Category Archives: Personal Favorites

On the Waterfront at Cape Town (South Africa Series 2/10)


Playout date: 12 November 2006
Camera: Fuji Finepix
Post Production: Windows Movie Maker – slight use
Location: Cape Town, South Africa, Victoria and Albert Waterfront
Other people featured: Performers on the waterfront
Genre: Walking with camera
Music used: “This could be heaven for everyone” by Queen – Karaoke version
Languages used: English with some singing in a Bantu language
Animals featured: Red wing starlings Onychognathus morio

This series, possibly beginning with this one, even though it is the 102nd video uploaded to YouTube, marks a certain development in the way I presented the video material. The cutting in of background music, the use of a common intro for series, the gallery shots with background music. This is an early prototype of about 2 or 3 hundred similarly style films from travel to different places. It’s not exactly the mode I settled into, but it’s well on the way there.

One thing I quite like about this one looking back is the attempt to use music in the backing track together with the ambient noises, like the drums of the waterfront performers here on the Victoria and Albert Waterfront in Cape Town. I have great memories of this place and would be happy to go to Cape Town again if ever I get the chance.

 

Apart from anything else, there were friendships made there which gave me a lot of value in my life. Just that alone, even if it had been nothing like the paradise it was, would have been well worth the trip.

RL101 – 5 Revision of the first 17 letters


With 171 likes to 3 dislikes at the time of posting this up to Huliganov.tv blog, this remains one of my most popular pieces. The revision of the first half of the Russian alphabet contains already a list of words, 31 in total, using the letters learned so far, unlike the previous lessons, which concentrated on letter only.

The joke “I spoil that woman” and the song Katiusha sung by myself and Elena have also elicited flattering comments from the viewership.

The word-list for this lesson is as follows, in alphabetical order of both languages:

адвокат lawyer café кафе
вот here is country страна
где where daddy папа
город town, city garden, orchard сад
да yes glass стакан
дерево tree he он
дом house, home here is вот
кафе café house, home дом
кот tomcat it оно
кто who juice сок
мама mother just, straight on просто
медсестра nurse lawyer адвокат
метро underground train mother мама
налево on the left no нет
направо on the right not не
не not nurse медсестра
нет no on the left налево
окно window on the right направо
он he she она
она she sister сестра
оно it soldier солдат
папа daddy there там
правда truth, true toilet туалет
просто just, straight on tomcat кот
сад garden, orchard town, city город
сестра sister tree дерево
сок juice truth, true правда
солдат soldier underground train метро
стакан glass where где
страна country who кто
там there window окно
туалет toilet yes да

Quanta Squalia – What Big Sharks!


Playout date: 21st March 2011 (Made August 2010)
Camera: Creative Vado
Post Production: CyberLink Power Director 8
Location: Sealife Centre, Great Yarmouth
Other people featured: Sophie
Genre: Zoo and Aquarium showcasing
Music used: Quanta Qualia by Hayley Westenra

Hayley Westenra Paradiso

Hayley

Languages used: Russian, Ukrainian
Animals featured: Nurse sharks, zebra shark, reef sharks, green sea turtle, Monodactylus fishes

A film showing the beauty and intelligence of aquarium sharks. The nurse sharks and zebra shark showcased here are a beautiful thing to observe at close range. These are not dangerous attackers in the main for human swimmers, as you will see that the size and form of the mouth is not similar to that of the notorious great whites, etc. Even these smaller fishes like the monos, and also the sea turtle sharing the aquarium are relatively safe from being attacked by the big sharks. The smaller sharks, the reef sharks, are ironically more risky than the big ones, but they are not really large enough to damage a turtle.

The zebra shark (Stegosoma fasciatum) has a long tail which it uses to thrash through schools of larger fishes to stun or kill by impact and then it can turn and eat what it has hit. The monos here are even too small to be impacted by that, and they fly under the zebra shark’s radar – as long as it is kept well-fed!

Enjoy the pure tones of Hayley Westenra, and my atrocious pun in the title that you need to know Italian to be able to get.

