Luyện nói tiếng Anh bằng Shadowing qua video: Professor Explains the Truth About Learning a Language After 50 | Dr. Simone Pfenninger

Chọn chế độ luyện tập

Mỗi chế độ mở một phòng luyện tập toàn màn hình.

474 câu

Nếu các câu quá ngắn hoặc quá dài, hãy bấm Edit để chỉnh sửa.

Is it ever too late to learn a language?

The short answer is no. It's never too late.

Obviously, there are limits.

I think scholars talk about a critical period.

It's a pretty old hypothesis, and you can probably already sense that there's a couple of issues with that.

You talked about bilingual schools.

These types of schools are pretty expensive.

Do you think it's worth it at all?

Yes, I do.

It's not so much about the length of study.

It's more about intensity and how condensed those hours are.

Dr. Simone Fenninger, you're a professor right now at the University of Zurich, which is, you know, the biggest university in Switzerland, if I remember correctly.

A well-known university in Europe and worldwide.

You were an associate professor at the University of Salzburg in Austria in second language acquisition, which is to say, you know,

language learning for the common folks and psycholinguistics.

And a lot of your work has to do with age and language learning.

The first thing I want to ask is, is it ever too late to learn a language?

The short answer is no. it's never too late.

There are essentially no inherent limits to second language acquisition.

Obviously, there are limits, but those are more shaped by the circumstances that surround the learner.

And that may include time, the time that you have on your hands,

support, available resources, access to target language speakers,

the target language culture, prestige, the prestige, the status of the target language, among many other variables.

So very often,

the age differences that we observe reflect differences in the situation of learning rather than in the capacity to learn, if that makes sense.

So I find rather than asking, is it ever too late?

The more interesting question for me as an SLA scholar is why do some individuals acquire new skills more efficiently

and more rapidly than others?

Right.

It's the same in psychology when they investigate why some individuals are more affected by cognitive decline than others.

What's the recipe, right?

What do they have that others do not have?

That is really interesting to investigate.

So there is not one standard magical age when abilities change abruptly in a way that affects learning and development,

you know, from one day to the next.

The current consensus among cognitive scientists is really that the brain remains plastic throughout life.

And by plasticity, I mean just the brain's ability to reorganize neural connections in response to a learning experience

so the message really is that the brain is modified by experience at any age

and all experiences leave their mark across the lifespan

so experiences constantly shape how we respond to future situations experiences create knowledge obviously

and expertise for learning and experiences can change the brain.

But there's no magical age when we say, okay, now the window is closed and you're doomed.

I think scholars talk about a critical period.

Is that a thing?

To what extent does it affect us, if at all?

Yeah, I mean, that's a

hypothesis called the critical period hypothesis that goes back to the 50s and 60s of the last centuries.

It's a pretty old hypothesis and it was first formulated for first language acquisition rather than second language acquisition.

And over the years it's made its way into second language acquisition, but originally it was formulated for first language acquisition.

And there's two main assumptions to this hypothesis.

One is, like I said, it's this idea that there's a clear cutoff line.

There's a clear cut end sometime early in life,

after which you're no longer able to attain what they call native-like proficiency any longer.

So yeah, the window of opportunity has closed.

So the key word there is really discontinuity, right?

There's a threshold

at some point like a cliff if you want um

which is very different i'd like to emphasize

that from uh just general age-related differences

that we describe in our research you know for example the observation

that in certain contexts earlier is better

when it comes to language learning that's very different

that does not imply that there's a a cutoff

or a sort of a bend in the proficiency age function

so that is one assumption there's discontinuity and the second assumption

that this hypothesis makes is

that all the learners within the critical period they should be

capable of perfect native-like l2 mastery irrespective of their first language

and everybody outside of a critical period should fail to gain native-like mastery

and you can probably already sense that there's a couple of issues with

that one is that for decades scholars have tried to find the end of that critical period.

For Lyme-wage and humans, originally, I think in the 50s, Penfield and Roberts and Lenneberg,

who devised the critical period hypothesis, they said it's age nine, around age nine, or 12,

the onset of puberty, because they said that is when the brain becomes, and he said, increasingly stiff and rigid.

But as I've just said, that is no longer in line with current neurobiological wisdom.

So it's been super difficult to find that cutoff.

Scholars, there's assumptions that range from, I think, one year of age all the way through the end of adolescence.

You find everything.

