Learning Persian: My Intensive Study Plan (1) Persisch lernen: Mein intensiver Lernplan (1) Aprender persa: Mi plan de estudio intensivo (1) Apprendre le persan : Mon plan d'étude intensif (1) Imparare il persiano: Il mio piano di studio intensivo (1) ペルシア語を学ぶ：私の集中学習プラン (1) 페르시아어 배우기: 나의 집중 학습 계획 (1) Nauka perskiego: Mój plan intensywnej nauki (1) Aprender persa: O meu plano de estudo intensivo (1) Изучение персидского языка: Мой план интенсивного обучения (1) Farsça Öğrenmek: Yoğun Çalışma Planım (1) 学习波斯语：我的强化学习计划（一） 學習波斯語：我的強化學習計劃（一）

Not only will I be looking to see how much I can improve, but I also

want to experiment to see how we can sort of take all of the things that

LingQ offers in terms of input based learning and connect that to a tutor.

Hi there, Steve Kaufmann here today.

And today I want to talk about using a tutor at LingQ and specifically

with reference to my Persian.

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I appreciate it.

So if you've been following me, you know, that I've been sort of bumbling along in |||||||||||||блуждая|| |||||||||||||brouillant|| |||||||||||||desajeitadamente avanç|| ||||siguiendo|||||he estado||||torpe|| Jeśli śledzisz moje poczynania, to wiesz, że w pewnym sensie nie radziłem sobie w życiu.

both Persian and Arabic, and Arabic I've been sort of experimenting with, you know, |||||||ai||||||

mainly Standard Arabic, but a little bit of a Persian, a little bit of Levantine.

And so I'm decided that for the next three months, I'm going to focus on Persian.

I'm going to work more closely with my tutor Sahra, one of our tutors at LingQ. |||||||||||||||LingQ

Um, you know, that I'm primarily an input based learner so I've been doing |||||||input|||||| ||||soy|principalmente|||basado en input|||||

a lot of input in these languages, somewhat leisurely, largely focused on ||||||||неторопливом||| ||||||||décontracté||| ||||||||leisurely||| ||||||||ゆっくりした||| ||de|||||algo|tranquilo|||

listening, which is easy to do, uh, trying to find the time to do some reading. |||||||||trouver||||||

Uh, if I only have a short period of time, I'll maybe review my vocab.

Focusing in on the status three words where I'm likely to know them |||||||||вероятно||| ||||||||estoy||||

so I can move more words to known.

I'd like to get my known words total up over 10,000. me gustaría|me gustaría||||||||

I have about 27,000 saved words in LingQ, but I have less than 10,000 known words. ||||||||||moins|||

And I'm sure a lot of the words that are in that status three area, uh, I in fact

know them, but I haven't come across them again so that I can move them to known. ||||||||||que||||||

Uh, from experience, I know I can easily find a few hundred or more, uh, |||||||||||cent|||

there, so that'll move me over 10,000. ||eso me hará|||

So those are the kinds of things that I'm going to do in terms of input,

continuing my input activities.

But I want to explore the ways in which a LingQ learner like me can

work more effectively with a tutor.

So I spoke to Sahra.

I said, I want to experiment over the next three months.

And, uh, we're going to look at the different things that we can do that

will sort of integrate LingQ learning, which is predominantly sort of using, |||整合|||||||| ||||||||principalement||| ||||||||в основном|||

uh, input, content things we can find on the internet or beginner material,

uh, to move our learning along. |||||avancer |para||||

And we don't spend as much time talking about output, but |nosotros|||||||||

we all want to get to output.

I want to speak Persian better.

What are we going to do?

First thing twice a week, I'm going to speak to Sahra. ||deux fois||||||||

I've already scheduled that in and we are going to have a subject. he programado||||||||||||

So we're not just...

up until now I just arrive and we talk, uh, Sahra keeps a record of my mistakes ||||||||||Sahra||||||

or vocabulary that I was missing.

She sends me a report, which she records.

I review it.

And occasionally I go back and review previous lessons

and that's kind of been it. ||||été|

So now we're saying we're going to have a specific subject.

So she, for example, has proposed that we talk about the economy of Iran of

Turkey, because she happens to be visiting Turkey and they have inflation and other ||ella|sucede que||||||||||

problems there, and the economy of Canada.

So with that, I say, okay, I'm going to prepare for that.