Replies to recent questions about the Goldlist Method.


Voronezh

Voronezh. If you're looking for (<3) trouble, you've come to the right place...

Today I’ll be answering to great letters with questions in. I haven’t been able to answer all questions sent in, but these were both very good questions and admittedly in these cases you wouldn’t get to the answers from things I’ve said before now, which shows that both these guys have been paying attention, and they’ve given me a chance to add something new today that Goldlist Method users won’t necessarily have seen before and will be of potential use to quite a lot of people. If you agree, please be sure and give your 5 stars.

The following great comment appeared today from user Mistervilleneuve, who identifies himself as Jonathan, and I am motivated to answer it immediately, even though I’m painfully aware that another person also has asked for an answer – and has been waiting for ages. Hopefully I’ll do them both in this article, and my apologies to the second, who has had to have so much patience.

First Jonathan’s comment:

Dear David,

I teach English as a second language in the schools of the province of Quebec, Canada and I am also a passionate of languages. My first language is Quebecois French. I taught myself German and Russian to intermediate level and have plans to learn more.

I try to make my students as autonomous as possible, for instance instead of giving them words to learn I suggest them to write down new words they encounter on sticky yellow notes (Post-Its) and put them in view on their desk, and remove them only when they feel they know them by heart. I know that recopying words can have virtues if done right and I had a breakthrough in my mind when I discovered your Gold List videos on YOUTUBE. Your method is quite frankly the missing link I had been looking for for a long time. It ties together and gives the structure I needed to many ideas I already had about language learning. In fact, the GoldList method will now be integrated in my teaching.

I would like to better understand how exactly the self-testing should be done. I find that I am able to understand the words I want to learn (L2 to L1) but I have more difficulty to translate from my mother tongue to the language I want to learn (L1 to L2). This “one-way translation ability” has puzzled and eluded my problem-solving skills for a long time. My students also tell me that although they can understand English, when it comes the time to “produce”, they have trouble to find their words. They know they know them, but can’t recall them. And I am not any better, I can translate over a thousand Russian words, but give me the list in French or English and I am shamely not able to translate them all back in Russian.

Also, I have begun to learn Hungarian and I am developping a multiple-language learning method I like to call “Stepstones”. In essence, it is about using L2 to learn L3, then L3 to learn L4, etc. addition to everything else I use, I have a Gold List notebook of 360 pages, divided in 3 sections. The first section is the lists English–>Russian. The second section, the lists Russian–>German. The third section, the lists German–>Hungarian. I would be glad to have your educated opinion on learning more than one language at once. That being said, if by definition, a good method gives results and a better method gives the same results with less time and energy spent, I think you will not disapprove that I adapt your method to my own purposes.

I look foward to read your response, here or through email.

By the way, last Winter I spent 3 months in Voronezh to visit a Russian friend and if they say that Kiev is the city of beautiful women, Voronezh must be in very close second place :)

yours truly,

Jonathan

I’m delighted to see this reaction from someone who lives by language teaching to the Goldlist system. I have found that the number of language teachers among the small minority who don’t like the Method is quite high, and in a sense that is not surprising, as the method puts the student back in charge and not the teacher, in fact it reduces the role of teacher to coach. That is not a bad thing, we still need coaches, and sports people who achieve a lot in their fields do so because their coaches motivate them to keep going themselves, they don’t run the race for the runner. The runner doesn’t take a piggyback on the coach to get around the track, or if he did he would never become a top class athlete, but the way some language teachers conduct their lessons you will see quite the opposite.

I was reading James Heisig‘s introductions to his Remembering the Kanji books today. Not only are the Remembering the kanji books absolutely first rate as language tools (although I have done a friendly micky take in my article “Professor Huliganov’s Remembering the Romaji”, that doesn’t mean I don’t rate Heisig because I do) but also he is clearly another teacher who wants to put the student in the driving seat. And so are you, as is clear from your letters.