It's so hard to model thresholds in my field and to say for all individuals,

this is the age after which this or that happens.

Um, so that is one issue.

And the other issue is, I mean, what is native likeness?

I mean, how do you define that?

How do you measure that?

Um, and also how can,

or, or can monolingual native likeness be found in multilinguals at all?

Is that possible or such as an impossible benchmark?

And so empirically speaking, it's been super difficult to verify or falsify the critical period hypothesis.

So like I said, the current consensus is that there is no standard age at which things change drastically.

That's pretty encouraging because I get a lot of questions of people asking, you know, you know, I'm 50, I'm 60, maybe even beyond.

Is it possible for me to learn a language?

And even, you know, people younger in their 20s and their 30s, just thinking that, you know,

I'm not old, but I'm past that quote unquote critical period and so is it too late.

But then why is it that when I see kids and they don't need to put any work in, well, at least it looks like it,

and they just sort of absorb the language and they end up, even if it's their second language, they end up speaking like a native speaker, especially in terms of accent,

whereas for adults it seems to be, well, not really the case in most cases.

In general, there are obviously

differences in how how we learn or we learn languages differently at different ages and

that also motivates different pedagogical approaches right children even in schools not even in a naturalistic setting they learn languages

100

and languages are being taught very differently um compared to how we adolescent

101

so that makes perfect sense and also i mean as you go through life, the environments also in which we learn also change, right?

102

So once you no longer have to go to school,

103

for example, you may start learning additional languages in more informal environments and less so in all programs.

104

You may meet a significant other who speaks another language.

105

So the environments change.

106

And then I think we also generally, we keep adapting our ideas about what we want to do

107

and learn in life as we as we get older and

108

so things keep changing naturally and so it makes sense

109

that there's many learning contexts where yes children are clearly at an advantage

110

when they acquire additional language there's a lot of immigrant studies for example

111

that carried out or collected data in so-called naturalistic learning contexts.

112

For example, if a family moves to another country and you observe and you document

113

the progress that they make when it comes to language learning, and very often we find that the children outperform younger starters,

114

outperform older starters, right?

115

In the long run, definitely.

116

Um, not across all domains though.

117

I mean, it's a little more nuanced.

118

I mean, there are domains of language that are a little more susceptible to age effects.

119

For example, pronunciation is very vulnerable age effects.

120

Um, so foreign accent, um, whereas lexical semantics, vocabulary is a little less vulnerable to age effects.

121

So this is not a sort of an all size fits all.

122

But yes, I mean, earlier is better in a naturalistic setting.

123

Now the question is, and you've just asked it,

124

the million dollar question is why children outperform older starters in those settings?

125

Because there's a variety of possibilities.

126

The first one that usually comes to mind is some kind of cognitive or neurobiological advantages, right?

127

As we are affected by what we call cognitive decline and cognitive decline sets in gradually

128

in young adulthood and affects cognitive functions that are necessary or that are in part necessary for language acquisition.

129

Parts of working capacity, for example,

130

or information processing or recalling new information,

131

processing speed and so on.

132

And those start declining, yes, gradually in early adulthood something that children are not affected by.

133

Right.

134

And so that's possibly one reason.

135

I would say there's also a ton of what we call age-related circumstances that they profit from.

136

So if you think about a family that moves to another country, the children ideally may go to school

137

and in a school setting they're immersed fully immersed in the

138

target culture right um they're they make new friends um they have regular

139

and rich interactions with a variety of target speakers um children

140

also have very positive attitudes to learning new things they're they're generally speaking, relatively risk taking.

141

They usually have greater commitment of time or energy than adults.

142

They may have a greater support system like teachers and parents or caregivers or older siblings that support them.

143

And those are all what we call, those are optimal L2 learning conditions, if you think about it,

144

and those are all that are equally important as cognitive.

145

factors and if you think of adults then or their caregivers for an adult immigrant

146

their main social network may involve people from their own ethnolinguistic group

147

and that's it right and they may have you

148

or maybe no native speaking colleagues at work

149

so their learning conditions may be far from ideal

150

so the question really is

151

if adults had similar optimal l2 learning conditions would they do

152

equally well you know what i mean what is what is more important the cognitive side of the story

153

or everything that comes with age all the age-related circumstances

154

super hard to tease those two apart

155

but those are those are some of the reasons why in

156

some contexts yeah earlier is better there's a ton of context so where that um assumption does not hold empirically.

