Can You Really Learn A Foreign Language While You Sleep Language Learners Good and Bad
Apart from theory, methodology and didactics, language is a communicative tool. It allows us, as humans, to share our knowledge, thoughts and ideas in a way and at a level that none of the other animal species ever can. But what actually constitutes good practice in English or foreign language learning? How can we identify or become a good language learner? In this third installment of the article series, “Can you really learn English or another foreign language while you sleep?”, we’ll examine some of the many aspects of good language learners.
A Good Language Learner
Another aspect to consider in English or foreign language learning is, “What is a good language learner?” Rubin identifies seven characteristics that comprise a good language learner. As a quick mention they are;
A good language learner:
Is a willing and accurate guesser
Has a strong drive to communicate
Is uninhibited
Attends to form
Practices - seeks out conversations
Monitors own speech and the speech of others
Attends to meaning
All of these aspects are based on cognitive, meta-cognitive or conscious, communicative and social competencies (Rubin, 1975). In the reference article, “Are You a Good Language Learner?” further aspects are discussed in more detail. It’s available online at:
http://ezinearticles.com/?English-Language-Teaching-and-Learning:-Are-You-a-Good-Language-Learner?&id=242001
Learners Come in Different Flavors
While educators try to treat students as individuals, with varied backgrounds, aptitudes and needs, in a system driven by a mass-production philosophy, this is a daunting task. Learners are different however and applied theories such as the Dual Psychology or “split-brain” theory of Roger Sperry which identifies competencies “housed” in either the left or right brain hemispheres, or the Triune Brain Model of Paul MacLean (National Institute for Mental Health) which explains inter-related functions of the neo-cortex (thinking cap), limbic (or mammalian brain) and the primitive-reptilian brain, help us to understand the workings of the human brain in a language learning and acquisition context. The Brain Dominance Model proposed by researcher, Ned Hermann, has also been instrumental in co-relating personality, learning style and language learning and acquisition. None of these theories or models however, lend credence or support to an extensive system based on “sleep-learning”.
Cerebral Cortex Development
In a study during the 1960’s by UC-Berkeley Biologist Marion Diamond, two sets of rats were raised in different environments.
One set had toys to play with, playmates to romp with and a roomy box that was kept clean and fresh.
The second set was put in solitary confinement; all alone in a much smaller cage with no toys to enjoy.
After several weeks, Diamond measured the size of each rat’s cerebral cortex, which is responsible for higher nerve functions. The rats in the sociable, clean and stimulating environment grew brains bigger than the rats with the impoverished surroundings.
Does the enriched environment increase the dimensions of the brain, and does the impoverished environment decrease the dimensions of the brain? The answer, very clearly, was yes. Development of the cerebral cortex (and language processing center) requires conscious, active stimulation.
At this point in time, there is not yet a way to “plug-in” or “pour” language into the human brain. With the continual rise in the study of English as a foreign or second language, (EFL, ESL) progressive TEFL English and foreign language teachers, foreign language learners, and educational administrators need to be aware of the implications posed by claims of “learning English (or another foreign language) while you sleep. While the lure of “learning English or another foreign language while you sleep” may be highly provocative and tempting for all of us in this not-enough-time-to-do-everything world, there’s still no “easy out”. Learning a foreign language can be a life-long pursuit or a summer project, but with competent teaching, dynamic methodologies and skilled English and foreign language teaching professionals, it can all be worth the effort.
Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com
Tags: EFL, ELT, English language learning, ESL, foreign languages, Rapid eye movement, REM sleep, TEFLNo Comments
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