In fact, I was thinking of actually having Goldlist Method certification for language teachers who fulfill the following criteria:

1. They show an understanding of the Method
2. They undertake to attribute the Method to me and to make it available to all their students at no extra cost, or if they do find that it increases their revenues they should promise to share 10% of their increase with Multiple Sclerosis or Autism charities, or Red Cross disaster relief, or similar, marking their donation from Goldlist Method. The materials themselves should not be sold or attributed to anyone else
3. They undertake to enable the maximum independence to students, less teaching them the given language than teaching them to teach themselves language.
4. The qualification will be earned when twelve students of the teacher are willing to give a reference stating that the teacher taught them the method.
5. I will announce where the register will be kept, but it will enable the people who have qualified to be GoldList Method Accredited.

At the moment this is just an idea. I just think it will help along those language teachers who do the honorable thing by their students the way you do. I won’t be making any money from the initiative, but it will be a way of furthering what I think is best practice among language teachers.

Now to your very understandable question about self testing, and when to consider a word as “learned”.

I would suggest the following “rule” – a word is learned when the following things are true about it:

1. When you see the word in the target language, you know its meaning(s) – (as in all the meanings you are supposed to have learned so far, if there is a number of meanings – don’t worry if your study order doesn’t try and foresee all the possible meanings of a word – that’s not necessary and will only happen for those who are studying from a dictionary as a source, which in itself has positive and negative sides).
2. When someone says that word to you, you could write it down spelling it properly
3. From seeing it written down, you’d know how to pronounce it
4. You know all the unusual grammar exceptions applying just to that word, at least those covered in your study approach so far. So if you have, for instance, done English strong verbs as a general grammatical idea, you won’t consider “to tread” as learned until you can say “tread, trod, trodden” – but “to step” is learned as soon as you can say to yourself ‘that’s a weak verb’ when you use it.

If you know the word well enough to pass these 4 criteria, then you should be happy to distil it out.

In any event, you can always make two passes, firstly covering the target language side (that’s usually the left side) and see if you can get to the word from your learning language (I use that terminology as often it is good to use as the learning language for Goldlist another language than your own, it can serve as a great checklist for that language which was studied earlier. For instance, I use German – the Langenscheidt Czech-German pocket dictionary to be precise – for Czech, and this has become a great “Czech list” if you’ll pardon the pun, for the occasional German word which it turns out I still don’t know even after having achieved quite some fluency in German, and oll of this is pretty much like your “stepping stones” approach, which is excellent, especially if you need to learn languages that are related to each other) and then if the first pass doesn’t already render enough words for the distillation the second pass can be from target language to learning language, using the above criteria. (It’s a good idea to have them in mind for the first pass too, by the way) and then as a final option if passes one and two don’t give you enough to distil, you can combine woords in a number of ways. Some combination techniques will be included in the forthcoming book, but one thing I’ll give here as a plural is combining words to make fictional titles for notional novels, poems or other art works.

Between these two approaches you should be able to get to the point where the next distillation is going to be something like 60-75% of the preceding list. It doesn’t need to be exact and the less one distils on a given distillation, often it is easier to distil a larger proportion on the next distillation.

When I’m doing big projects on Goldlist Method, I usually plan the distillation and leave my “lumberjack marks” as it were, on the words to be left out or combined a few days before – or sometimes even weeks before – I actually come to do it. This gives an extra memory run. I wouldn’t even do the lumberjack marking run though until at least two weeks have elapsed since I made the list I’m working on. That’s the key secret of the goldlist, leaving that two weeks clearance each time so as not to be led astray by the flatterings of the short-term memory.

On the other matter you mentioned, I certainly agree about Voronezh. I fell in love there but it didn’t do me a whole lot of good. The activities of the then Soviet authorities didn’t help. If you’ve read my account at the end of the Polyglot Project by Claude Cartaginese, you’ll know something about that. You can find it in the boxfile on my LinkedIn profile.

Nice letter.

Now to the second letter which I have shockingly neglected and have to put that right with an apology:

Youtube Channelowner “Stealthanugrah” wrote the following way back in May:

 Hey brother,

I was reading in the Polyglot project your whole crazy testimony, that is one crazy life. I am really blessed to know God got a hold of your life.