157

For example, if we take immersive home settings, home environments, if children grow up multilingual,

158

this is something here in Europe that has become very common, right?

159

That children are being raised multilingually.

160

And parents keep asking us, what's the recipe?

161

What can I do, right?

162

What are the factors that guarantee a multilingual outcome?

163

And there we sometimes do find age effects and sometimes we don't.

164

Sometimes a little older, if you start acquiring the second language a little older, it's not necessarily a disadvantage because older children,

165

say a six-year-old, can profit from increased cognitive maturity.

166

And that basically means that certain cognitive functions are further developed.

167

The same functions that I've just mentioned, working memory capacity, abstract reasoning, executive control.

168

And those are important for language learning.

169

So they may be better developed or further developed.

170

An older child may also have a good basis in their first language.

171

You can profit from that.

172

When it comes to additional language learning, literacy skills is one that comes to mind, reading and writing abilities.

173

And so we usually tell those parents, even the absolute earliest possible start.

174

So birth does not guarantee a bilingual outcome.

175

There are bilingual children who are exposed to two or more languages from birth.

176

And they absolutely grow up, you know, to become productive multilinguals with varying proficiencies in their languages, but still fairly productive.

177

And then others only develop receptive skills in one of their languages.

178

And yet others completely attrite, meaning their knowledge stagnates, fossilizes,

179

and then they no longer use the language at all.

180

and they're not being encouraged to use it by their caregivers for whatever reason.

181

And so that's a very common scenario.

182

So there, age plays a role, but the evidence is mixed, and then you have classroom settings.

183

That's the third.

184

Learning context where earlier is better, that assumption doesn't really stand up empirically, interestingly.

185

I want to talk a little bit more about cognitive decline, but first, yeah, you talked about these, you know, bilingual schools.

186

These types of schools are pretty expensive, usually like, you know, college level sort of tuition fees.

187

Do you think it's worth it at all?

188

Yes, I do.

189

I actually do.

190

I think this is one of the contexts where we find beautiful

191

starting age effects because the language is really it's not

192

so much about learning an additional language that's not

193

so much about language learning it's more about using the language as a means of communication to do something else

194

and that's a very authentic way of using the second language

195

so you may use it for example to do math or biology right

196

So it's not so much about grammar or vocabulary or accuracy, fluency, complexity.

197

It's about math or biology just through another language.

198

It's a means of communication.

199

And of course, also the intensity of language exposure is great in bilingual schools.

200

And high intensity instruction, we know that promotes the continuous activation, processing and consolidation of linguistic structures.

201

So it's interesting in second language acquisition, it is not so much about the length of study in years or in instructional hours.

202

It's more about intensity and how condensed those hours are blocked.

203

That for some reason is a lot more effective.

204

Really?

205

Okay.

206

And so that's what happens, right?

207

In bilingual schools, it's super, super intense.

208

It minimizes also the impact of forgetting and interference because you are continuously focused on the target language without constant breaks.

209

It really simulates, you know, it's a form of immersion really.

210

It's like a naturalistic setting.

211

It's very authentic.

212

And yeah, no, it's there's usually, usually those students make great progress, but as As you rightly pointed out,

213

those schools are incredibly expensive also here in Switzerland, and they're usually not state funded.

214

They're private schools.

215

So we are trying to promote them because when it comes to early foreign language learning, this is the approach.

216

This intensive, immersive approach works really well, particularly with young learners.

217

Yeah, you talked about something I wanted to talk a little bit more about, then we'll move on to cognitive decline.

218

But you said that intensity potentially is more important than the total length of studying.

219

And this is something I've been sort of suspecting for a long time.

220

It seems to me that really going all in on the language, even for a limited amount of time,

221

seems to have a sort of exponential effects on your ability.

222

do you think that is?

223

It's just that you're getting exposed to the same stuff at, I don't know, it's like a frequency that is good for memorization or I don't know.

224

Yeah, yeah, you're, you benefit from, I mean, obviously there's increased input, output and room for interaction.

225

That's always good.

226

And you just benefit from being exposed to a higher frequency and density of linguistic input over shorter periods,

227

rather than receiving the same amount of input distributed over a longer period of time.

228

It's also motivating because you can tell you're making progress, right?

229

And sometimes this drip feed approach, you know, if you have one or two instructional hours per week in primary school,

230

sometimes students report that they find this frustrating that they're not really making a lot of progress.

