Category Archives: Languages and Linguistics
All language and linguistics related matters, including the Huliganov Russian Course and the Gold List Methodology can be found in here.
I recently expanded my earlier metrical version of the Genesis account of Babel to include some further points on the history of language from that point onwards and beyond the veil of Eternity. Hope you enjoy this and find it edifying.
The earth had once one speech o’erall. One tongue men used, to tell
From th’East to Shinar’s plain they came and settled there, to dwell.
Among themselves did they conspire “Bricks let us make,” said they
“To building stones them throughly burn and slime for morter lay.”
“Go to,” said they, “a city great, a tow’r to reach the sky,
We shall construct unto ourselves, our name to magnify
Lest scattered far abroad we be the whole earth’s face around”
They built the walls from bricks they’d baked and slime from lime they’d found.
The Lord looked down at Adam’s kin and saw their undertaking
He knew that left alone this would become mankind’s unmaking
Although still in his infancy, not yet a million souls
Mankind was learning things with which he’d score fatal own goals
Adamic language and long life allowed the human mind
To know and build technologies while immature and blind
The Lord said “See, this people is by language unified
Now can no thing their power restrain their will to realise”
“Now let Us unto them descend, their language to confound
That each the other’s speech and tongue no more may understand.”
And so the LORD did scatter them all o’er the earth from thence.
Their city no more could they build. Its name is Babel hence:
That there the LORD in mighty pow’r the earth’s speech did confound,
And He from thence did scatter them the whole earth’s face around.
For here the Lord unto each soul his single language giving
Ensured that man’s wish was to be with but close kindred living
And so each man his nearest took and from the crowd did flee
They lived alone until they spoke one tongue per family
The mother taught the babies hers, the father also learned it
The elder siblings got to add some features if they earned it
And families at length combined by dint of need to wed
So tribal languages emerged as Babel’s tongues went dead
And tribe fought tribe, and strong tribes grew, their tribal tongue promoting:
The structure ever simpler, the word-stock ever growing
And as they filled the earth and crossed each hill and vale and river,
Some tribes grew great and in due course their languages did sever
Through ice and fire and flood and marsh men walked and faced all dangers
To use all space this world allowed and grow to outnumber angels
And language families emerged that had one time been one
But once again they could no more grasp one another’s tongue.
One tribe, the seed of Abraham, in whom all would be blest
Got history and prophesy to cherish for the rest.
But man since Babel always sought to get back there again
To build the city, raise the tower and make himself a name.
To make the countries all one state and into Unions bind
And place a ruler over all, as blind will lead the blind
Each man who tasted power’s rush soon hatched the grand ambition
To subjugate all men to himself as slaves to his volition.
But rulership of this world here is but for its Creator.
It is reserved for God the Christ and He shall take it later.
For only Christ makes all things good: he’ll teach us what was missing
And speak to us in tongues of men, while angels throng to listen.
And when the Resurrection comes and all things be made new,
That ancient tongue shall sound again, the one that Adam knew.
The lives of men became too short to learn that perfect tongue
But it will be a joy to learn for the forever-young.
And so when we are healed in heart, bodies and minds restored
Again we’ll learn that language giv’n to Adam by the Lord.
One commentator on Chris Huff’s Video states “I’m not sure that Davey’s method does reflect Ebbinghaus, but it seems to work anyway”. True or False?
True. It is only a working approximation to Ebbinghaus. Supermemo and Anki can get on his curve much closer, but the problem is in order to work they repeat material you really already know and this method enables you to skip writing that again, thus focusing only on the unlearned material. In order to achieve that economy, I have a working approximation to the curve, which works on reiteration of unlearned material. Like scissors cutting the hair too long but then cutting again until you get what you want versus electric shears with a set depth which might not be precisely the depth you wanted and only work if a short cut is desired, and the shears won’t work at all unless you have electricity.
It’s harder to see the curve that it is with the Supermemo algorithm, but by the application of the 14 days with iteration, you do cover the same thing, only with less work and less risk of switching on more short-term memory.