So what I did was I Googled, uh, first of all, I convert, you know, the economy of

Iran, the economy of Turkey, the economy of Canada, convert that into uh, Persian.

I cheat. |triche |enganar |hago trampa

I use Google Translate to do that. Для этого я использую Google Translate.

I put it in the search field and, uh, I see what pops up. |||||recherche|champ||||||apparaît| ||||||||||||appears| ||||||||||||aparece| Я ввожу это в поле поиска и вижу, что всплывает.

Now typically Wikipedia pops up pretty quickly and, uh, we have permission to Ahora||Wikipedia|aparece|||||||||

use Wikipedia articles at LingQ, so these are Persian language Wikipedia articles.

Uh, I'm going to study those uh, and Sahra is going to record them for me.

So that gives me some material to start to focus in on that uh, the,

the vocabulary surrounding economics. |||économie |vocabulario|relacionada con|

Um, another source for Persian material, Persian language ||source|||||

material is at Radio Farda. ||||Farda ||||Farda ||||Farda

And there again, we have permission at LingQto share, uh, content from |||||||LingQ|||| |||||||LingQ|||| |||||||LingQ||||

Radio Free Europe radio, Radio Farda.

A lot of that is also very good.

So that's going to give me some more, uh, focus on, uh, vocabulary.

And in that case, I have the podcast and I use Happy Scribe ||||||||||||scribe ||||||||||||Scribe ||||||||||||Happy Scribe

to, uh, transcribe the podcasts. ||转录|| ||transcribir||

And so I can learn from those.

And the agreement I have with Sahra is that she will decide the

subject for Tuesdays, and I will decide the subject for Thursdays. ||mardis||||||||jeudis ||martedì||||||||giovedì

So she gave me the subject of the economy of those three countries.

And I've decided that I want to stay with that vocabulary so

that I'll get to know it better.

So I want to talk about inflation.

So tomorrow I have another session with Sahra and we're

going to talk about inflation.

And again, she will create a report and send it to me with the recording.

So I'm hoping to get, getting back to my discussion of the, uh, hockey stick. |||||||||||||曲棍球| |||||revenir||||||||| |estoy|||||||||||||

I've sort of progressed past that steep blade of the hockey stick ||||||陡峭的||||| ||||||acentuada||||| |||progresado|||empinada|hoja|||| Ich habe die steile Klinge des Hockeyschlägers sozusagen hinter mir gelassen

stage and I'm somewhere here.

I'm not sure where I am, but I'm at the beginning of that long road from B1 to B2.

I consider that to be the longest stretch. |считаю|||||| |||||||tranche |||||||tratto |||||||período contínuo

Some people say no, the longest stretch is from B2 to C1. ||||||tramo|||||

Uh, I mean, it's kind of arbitrary because unless you actually take a ||||||随意|||||| ||||||arbitraire|||||| ||||||恣意的|||||| ||||||произвольный||||||

test and I don't take a test, but I consider B2 means I'm comfortable.

I make mistakes. |fais|

I understand most things.

Uh, C1 means I make far fewer misses. |||||||ошибок |||||||erreurs ||||hago|||

And there's nothing that I don't understand, but I'm not quite at the

level of vocabulary of a native or C2.

So I don't know how far that distance is.

All I know is that this long road to me is the most uncomfortable because I'm not

good enough to understand most of what I hear on these Persian language podcasts.

I'm not good enough to have a comfortable discussion about the

economy or inflation or whatever.

So I want to get to here, whether this is closer to C1 or not so close to C1.

To me, this is the most uncomfortable stage we feel we're not getting anywhere. ||||||inconfortable|||||||

We feel we can't remember anything.

And yet we're not good enough to just listen and read.

Once we achieve what I consider to be this B2 stage where, you |||||считаю|||||||

know, I can just listen to Persian.

I can just talk to people, make mistakes.

Doesn't matter.

I'm comfortable.

I can watch movies.

So I'm not as good as I would like to be.

But, um, That's where I want to get to question is three months

working hard with, uh, Sahra uh, is that gonna enable me to do it? ||||||||va|me permettre|||| ||||||verbo auxiliar|||||||

Okay.

I also want to demonstrate to you a little bit of how I set up |||||||||||cómo|yo||

to focus in on content material.