231

But of course, you can't just add instructional hours to the primary school curriculum.

232

That doesn't, it doesn't work like that.

233

And so that's a nice compromise, right, to teach school subjects in the target language, or at least some of them.

234

And yeah, you have a sense of progress, achievement, you don't have the constant breaks, there's less room for interference from other languages,

235

because you're really focused on one language without constantly switching to.

236

Yeah, it minimizes the impact of forgetting, interference.

237

It's just, it's a peculiarity of language learning that intensity works so well.

238

But it's been shown, I mean, bilingual programs are incredibly successful.

239

And talking about cognitive decline, you said that this may be a factor when learning a language,

240

but I'm wondering how much of a factor is it?

241

Specifically, you know, when your early adulthood?

242

Is it a factor at all or is it something that we can just neglect and then in, let's say, in your 50s and then later on in your 70s or 80s?

243

It's not, I mean, it's not something that you notice drastically or dramatically in your 20s and 30s.

244

It's definitely something that I experience now a little when I start learning a new language from scratch.

245

It is one piece of the puzzle, I would say also in older adults, like you said, 50 or 60 or 70.

246

I mean, age-related cognitive decline is a thing.

247

And these cognitive functions that are known to decline across the lifespan, they're important predictors of second language learning,

248

but yeah, they're on a piece of the puzzle.

249

There's other skills that also decline, that have an impact on language learning.

250

And a big one is hearing ability.

251

That declines in a lot of individuals.

252

That's also a common phenomenon and hearing is the key to language too, right?

253

And language is the key to communication and communication is the key to social participation.

254

And so there's that whole chain.

255

Visual acuity may also decline.

256

And so information about orthography, phonology seems to become more difficult to access with increasing age.

257

So that is a thing, you know, that's not something we can sugarcoat.

258

However, there's also a ton of skills that either remain stable across the lifespan or the evening proof.

259

So adults also have a lot of advantages when it comes to, for example, what they call crystallized intelligence.

260

That's vocabulary, accumulated knowledge, analytic abilities,

261

pragmatic skills, knowledge of the world,

262

human behavior, and then also better understanding of the various registers and styles of language.

263

adults, we always find are really experienced and self-directed learners.

264

That helps a lot.

265

So the interesting question really is for us, which aspects of cognition are most important for different linguistic tasks

266

or to what extent can weaknesses in one area be compensated for, you know, with strength in another?

267

And there's only a few lifespan studies and most of them are not longitudinal in need, cross-sectional.

268

Raphael Berthel in Switzerland carried out one of them about 10 or 15 years ago,

269

where they taught an artificial language to, it was over 150 participants who were between 10 and 86 years old.

270

So they covered the entire lifespan.

271

And it was so surprising that they found that for most of the language skills, artificial language skills that they tested,

272

they found that older is not a disadvantage.

273

There were very few age-related differences in general.

274

And whenever there were age-related differences, they were in favor of older.

275

They tested everything from vocabulary learning to pragmatic skills, a phonotactic rule learning.

276

And yeah, they found relatively few age-related differences.

277

And that's really nice.

278

And it's surprising, right?

279

Because, you know, with ageist stereotypes that are very common, it's not something that we anticipate, I guess.

280

As an adult learning a language potentially from scratch, how can I take advantage of these potential advantages

281

that I have as an adult when learning this language compared to a child?

282

We have to make the best of what we still have or the knowledge that has kept improving over the lifespan.

283

So we can draw on a wealth of experience and accumulated knowledge.

284

So that means that whenever we teach adults, older adults or middle-aged adults,

285

we say that learning should build on what people already know.

286

So you try and connect new information to previous knowledge and

287

that can make it easier to form new connections and understand new concepts.

288

So that is an important one.

289

When it comes to hearing ability that we know the clients with age,

290

we use plenty of visual material or more visual material with older adults and younger adults or children,

291

and lots of multimodal resources so that you encounter language in a variety of different contexts and not just,

292

you know, in a listening comprehension task, for example.

293

And then a big one that I always,

294

always emphasizes chunking that is the learning of chunks those are multi-word sequences

295

that store like individual words like if you take frozen pizza out of the freezer okay

296

the whole thing is already it's already prepared

297

and you don't have to compose sentences from their parts they're already stored as a whole

298

so for example i don't know i don't know as a chump

299

that i don't have to compose from its parts i just access retrieve it as a whole and that really

300

saves me a lot of time to produce it

301

and it also alleviates working memory strains on working memory capacity

302

and that is something as i said before it's part of cognitive decline older Second language learners have limited working memory capacity.