In addition to that I have a scientifically untested hypothesis which is divergent from Ebbinghaus, namely that short-term memory and long-term memory are distinct functions, the one happening when we remember consciously and the other when we allow it to function like breathing when we forget about it. This idea is my own conclusion from non-scientific observation of my own case and the case of users.
The number of contented users of GLM who keep going with it into repeated projects year on year, some of whom have done as many if not more than I have and probably will end up doing much more, proves that the method certainly works, it works probably regardless of people’s views about their own learning type as long as they at least enjoy the process of writing.
In short you’ve made a fair comment about the relation of Ebbinghaus. I want to acknowledge the input of what I learned from Ebbinghaus, but you correctly note it doesn’t stop there.
Not enough real science has been done with memory and if anyone wants to fund or test in a real university setting the hypotheses underlying the GLM then I’m happy to be involved.
I have mentioned this technique for advanced learners in earlier articles on Huliganov.TV, but today I wanted to make one article explaining who the Literature Drill is for and how exactly to do it, and incorporate it into a full learning programme stretching from complete beginner to near native.
Who should do the Advanced Drill?
In a sense this is about the most advanced drill that can be done, it is already intended for people who have completed all the grammar that is currently used and who know the top 5,000 frequency words – they have probably studied already exhaustively such excellent learners’ material as the “Using French” series from Cambridge University press, the Mot-a-Mot series or some similar, the Essential Grammars and the Frequency Dictionary series that are produced by Routledge. These in turn sit on top of having studied through a goof introductory course or two like the ones provided by Teach Yourself, Colloquial series and Living Language – some swear by Assimil and also there is a very good resource made by my friend Mike Campbell called the Glossika series. Each of these resources can be placed into your Goldlist. Prior to Goldlisting I tend to recommend front-loading audio only (though that’s not necessary with the Glossika method as there is audio for all of it and audio is part of the method intrinsic to Glossika) and so for most learners I would recommend going through whatever is available on Pimsleur before they even start the Goldlist phase and prior to Pimsleur for the few languages in which they are available, I recommend taking the very first steps using Michel Thomas method or Paul Noble for the three languages he does. Since all of these audio-only courses are not about writing this is all pre-goldlist stuff but helps to have an “inner voice” and a knowledge of how to pronounce the language which would be missing if we went straight into goldlisting a language form grammar books which we didn’t know how to pronounce. For classical languages that’s all there really is, I suppose – you can’t do audio only before Goldlisting Wright’s Gothic Grammar.
So I basically just went backwards along a list of things which a learner would be advise to do. If you don’t recognise the steps I just mentioned and can’t say that you know the sort of examples I gave for French in whichever language you are studying then probably the Advanced Learners’ Literature Drill I am going to talk about in a moment isn’t for you. Not yet, anyway. You’ll get there. Carry on doing the kind of steps for now that I’ve outlined in reverse order above.
However, if you are someone who has basically run out of learning material and you don’t know what to do next short of goldlisting a 20,000 word dictionary (which has its merits, too, quite a few people have done it to good effect but is a task not to be undertaken lightly). After all, most learning material is for beginners, there is some for intermediate learners and some for what they call advanced learners (usually the choice gets smaller the further you get) but for anything beyond the most popular languages you are going to encounter a dearth of learning material at the right level and instead you are going to have to “go live” with your languages, reading the same classics of the language which the natives did in school which will strengthen your cultural link with them and greatly enhance and deepen your feel of the language.The easy way in to using literature is graded readers. Read the rest of this entry
I received the following question from a person who was not specific as to whether they knew me from YT or some other source:
I have a question. Seeing you are a native speaker of English and a Slavic languages expert, I reckon you can answer this better than most!
What, in a nutshell, is verbal aspect all about? I know the grammar book stuff about “completed actions”, etc. It doesn’t cut it for me! What I need are some solid English equivalents. For example, when a Russian says (using future perfective aspect) “I will visit the museum tomorrow”, would we say: “I will have visited the museum (by) tomorrow”? Or is it more a sense of: “I will DO A VISIT to the museum tomorrow”? (Or is it something else entirely?)
And as regards the past perfective, what’s the deal if you want to say: “Tsar So-and-so built this palace in 1820”? Should that be perfective or imperfective? Or is there a choice? If so, what’s the difference?
