimes breaks the ‘rules.’  I have begun trying to read from an IZ book that I recently purchased at the Léa L.A. book fair last week.  It is a version by Natalia Toledo of the classic tale called Didxaguca’ sti’ Lexu ne Gueu’ ‘Story of the Rabbit and the Coyote.’  I am not sure that I know enough words to say that I am actually reading yet.  I wrote down the words of the first paragraph in two columns, a column of the words I understood and a column of words I did not know or was unsure of.  I counted the words in each list and found that I only knew fifty percent of the words in the paragraph.  That sounds like a lot, but most of these words were pronouns, articles, conjunctions, and prepositions.  I understood only a handful of content words.  I was excited to be able to almost read a whole sentence at first glance, “Yanna xti’ ca diidxa jma sicarú…” My translation is ‘Now your most beautiful words…”  I placed most of the verbs in the ‘unknown’ column because I did not know the root words.  I could identify the aspect and pronoun/subject suffix at the end of the verbs, but this is not enough.  Like the poetry I have been reading, the Spanish translation of the book is not literal; therefore, I cannot rely on it completely for determining the IZ meaning.  Nevertheless, this assessment has shown me that I need a lot more vocabulary as well as grammar knowledge to read.  I have less than two weeks to reach a beginning level in reading.  I am concerned about reaching this goal.