303

And so that has an impact on your ability to automatically process language.

304

And yeah, for example, stringing together sentences from their parts

305

and chunking is a nice way and to avoid this problem of composition.

306

And so to not learn individual words in an isolated fashion,

307

but entire chunks of language that you use in different communicative situations.

308

That works really well.

309

Also for very young learners who are not able to learn a language explicitly yet, you know, based on certain grammatical rules.

310

Amassing a corpus of chunks is a nice way to circumvent the age problem, I would say.

311

If you're too young to learn the language explicitly or to be too old.

312

Yes, so those are some of the recommendations that we usually make.

313

Yeah, I have to say talking about chunks, I did a three-month challenge and I made extensive use of memorizing chunks,

314

memorizing full sentences, even going beyond sort of small speeches that I knew I would probably use in my final test.

315

And this was probably the biggest sort of contributor to my final fluency.

316

So how would you recommend that people learn these chunks and how should they sort of select these chunks?

317

Yeah, it's really difficult because there are so many of them and some of them are really infrequent.

318

Not all of them are frequent, I don't know.

319

And so that's a difficult one because we usually pick them up in naturalistic context in the target language culture.

320

It's not necessarily something that you can learn explicitly in a course book for example.

321

Also in a classroom setting, with a few instructional hours per week, you can only learn so many chunks.

322

So this is something that you have to pick up in your free time through reading,

323

through any kind of input that rocks your boat,

324

be that, you know, YouTube videos in the target language or computer games or social media.

325

If it's English, that is the target language.

326

That's really easy for us, right?

327

Because it's everywhere.

328

When it comes to other second languages, it's a little more difficult.

329

but anything that appeals to you is great input and so chunks are really picked up via

330

via input and via interaction with target language speakers that's another big one

331

because that's when you realize oh this is not how you say it it's not grammatically incorrect So for example,

332

if you say when you greet somebody and you say,

333

hi, how's your health today?

334

Okay.

335

Nobody says that it's not wrong.

336

It's not grammatically wrong.

337

It's not lexically wrong.

338

You may pronounce it beautifully.

339

Yeah, but it's just not what you say.

340

Okay.

341

You say, Hey, how are you?

342

And then you go on and how do you learn that?

343

Well, you pick it up by doing it find yourself in the situation

344

and you realize the interlocutor is confused if I used the wrong chunk

345

and yeah you get you're fully immersed and that's how you pick them up

346

so there's usually no way around yeah using either authentic materials or participating in online communities

347

anywhere where you can interact, because a lot of them are really deeply rooted also in culture

348

and second language acquisition essentially is always also second culture acquisition.

349

I want to ask a question that's you know now on

350

the language learning internet let's say there are movements like something

351

called ALG automatic language growth it's an approach to an approach to learning languages, which states that, you know,

352

you should just get input.

353

A lot of it, that's the optimal way to get to go about it.

354

You know, nothing else really matters.

355

Just get input.

356

Do you think this is a valid approach for learning languages?

357

No, I mean, obviously, input is important.

358

And the more, the better, definitely.

359

But I mean, there are studies that found that if you just place your child in front of, I don't know, Peppa Pig,

360

their language learning outcomes are surprisingly disappointing.

361

Although Peppa Pig is super motivating, it definitely catches the child's attention.

362

So that's not the problem.

363

You can also play it for several hours on end.

364

So massive input, intensive input, and yet they pick up surprisingly little.

365

And actually, theoretically speaking, if you place that much emphasis on input, this should work pretty well.

366

And it does not.

367

Input alone is just one third of the battle.

368

The other third is output.

369

You need opportunities to practice.

370

you need opportunities to practice because right now that I'm, when I, when I listen to you right now that you're listening to me,

371

you're being relatively lazy, cognitively speaking.

372

You don't necessarily engage in a lot of morphosyntactic processing.

373

You go straight for a meeting.

374

You try to understand what I say.

375

You go for content words, right?

376

You may fill in the gaps.

377

You may do some inferencing, but you don't do a lot of morphosyntactic processing.

378

As soon as you respond to me you have to do

379

the work right you can't just start dropping lopping off endings um

380

or just you know omitting prepositions you have to actually pay attention to every single linguistic detail

381

and yeah you have to walk the walk so output is important

382

and the third is interaction you have have to interact with other speakers of the target language.