I really want to learn some Russian but this stuff is doing my head in! (Cases are one thing – at least there is a clear logic there!) Any simple low-down help would be greatly appreciated.
Verbal aspect is about whether the FOCUS of an utterance is concerned with whether the action of the verb is now over and done with or not, or, in the case where the verb describes a state like lying or standing, whether this state has changed or not.
If the answer is yes, then the perfective aspect is used, and in all other cases the imperfective aspect is used. Read the rest of this entry
Version 1.1 of the Goldlist Method Spreadsheet, which contains a stylised version in Excel of how you need to lay out your manual GoldList book, but which can be used – after some adjustments for your own system – to print loose-leaf GLM double pages, is now kindly hosted thanks to one reader who wished to remain anonymous but you’ll work it out anyway, via http://tinyurl.com/GoldListMethod.
It’s not normally recommended to use the GLM as a keyboard input rather than a manual system, but if you absolutely cannot bear writing and want it in digital form, then you can also make copies of it onto a lot of further tabs in one or more .xls files and do it that way.
The most important thing about it though is the cell comments which answer frequent questions I have had about the order in which things get done. By look at the structure and formulae it may be more clear to some kinds of intelligence what I mean than from other ways of explaining it.
Enjoy, and thanks to MC.
A Facebook friend whom I shall call Miriamm (not her real name) asked me:
Hello, Hallo, Hola, Shalom, Ave, Chaire, Zdravo, Sei mir gegrüßt, sei mir geküßt, etc, etc…
I have a question about the Goldlist Method.
I have already asked this in the Polyglot group, but I didn’t get an answer, and somehow I can’t tag you, so that you get notified.
So, my question is:
Where do you take your first 25 words for the Headlist? Are they just random words or do you read an article, take notes during a lecture, watch a movie, whatever?
I have used Anki for quite long, until I got frustrated by the huge number of words it forced me to repeat before going on. I’m testing Memrise now and it often gives wrong pronunciations (it writes poder, but it says “el poder” for the verb “to be able to” in Spanish…)
It is annoying, because it gets hardwired in my brain like that.
Plus, it just takes random words without any context or grammar built around them.
I want to try the Goldlist method. I wonder how it works to skip the short-term memory, though. If I read an article beforehand and take the unknown words from there for my Headlist, they are already in my short-term memory by the time I write my list, aren’t they?
I read somewhere a while ago that you have to hear or read a word in five different contexts to be able to use it actively.
So, ok, I write my headlist and DO NOTHING (???) for two weeks?
If I hear or see a word from the headlist again in the meantime, it already tickles my memory before I should write my second list, right?
So how can I try the Goldlist method according to the rules?
Do you have a detailed video about it without the charming Russian accent? :-)
Should you start a new Goldlist method experiment or challenge set to a certain starting date, please include me. Maybe I should try it with a language that I don’t know yet, maybe Swedish.
Anyway, I don’t know why, but my brain can’t learn a new language in my mother tongue, which is Rhaet-Romansch. It slows me down extremely. I always learn the grammar of a new language in German and English in parallel, so my Goldlist would also have three columns.
Miriamm, you start a new Goldlist using various kinds of material depending on where you are with the language. At an early stage (assuming you have done some audio only work like a Pimsleur or Michel Thomas course first, so that you have some basics and a knowledge of how the language sounds) you’ll pick maybe a Teach Yourself series book or a Colloquial series book, Living Language, Assimil, you name it.
What goes in the Headlist is the vocab, the grammar notes, example sentences, everything you need in order not to need the book with you when you distil it. You do these 25 at a time because that’s what fits on the top left of a double-page in a writing book 40 lines deep, while leaving enough space for the future distillations.
When you’ve done one of these, taking maybe 20 minutes if you have the material prepared at hand, then you take the page after a ten minute break in which you did something else, like walk a kilometre, make a coffee, peel some vegetables, go to the toilet, etc etc, and you do turn to the next double page in the writing book to do another 25. This is the complicated bit as it involves taking the right hand sheet of the double page in between your fingers and moving it to the left, ensuring you only take one sheet and not 2 at a time. It is known as “turning the page”and does not generally take two weeks to do. The point about the two weeks is that you do not review the earlier material, instead you carry on deep into the book even though you have not necessarily memorised the earlier material, because you need the book in the Headlist and you’ll memorise the whole thing on later distillations.