Anyways to the question, how do you suggest one memorize music for longterm usage? Musicians tend to forget music quite easily after a few months etc, I’m just curious to see how you would do it.

Here’s another, when gold listing, is it ok to use a language you are intermediate in to learn another one? I am conversant in French and I am learning Spanish, is it alright to be defining Spanish words with French definitions you don’t know, to kill two birds with one stone so to speak? I think that might’ve been a problem.

One more question, how do you feel about how churches memorize songs? You know how at church we just sing them from top to bottom and then it just comes out, but when we do that, these songs tend to lose the meaning in the words they hold (at least for me), how do you suggest we memorize songs, not to mention Bible verses. Should we goldlist Bible verses, because the word of God is something quite important no? If we gold list how much should we goldlist, 25 words? Someone told me instead of reading out all the words, why not shorten the verses so that you write only the first letter of each, (which really works but for short term I’m afraid).

Sorry for making this a bit long, I’m just really curious to see your perspective on all this, and I hope that you’ll answer this on your next blog post.

When we talk about the long-term memory of music, Brother, I think that in the main we remember the way tunes go. If we become very proficient at our instruments, we should be able to play from memory as we can sing from memory. In the main most people haven’t got such big problems singing songs from the long-term memory as they do when playing on a guitar or keyboard. If you are really in command of your instrument and of musical theory that should be the best way of ensuring that long-term memory works, and then the other thing would be to play them a little and often, for pleasure and not to try to learn them or cram them up for a concert. You will always need a bit of last minute practice just to “activate” to concert level, but as with language three days should be optimal for that, if you knew the piece well before.

Expecting always to be able to play without errors at the drop of a hat is a wrong expectation like being able to spark off fluently in a language someone hasn’t spoken for months. The long term memory is great as so many things fit in it, it seems fit to last us for a thousand years of memories, not just a hundred, but we have to accept that it’s neither natural nor necessary for everything in their to be active at once. The three day rule is part of the God given design of our minds, to activate something, to effectively bring about a change in our state of mind. It also reflects the way our Lord was three days as Jonah in the belly of the great fish. Our bodies are full of natural reminders of Biblical truths.

Your second question I think I answered above  when talking to Jonathan – it’s a very good thing to use one language to learn another, and if the new language is related closely to a language you learned before then it’s more than a good thing, it is the best way to avoid interference and the deleterious effect of the new language on the old, as it will highlight for you careful attention the differences between the languages. You can use internet bookstores to get any number of books that speakers of your older studied language would use to learn the new one.

Now onto the use of Goldlist for spiritual purposes. I would contend that Churches, in simply singing the songs or hymns on a regular basis as well as in NOT trying to force people to learn them, but by rehearsing them out on a regular basis in a stress free way, actually give people the best chance of long-term memorizing them. If people want to learn a favoured hymn they can use the Goldlist method to good effect – indeed they could to learn a secular poem if they wanted to, but personally I’d advise any minister against imposing either the method or a tempo for it from the pulpit. If ever the day came where I learned that someone was imposing goldlist on someone else as a religious service, I would be deeply saddened by it.

When trying to learn any favorite hymn, you’ll find that most verses you know, it is a question of remembering the least favorite verses and also the seques to new ideas. In  a rhyming couplet, I wouldn’t have to say too many syllables of a known hymn before someone who had sung it on numerous occasions could finish the couplet, but he or she might then have difficulty remembeing the bit that comes next.

The above also applies to Scripture. Memorising scripture gives the Christian a source of great strength and guidance, especially in the fight against sin. David says “Thy Word have I hid in mine heart, that I might not sin against Thee”, and Dwight L. Moody said “either the Bible will keep me from my sin or my sin will keep me from the Bible”. The problem is really to decide which places to start. I personally don’t like to prefer any part of the Bible above another as God can use even the geneologies and the Levitical laws to speak to people’s hearts, and there is nothing that is not relevant to study, even things which we no longer strive to adhere to in the Age of Grace.