383

And interestingly, and I really like that finding your interlocutor doesn't need to have a really high proficiency level.

384

You can always learn your interlocutor because they don't have the same proficiency level.

385

Right?

386

And so just by interacting with each other, you constantly get feedback, right?

387

Right now that I'm talking to you, I can see when you're frowning and then I may, you know, reformulate what I said or I may rephrase it.

388

Or you may want me to clarify something if I'm not being clear.

389

So if I start producing errors and that may lead to communication breakdowns, it may lead to you asking me or asking me to clarify.

390

Can you see that again?

391

What do you mean by that?

392

And that makes me aware of the fact that there's a problem in what I said.

393

I have to find the locus of the problem and have to fix it.

394

And then you may ask me again, no, say that again, say that again.

395

I have to re keep repairing what I say.

396

And that's how you learn.

397

That is very impressive.

398

If somebody else, yeah, because at the end of the day, you, you want to communicate, you want to be understood.

399

And so feedback is incredibly powerful.

400

And in a classroom setting,

401

of course, there's also corrective feedback where the teacher makes you aware of certain problems with accuracy or fluency.

402

And then again, you have to fix it.

403

And so those are, those are the big three.

404

And I would not necessarily say that one is more important than the other.

405

And what about developing a good accent?

406

Because, you know, kids, obviously, you know, generally speaking, if they're immersed in a language, they're going to develop a native-like accent,

407

but for adults, it's a little bit more difficult.

408

Is it possible?

409

And if so, what is the approach that we have to take?

410

Yeah, we've moved a little bit away from that.

411

The idea that our accents have to be target-like or native-like, right?

412

We also try not to use the word native-like.

413

Sort of the question, to what extent should we hold second language learners to this native speaker or monolingual benchmark, right?

414

And because for an absence, they're just a normal side product of being a multilingual person, right?

415

But it's true that originally,

416

I mean, classical second language acquisition research has also been all about differences between and similarities between native speakers and non-native speakers.

417

And the goal was to become as native-like as possible or near native.

418

And we've drastically moved away from that.

419

to sort of hold the native speaker as this ideal.

420

Because first of all, it's really difficult to define what a native speaker actually is.

421

Because there's so much variation within that group.

422

So there's a ton of native speakers, but the native speaker is this idealization that is is kind of bizarre.

423

And then also cognitively speaking, I mean, as a multilingual person, I can't be the same as a monoling.

424

I can't cognitively speaking.

425

I'm not several monolinguals within one person.

426

That's not possible.

427

The moment you're exposed to another language, cross-language interaction.

428

That's completely normal.

429

And so, yeah, makes no sense to strive for native speaker pronunciation, for example.

430

And there also shouldn't be a multilingual user's attainment shouldn't be the same as that of a monolingual native speaker,

431

because why should monolinguals be treated as ideal speakers of a language in this multilingual world?

432

um makes no sense i think for an accent transfer interference they're not the sla devil incarnate

433

um right i mean i'm talking to you now i have an accent

434

and i can hear it and that has to do with the fact

435

that my all of my background emojis interfere with my output and

436

there's not much i can do about that

437

and i'm also not sure it should be the goal

438

so we've we've We've moved away from that and I would say in the last 10, 20 years, there have been calls

439

to replace this research goal that explained or trying to explain why late multilinguals are not native speakers.

440

And we should more try and understand the process

441

and the consequences of becoming multilingual and looking at multilinguals in their own right rather than in comparison with native speakers.

442

I want to sort of summarize this for a lot of our listeners who may be, you know, I don't know, in their 40s or 50s or even beyond.

443

If you were, well, I guess you are a person in this age range, how would you go about learning a new language from scratch?

444

And what should you expect also in terms of, you know, realistic timeline for this age range,

445

considering that, you know, you have a full time job and a family potentially?

446

It depends a little bit what your goal is, because there's a lot of different goals in second language acquisition.

447

Is it your goal to be able to use a couple of chunks

448

because you're going to travel to the target country in the near future?

449

Is the goal to raise awareness for other cultures and linguistic diversity in children,

450

for example, and it's not so much about second language proficiency.

451

Is the goal to be able to communicate with a significant other or their family?

452

What exactly is it that you want to achieve?

453

And then it also depends a little bit on, yeah, your resources, how much time you have on your hands,

454

and what learner style that you prefer,

455

For example, I can't really generally recommend learning apps if that's not something that works for you or you're not into that.