This is a bit counter-intuitive for those who are used to really covering and memorising one chapter before they go on to the next and so on until they finish the book, at which point they put the book away and don’t need it again. It is a completely different, but far more effective, way to work through the book, and commit it to memory.
The thing to do once all the material in a book has been covered is either to get a more advanced book to work from or to work through a small dictionary, or start literature work.
In this way you can go from beginner to post-graduate levels all in a single memory system, tracking your vocab numerically and measuring the degree of memorisation of the material all the way.
By the way, don’t miss Christopher Huff’s Academy Award-Winning four minute movie about the Goldlist Method:
Now let me come to the additional point which you mentioned about the fact that your short-term memory is switched on while noting words down from reading an article.
My tendency would be to use the Goldlist as the direct place you note down the words and then their German and/or English equivalents once you have checked them in your dictionary or from a translation of the article (which is why I like to use literature, there is usually an audio-book to listen to, and then you can read the foreign language text to grab any bits you didn’t really understand form the audio, and then finally read the translation in your own language for what you didn’t quite understand in the foreign language original. Right now I am in this process for Hermann Brochs “Die Schlafwanderer” as far as German is concerned.
I would not say that this process switches on a short-term memory learning process. You are focused on understanding a passage and not on committing it by dint of force to a memory to be tested on next Tuesday. Therefore some of it will of course be remembered short term but the long-term memory is free to make its usual samples in a relaxed way and the more you like the story the better that should work. With the Goldlist Method, you carry on confidently with further material and if you happen to come up with the same word again and write it again, this is really no big deal. It happens to everyone now and again. When you know that word as you will after 1-3 distillations most likely, you’ll be able to kick it out even more rapidly so what you lose on the swings, as we say, you gain on the roundabouts. The point is not to repeat material intentionally, partly because it wastes time, you don’t need it for this way of learning, and partly because two frequent repetition builds the kind of synapses which are intended to disintegrate after two weeks, for reasons deep in our history and connected to the lunar hunting cycle.
One YT user asked today:
“Hello, Mr. James. I wanted to say, thank you for sharing this great information about the long term memory. It all makes perfect sense, and I have started a Gold-List for my language learning! I have a couple questions, if you are able to answer I would greatly appreciate it! Do you recommend the use of flashcards at all for learning a language? I understand for the Gold-List, you should avoid the words you wrote down on the list for not less than two weeks, but should you not think about the words at all? I suppose using flash cards would “jog” your short term memory again, but I am not certain. Maybe they are just different strategies, and don’t work together. Also, if I am trying to practice with sentences, should I not use the words I wrote in the list, or only after it “passed”.”
Please join the GoldList Method User Group on Facebook if you can. That way, good questions like these are flagged up for a bigger audience. Anyway, here goes:
1) flashcards are the standard system but they are a bit fiddly. You have to really manipulate a lot of small pieces of paper. if you actually want to do a nice big project with thousands of words and you want a proper card that will withstand all the mauling, it is a good deal more expensive and when the wind wafts in the window you’ll wish you had used a book.
The other thing about even on line flashcard systems is that in the classic system you are presented with them a lot of times until you can remember them, but not always are you asked to write anything. Without a re-write, it may be hard to know if you are doing a proper re-presentation of the material to the memory. Re-presenting material to the memory when you may have learned it only to the short-term memory is deceptive. People are sure they have learned things on systems like Memrise, Anki, Supermemo, etc when actually they haven’t. GLM calls for a bit more patience in the process but saves you a lot of time in the long run and makes sure that your long-term memory is optimised.
I am not sure how I could test this scientifically, but it would not surprised me to discover that the method even trains the L/T memory to be more effective. After all, if you show your body that you are relying and using a function, usually that function gets stronger, and if you are learning mainly to the short-term memory with methods of short-interval repetition, I would not be at all surprised if the long term memory even weakens as a result. Don’t take this paragraph as science, it is however reasoned speculation.