That's going to help me get there. ||||||là

Uh, I'm also going to leave you some videos of me speaking Persian, uh, so that

at the end of the three months, we can see if I improved or how much I improved. |el|el final|de|el||tres meses||||||mejoré|||||mejoré

Uh, another purpose of this is to see working with Sahra what are

the ways in which we can better integrate LingQ functionality, ||||||mieux||| las||en|||||||

LingQ content, LingQ's ability to access material on the internet. ||de LingQ|||||||

How do we integrate that?

Working with a tutor.

What are the, what can the tutor do?

Tutor can follow my activity level can prod me, nudge me to do more. |||||||побудить|||||| |||||||pousser|||||| |||||||me incentivar||dar um empurrão|||| |||||||推动|||||| |||||||促す|||||| |puede||||||me empuja||empujarme suav||||

And so over the next three months, not only will I be looking to see how much I

can improve, but I also want to experiment to see how we can sort of take all of |||||||expérimenter||||||||||

the things that LingQ offers in terms of input based learning and connect that to

a tutor provided, you know, content that we can work, we can work on together,

whether it be from beginning beginner material that we already have in our

libraries or accessing material on the web, maybe it's the tutor, helping me

find things on the web so that the tutor becomes more of a guide, perhaps a guide

to LingQ a guide to content on the web, a coach on this sort of path where we want ||||||||||наставник|||||||| |||||||||||||||chemin|où|| ||||||||||コーチ|||||||| |||||||||||sobre||||||nosotros|

to get again, picking up my hockey stick. |||||||клюшка

So we're going here, here, here.

Now we've got this long road and I'm looking to see how much a tutor, in this

case Sahra, can help me achieve my goals.

So, uh, that's what I want to do.

Check out my, uh, little walkthrough, you know, what I did on the site and |||||tutoriel||||||||| |||||guião explicativo||||||||| verifica||||pequeño|guía|||||||||

check out the videos where I speak Persian and we'll see how much I improve. ||||||||||||combien||m'améliore

Thank you for listening bye for now.

So I want to show you how I generate content on the economy that I can use to

prepare for my discussions with my tutor.

So first I said, economy of Iran.

Uh, and so I cheat a little bit and I translated on Google Translate and I

put it in the, uh, Google search field.

And, uh, something comes up say it's related to ... crisis , but it's going to ||algo|||digamos que||||||||

have the technical terms that I require.

So now I need to get that into LingQ so I can go to my browser |||||||||||||||navegador

extension here and click on it.

And, uh, I already created a course called economics, so I just click on import.

Okay.

So, all right.

So here's my lesson now.

Uh, there are other ways. |||d'autres|

If I go to edit lesson, I can see that I have other lessons that I have brought |||||||||||||||||apporté

in, in the sort of economics banner here. ||||||bannière| ||||||バナー| ||el||||tema|

Um, I don't have an audio file, but because this is Wikipedia,

we are allowed to share. ||autorisés||

So, but I don't want to share it without audio.

So I've asked my tutor to create a recording of this.

And what happens then is once I have an MP3 file and, and you can see her at the

bottom of my screen, that I have been uh, getting, uh, recordings, uh, MP3 files |||||||ai|||||||

from Radio Farda, uh, which I transcribe, uh, at the, um, Happy Transcribe.

And then, but the point is you just take one of these MP3 files

and drag it up here, but I'm not going to drop this because it |перетащить|||||||||||| y|arrastrar|||||yo estoy||||soltar|||

doesn't correspond to this content.

But when I get, uh, when I get a, uh, an audio file from my

tutor I'll put that up there.

If I want to change the name of this, I could call it something else.

Uh, you know, he economy of Iran, but ah, whatever it's up to me for the time |||||||||peu importe||à|à|||| ||||||||||es||||||

being it's only for my own personal use. siendo|||||||

So I have no description and I don't worry too much about how it looks.

If I go to share this, now I'm going to have to improve it.

And, uh, so.

I can not go back to viewing the lesson. ||||revenir|à|visionnage||

All right.

Now the other thing is if I wanted to, I could also just simply, or

maybe like, so whoops, uh, whatever.

Yeah.

Copy and paste. Copiar||colar

So I copy it.

Then I go to LingQ and I go to import and import lesson.

And if I didn't want to use the browser extension, but it's so much easier

with the browser extension, but, uh, I then could select the course.

So if I choose economics, EC and search it's going to come up. |||||EC||||||| |||||EC(1)||||||| |||||economics course|||va a salir||a|| |||||EC|||||||