Writing out a thousand page book into the goldlist method and distilling it would be a very long process – far longer than learning languages, and there may well be easier ways to learn Scripture. You could record yourself reading it – maybe put up on YT to help others to, and then listen to it back. Or listen to someone else reading it, but on a regular basis. I’d be inclined to use Goldlist for the memorising of passages you especially want to know well, like the “Romans Road” verses for evangelism, some key psalms, or some of the more rich passages of where Christ is speaking such as the Sermon on the Mount, the High Priestly Prayer in John 17, or some of the beautiful doxology and sermons and passages from the letters of Paul, the peon to faith in Hebrews, the hard parts of Daniel, Ezekiel and Revelation that repay the most meticulous study. I would also suggest it for any parts where God has blessed you and you decided to memorise the passage but find it elusive.

You can also use it for study around the Bible, to learn names of protagonists, places, and the dates that things happened.

Don’t make a work out of it, though. It’s purpose should be to actually put LESS work into the memorising of things you were wanting to memorise anyway. And may God add His blessing to your study of His Word.

Incidentally, August 2011 starts tomorrow and I am going to make that a Blitz Month – with record numbers of postings – mainly of the older YouTube material that I was planning to have up here by now but time was not available. I hope that subscribers with enjoy this “Summer Special” – each of the films will be commented with a bit of extra information I didn’t put onto YouTube, as well as feature some of the most interesting comments received from viewers so far.

In the Eastern Forest


Playout date: 3 October 2006
Camera: Fuji Finepix
Post Production: Windows Movie Maker – medium use
Location: Primorskiy Kray, Russia
Other people featured: Various Foresters
Genre: Environmental
Music used: Solovenko Ukrainian Songs
Languages used: Russian, Ukrainian
Animals featured: Not many other than the ladybirds on the video, but this is the domain of
the Siberian Tiger, black bear and snow leopard. Numerous unusual forest
plants are also seen in the gallery

It’s a long story how I came to be here, and in fact I can’t go into details at it involves work – I ended up auditing the forestry operators of a territory larger than Greater London. The climate was hard and the Mosquitos were hard. I was working for China, and they needed an English speaker who knew Due Diligence and knows Russian, and they received recommendations that I was the man for the job.

Well, it took all summer five years ago, and I still have the Mosquito bites. The gallery shots show in places the anti mosquito suit they managed to bite through. suffice it to say they are simply not in the same league as the European ones.

This is one of my earliest “gallery style” films showcasing photographs and I haven’t really got the style right, they are flashing through too quickly and they’re not fading into each other as I started doing when I got the hang of it.

But still some of the photos are not too bad though I say so myself and worth a few additional comments – the foresters were very friendly folk, we spend a great few days with people that live a very close to nature way in the forest in conditions that most of us would find wearing. These are not the kind of parks you get in Europe. They are logging and replanting in forests that are being cultivated effectively for the first time. This sort of forest in Europe exists only in any size in Bialoweza, where the bison are. The fauna here is very varied, but it’s not common to see them. When I went behind a tree to go to the toilet at one point, I saw a Siberian chipmunk,  or “burunduk” – but when I told the woodsmen about it they said that when I go off to have a leak I’d better let them know so that they can cover with a rifle, because it’s when they do what I just did that they come across other “stripey animals” but ones who are more inclined to attack us than the burunduk are!

We saw cedar nut trees and manchurian nut, and those strange grape like things that you see in the woodsman’s hand – to get them he swung out over a fifty-foot drop on a tree branch, as agile as a monkey. Also you’ll see the huge ladybirds that they had there, you can see one that landed on me – they are so pick that when they land on you it feels like someone’s flicked you with their finger.

The tipped over lorry full of logs you can see in one photo there goes to show how tough the terrain is there – they basically dig their roads out as they woork the forest.

Don’t miss also near the end the home-made fitness area they made for themselves from various machine parts. It showed their skill in making do.

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