Cards might make the thing a bit more “gamey” but unless you have someone else committed to play it with you that might not be such great fun in reality as it appears before you do it.
2) About not using words on the list during the interim of 14 days – I notice that some people get a bit stressed about this and worry that they are going to be using the words in the intervening period and that then they will be still in the short-term memory when it comes to reviewing a list after 14 days. Let me say a couple of things on this point. Firstly, most people who are in the phase of trying the goldlist don’t use it exclusively as their only approach to a given language, while there are some others who, once they become convinced that GLM is the most effective approach, pretty much use only that, or, as in my own case, I use only the Goldlist once I have front loaded one or two audio-only courses to give me a good mental pronunciation of the new language, and then I get on and start the big project with GLM, but even then I migtht use more than one set of materials and alternate between different sets and even if I only have one set, some words are going to keep re-appearing. These are probably mainly words with a very high frequency in the language. I wouldn’t worry too much if they are not going through the GLM as efficiently as some other words – as these are the high frequency words of the language you can’t help coming across them a lot, you always will be coming across them a lot, and one way or another as long as you persevere you will certainly learn those higher frequency words. The trick is not to keep representing that list in that form to yourself in the fermentation period of at least 14 days. Don’t return to that same material, leave it be, but also don’t sweat it if the same words come up in different material.
I hope I understood and answered the questions OK. I’ll copy this also in a couple of other places so others can benefit from your good questions.
If someone wishes to learn from English with no previous success in language learning either French, Spanish, German or Italian then I recommend starting with Paul Noble’s audio only courses, published by Collins. For 8 further languages, namely Chinese, Japanese, Arabic, Greek, Russian, Polish, Dutch and Portuguese I recommend the Michel Thomas series to absolute beginners. After these courses, or from the start for languages not covered by those courses, I recommend Pimsleur courses. All these are audio only courses and are done with no teacher following the instructions outlined by the presenter.
Once this audio material has been front loaded, it is time, if the learner is still enthusiastic, to work through a written course. Most of these also have audio which should be used earlier in the process rather than later. Good courses include such series as Colloquial by Routledge, the Teach Yourself series (older courses tend to be better than new in that series) Living Languages and the Essential grammar series.
To learn the material in the written courses I recommend my own method called the Goldlist method which is free on the internet if you google for it. It helps to memorise written material to the long-term memory with the least possible total time of engagement per word or phrase. It is more effective than having a teacher who will try to activate sparse knowledge too soon.
You should aim to develop fluency in reading because the difference between fluent reading and fluent speaking is three days of immersion. Not a hundred lessons at 20 dollars a shot. Teachers are only really necessary for languages where you cannot tell the pronunciation from the writing or which have highly complex writing systems – and for tonal languages for those encountering this for the first time. A teacher is more likely to impede the adult learner in most Inter-European language learning.
One small word of warning to the absolute beginner – be ready for words and phrases in the language you know to be used completely differently in the other language. Just to give you an example, take the English “What’s happening now?” In French this would be “qu’est ce qu’il se passe maintenant?” Now this means exactly the same in terms of what the French would understand as the English phrase “What’s happening now?” but if you literally translate each of the elements in the French phrase, you get “What is this that he passes handholding?” If a French person tried to learn English using a verbatim approach as you can see he would not make himself understood, but equally anyone trying to put “What is happening now?” word for word into French will find that they come up with something equally nonsensical to the French, moreover the words you would need to do it do not even exist.
I met an Australian one time who said he was “orry” when I asked him how he was. I said “Orry? What’s that?”
“That’s French, mate”,
“You mean ‘horrible’?”
“No, mate, it’s French for “good”, I’m good, mate”
“How is “orry” French for “good”?”
“What? You’re a linguist and you don’t know the French for “goodbye” which is “orry-vwar”?”
I smiled at the wit and then it gradually dawned on me that the guy wasn’t joking. This is the biggest hurdle people have at the beginning, an expectation that the target language is going to work just like their own, you just slot other sounds in instead of the English ones. Sorry, but it doesn’t work that way.
If you can get your head around that, then you are ready to approach a foreign language.