456

For others, it works really well, right?

457

Duolingo and whatever they're called.

458

And using them on a daily basis, every day for a long period of time, that doesn't work for everybody.

459

There are individuals who find they need to interact with other individuals

460

because language at the end of the day is a means of communication and they appreciate that.

461

So I would say, I mean, it's never too late.

462

And you should find something that a way of learning that appeals to you.

463

And that makes sense because language learning is a continuous process.

464

We say use it or lose it it's super susceptible to attrition.

465

So you so quickly forget it, right?

466

So you have to find a way of learning

467

that appeals to you and that you can maintain over a long period of time

468

because there's no end in that sense, right?

469

So that's the most important message probably.

470

Nice.

471

Well, Simone, thank you so much.

472

This has been really interesting.

473

You're most welcome.

474

Thanks for having me.

Tải Ứng Dụng

Mọi thứ bạn cần để nói trôi chảy

Chấm điểm AIChấm từng câu nói

Luyện IPAThành thạo mọi âm

Từ vựngMở rộng vốn từ

Game Từ vựngHọc qua chơi

Quét QR

Download on theApp Store Get it onGoogle Play

📺 Cùng kênh

This 10-Minute Video Will Save You 10,000 Hours Of Language Learning

Daily ConversationWorking Adults

✨ Video gợi ý

214 câu

Từ vựng và ghi chú luyện nói cho bài học này

Video này có 474 câu và 5736 từ để luyện shadowing. Phần lời nói dài 41:54. Người nói giữ tốc độ đều, khoảng 137 từ mỗi phút, vừa sức để nói đuổi theo. 83% số từ nằm trong 3.000 từ tiếng Anh thông dụng nhất; phần còn lại nên xem trước khi luyện.

Từ vựng quan trọng trong video

15 từ ít gặp trong video, kèm phiên âm và nghĩa:

hypothesis /haɪˈpɒθɪsɪs/ (danh từ) — giả thuyết. A tentative conjecture explaining an observation, phenomenon or scientific problem and that can be tested by further observation, investigation, or…
bilingual /baɪˈlɪŋ.ɡwəl/ (tính từ) — song ngữ. Having the ability to speak two languages fluently.
accent /ækˈsɛnt/ (danh từ) — trọng âm. A higher-pitched or stronger (louder or longer) articulation of a particular syllable of a word or phrase in order to distinguish it from the others or to…
scholar /ˈskɑlɚ/ (danh từ) — học sinh. A student; one who studies at school or college, typically having a scholarship.
linguistic /lɪŋˈɡwɪstɪk/ (tính từ) — ngôn ngữ. Of or relating to language.
output /ˈaʊtpʊt/ (danh từ) — đầu ra. Production; quantity produced, created, or completed.
vocabulary /vəˈkæb.jə.lə.ɹi/ (danh từ) — từ vựng. A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning.
incredibly /ɪŋˈkɹɛdɪbli/ (trạng từ) — khó tin nổi. In an incredible manner; not to be believed.
feedback /ˈfiːdˌbæk/ (danh từ) — sự phản hồi. Critical assessment of a process or activity or of their results.
scratch /skɹæt͡ʃ/ (động từ) — gãi. To rub a surface with a sharp object, especially by a living creature to remove itching with nails, claws, etc.
classroom /ˈklɑːsɹʊm/ (danh từ) — lớp học, phòng học. A room, often in a school, where classes take place.
interact /ɪn.təˈɹækt/ (động từ) — tương tác. To engage in communication and other shared activities (with someone).
authentic /ɔˈθɛn.tɪk/ (tính từ) — chân chính. Of the same origin as claimed; genuine.
encourage /ɪnˈkʌɹ.ɪd͡ʒ/ (động từ) — cổ vũ, khích lệ. To mentally support; to motivate, give courage, hope or spirit.
guarantee /ˌɡæɹ.ənˈtiː/ (danh từ) — sự bảo đảm. Anything that assures a certain outcome.

Cụm động từ bạn sẽ nghe

pick up (động từ) — nhặt, lượm. To lift; to grasp and raise.
go on /ˈɡoʊˌɒn/ (động từ) — tiếp tục. To continue in extent.
stand up (động từ) — đứng dậy. To rise from a lying or sitting position.

