Could the lack of interesting and understandable content explain a common behaviour among language learners?
A good friend not long ago remarked that he’s “starving for comprehensible input”—opportunities to hear the language he’s learning in ways that are both highly interesting and highly understandable at his level.
He lives in Bangkok, just a few stops away from a one-of-a-kindprogram that provides hundreds of hours of Thai input in ways even beginners can understand no matter their first language, but a busy schedule keeps him from going there.
He occasionally takes lessons with a Thai tutor who understands the importance of comprehensible input, but is also too busy to do much about it—booked solid with students who demand not to hear a lot of Thai in understandable ways, but rather, to get explanations of how the language works and how to say things in it.
Second language acquisition research shows that we acquire languages and become fluent in them not through study and practice of words and grammar rules, but through massive comprehensible input.
In developing his Effortless English system to help learners who have studied English for years but still can’t speak it well, Hoge (rhymes with “rogue”) surveyed a variety of language-teaching methods, especially ones based on comprehensible input.
His research included attending AUA in Bangkok for over 600 hours of classes taught uniquely using the Automatic Language Growth (ALG) methodology, where students pick up Thai without study or practice through listening to teachers who speak it using non-verbal communication and context to make it understandable.
Thankfully, Hoge blogged about his experiences at AUA around 2004 and shared his thoughts and analyses, and his writings have remained online since then.
I didn’t give his posts much thought when I first read them, but after attending AUA myself for over a year, noting how it differs from what was intended for ALG, and surveying other comprehension-based approaches, I realize that I’ve arrived at very similar views on how AUA’s implementation of ALG could be improved.
As I’ll explain though, there’s another aspect of ALG that I would also emphasize strongly in improving how the approach is implemented: the power of highly memorable experiences in the target language.
The Automatic Language Growth page on this site features the script of the video and will eventually include and link to more detailed background information and research. For now you can watch the video and read this synopsis:
In many of my posts I have lamented the lack of comprehensible input for language learners, whether it be in the form of classes or other resources.
In my last post, I observed that while academics today generally agree that comprehensible input is very important to language acquisition, more comprehensible input exists today mainly by accident—because technology has made so much foreign language media easily available.
However most of this media, like TV shows and movies, is aimed at native speakers and so is not very comprehensible for beginners to efficiently pick up language from.
Even though media is so easy to create and distribute today, there isn’t a comparable effort to create good comprehensible input for beginner and intermediate learners that doesn’t require study or translation.
In this post I want to take a more positive focus and highlight some work that people have been doing to create this kind of input.
In my previous post I detailed my experiences learning Mandarin Chinese using Crosstalk, a method where each person speaks their own language using non-verbal tools as needed to communicate.
Crosstalk provides a way to implement the Automatic Language Growth approach, which theorizes that adults can learn languages as well and as easily as children if they pick them up like children, through understandable experiences without study or practice, and letting speaking emerge on its own.
This suggests that adult speakers of different languages could use Crosstalk to communicate, gradually gain understanding of each other’s language, and with this, have the basis to go on and approach native-like fluency in their new languages.
While most of my experience with Crosstalk has been with Mandarin, I also have some experience with Crosstalk as part of learning the Thai language.
I write here because I’m deeply and passionately interested in how the average adult can learn new languages and become as native-like as possible with the least difficulty, and ideally, have a lot of fun doing it.
However, I have not yet succeeded in even becoming fluent in any language besides English, my native language.
Perhaps I have even failed in my attempts to learn languages.
The main learning method I have been examining is Automatic Language Growth (ALG), which claims that adults can effortlessly approach native-like fluency in new languages if they learn them like children—listening first in the context of many understandable experiences, then beginning to speak.
When discussing language learning and input-based approaches like Automatic Language Growth (ALG), I encounter many people who insist that you need to have someone correcting you in order to learn to speak a language properly, especially if it’s a “difficult” one like Thai or Mandarin that has tones and other features that don’t exist in English.
They are often quite adamant about the need for instruction and constant correction and can’t seem to conceive of an adult learner being able to pronounce a language correctly without study and practice.
In my experience, it is possible even as an adult to learn to speak a language pretty clearly, to say the least, without any explicit instruction or practice.