Phát âm cần chú ý

Người nói dùng 81 dạng rút gọn, ví dụ they're, you're, don't. Hãy nói theo dạng ngắn đúng như bạn nghe.

Âm “th”: hypothesis /haɪˈpɒθɪsɪs/, authentic /ɔˈθɛn.tɪk/, mathematics /mæθ(.ə)ˈmæt.ɪks/, threshold /ˈθɹɛʃ(h)oʊld/
Âm “sh” và “zh”: acquisition /ˌæk.wɪˈzɪʃ.ən/, assumption /əˈsʌm(p).ʃ(ə)n/, interaction /ˌɪn.təˈɹæk.ʃən/, potentially /pəˈtɛnʃ(ə)li/, essentially /ɪˈsɛnʃəli/
Từ dài — đặt trọng âm cho đúng: acquisition /ˌæk.wɪˈzɪʃ.ən/, hypothesis /haɪˈpɒθɪsɪs/, intensity /ɪnˈtɛnsɪti/, interaction /ˌɪn.təˈɹæk.ʃən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/

Cách luyện với video này

Nghe hết video một lần, chưa cần nói, và ghi lại những từ bạn chưa biết.
Nói đuổi từng câu ở tốc độ bình thường, lặp lại mỗi câu đến khi nhịp của bạn khớp với người nói.
Ghi âm giọng mình rồi so với bản gốc, chú ý các từ như hypothesis, bilingual, accent.

Ngữ pháp trong video

Những cấu trúc người nói dùng nhiều nhất, kèm đúng cụm từ trong video:

Cấu trúc	Trong video
Thì hiện tại hoàn thành have/has + quá khứ phân từ — việc đã xảy ra nhưng còn liên quan đến hiện tại	has closed · have tried · I've just said
Câu bị động be + quá khứ phân từ — nhấn vào việc xảy ra, không phải người làm	is modified · is closed · was formulated
Mệnh đề quan hệ who / which + mệnh đề — thêm thông tin về người hoặc vật	Zurich, which is · acquisition, which is · children who are

Phương Pháp Shadowing Là Gì?

Shadowing là kỹ thuật học ngôn ngữ có cơ sở khoa học, ban đầu được phát triển cho chương trình đào tạo phiên dịch viên chuyên nghiệp và được phổ biến rộng rãi bởi nhà đa ngôn ngữ học Dr. Alexander Arguelles. Nguyên lý cốt lõi đơn giản nhưng cực kỳ hiệu quả: bạn nghe tiếng Anh của người bản xứ và lặp lại to ngay lập tức — như một "cái bóng" (shadow) đuổi theo người nói với độ trễ chỉ 1–2 giây. Khác với luyện ngữ pháp hay học từ vựng bị động, Shadowing buộc não bộ và cơ miệng phải đồng thời xử lý và tái tạo ngôn ngữ thực tế. Các nghiên cứu khoa học xác nhận phương pháp này cải thiện đáng kể phát âm, ngữ điệu, nhịp điệu, nối âm, kỹ năng nghe và độ lưu loát khi nói — đặc biệt hiệu quả cho người luyện IELTS Speaking và muốn giao tiếp tiếng Anh tự nhiên như người bản ngữ.

Phương pháp shadowing: đọc hướng dẫn từng bước đầy đủ →

Luyện nói tiếng Anh bằng Shadowing qua video: Professor Explains the Truth About Learning a Language After 50 | Dr. Simone Pfenninger

Chọn chế độ luyện tập

Tải Ứng Dụng

This 10-Minute Video Will Save You 10,000 Hours Of Language Learning

How to Learn Vocabulary in ANY Language (backed by science)

Do This if You Understand But Can't Speak

It’s Never Too Late to Start | Level B2 | English shadowing

Fluent Forever

How to Learn Any Language in 6 Months: My 4-Step Polyglot Formula

How polyglots learn languages | The book that changed my life

Learning to Speak ... Again

how I would study Spanish (if I could start over) ⊹ resources & tips

Stop Studying, Start Speaking English Fluently | Speak English Fast

BTL Thuyết trình

Why Some People Become Fluent — and Others Stay Stuck

My Advice For Learning Languages As An Adult

Từ vựng và ghi chú luyện nói cho bài học này

Từ vựng quan trọng trong video

Cụm động từ bạn sẽ nghe

Phát âm cần chú ý

Cách luyện với video này

Ngữ pháp trong video

Phương Pháp Shadowing Là Gì?