Steve's YouTube Videos, How Should Languages Be Taught in School?

How Should Languages Be Taught in School?

How about figuring out how to motivate the students? Hi there, Steve Kaufmann here today to talk again about language learning and to talk about how languages should be taught in school with particular reference to an article that appeared in The Guardian from the UK, a leading newspaper in the UK.

Remember if you enjoy these videos, please subscribe, uh, click on the bell for notifications and uh, if you're following me on your podcast, please leave a review. So this, um, article, cause I follow things in the news, uh, related to language learning. So here was this article in The Guardian about the recommendation from a body in the UK, that concerns itself with education, that... suggesting that a new approach to language learning, one that would sort of inject some more enthusiasm into language learning would be to have a list of 1700 basic words that students would be required to learn. And this of course brought a tremendous sort of wave of criticism from people who are involved with language teaching saying you can't just, uh, learn from lists. That's going to discourage people.

That's not going to create a sort of a sense of love of learning a language. So I, I sort of thought about this and I did a lot of reading on the subject. So first of all, there is a bit of a crisis surrounding language learning in the UK, even though they are just across the Channel from France, not far away from Spain, uh, not to mention, uh, other countries.

Uh, not to mention the fact that we can easily connect with, with China, with, uh, with the Middle East and learn all these different languages and yet interest in language learning is declining. And I did some research and, uh, I think more than 50% of schools give 45 minutes a week of instructional time to language learning.

So very little time is spent with language learning, interest in languages is declining. Uh, one of the reasons given is that students think that, um, languages are difficult. So it's a risky subject to take up because you may not do well. And so that might affect your chances of getting into university and so forth and so on.

Um, and I think there's something to be said for that, because I think now a lot of people don't know why they're even bothering to learn the language. They don't know what they're supposed to achieve. Uh, Unfortunately, this recommendation also suggested that the students be required to use these words and to use them correctly.

That's much, much more difficult. Um, I think the objective of any language program should be to make the students like learning the language, even if they're not tremendously motivated to eventually use the language. If they like the process because it's very clear cut "I have to learn 1700 words and I'm going to go about learning them"

um, that I think it's possible might induce more people to get interested in, in language because the task is kind of finite. Yeah, I can do that. If I go at it for five years, I can learn 1700 words. Uh, so on that level, it's not a bad idea. It's not a good idea, in my opinion, to demand grammatical accuracy from language learners in school, because so few of them end up speaking the language.

What does it matter whether they are able to nail niceties of grammar at the age of 12? To me, it doesn't matter. Uh, if there's some way of making them enjoy the process of language learning so that they expose themselves to the language, they develop some degree of comprehension, they develop a certain level of vocabulary.

That's good enough. And some of those people will be motivated enough to take it to another level right now. Very few relatively few graduates of schools in the UK end up speaking another language, the lowest level of any country in the European Union. They're not... no longer in the European Union, say in Europe.

So that's going to happen for the first thousand words. And then if you look at any analysis of frequency, frequency drops off so fast that for the next thousand words, so that might get us closer to where this, uh, British, uh, educational, uh, you know, authority was proposing 1700 words, you end up having to read two or three times as much in order to have a chance of meeting these words often enough to remember them. Besides which... pretty much it drops off so quickly that it doesn't really matter whether you learn the next thousand or the next, the, the thousand after that, they're all a lot less.

And so what matters much more is what subject matter are you covering? If you are interested in sports, there are certain words that will appear more frequently. If you're interested in economics, other words will appear more frequently and as long as you have 2000 words, in other words, if you have exposed yourself to enough of the language, listening and reading that you actually know 2000 or 1700 words, whichever words they are good enough.

Now I'm going to get into the difference between word families and words. However you want to count them. If it's 1700 word families, maybe it's 5,000 words. It doesn't matter. Some numbers, some arbitrary number is what a student is responsible to learn. Not necessarily this specific list of words, but a specific number of words.

And you go on read whatever you want to read and listen to in that language. And we will test you on it. We'll test you on comprehension and if you do okay, then you're considered to have passed. In fact, I wouldn't even test them on comprehension in terms of, you know, answering questions about what happened and something they read, because that's a different skill.

Again, that's the skill of trying to remember what you heard. Uh, if we just testing them on say the objective is to get you to where you recognize in context, 2000, 3000 words, we test you on that. You do that. That's, what's going to give you your mark in the language. That might give the learners our greater sense of achievement.

Those people who are inclined, those learners, who are inclined to get enthusiastic about the language through their listening and reading through that sense of achievement, of, of understanding more and more of a language of enjoying content of interesting of interest to them. Those people will take it further.

And so with them, the objective of, of turning learners into enthusiastic learners will be achieved. Remember, there are two keys I often talk about three, but let's talk about two fundamental keys of language learning. One is the attitude of the learner, the enthusiasm, the interest, the motivation, and the other is the time spent.

So if teachers can motivate their learners to spend the time for whatever reason, because have a very concrete task learn 2000 or 3000. Or because through learning these words and phrases through a lot of listening and reading, they have a sense of achievement and they have this sense of understanding and other language.

And then they are interested in learning more about the language. Then that again is a major, um, you know, should be a major goal of, of language instruction. I always have, whenever I talk about how I learn languages, inevitably, the language teachers who prefer to have... and who always say, well, that's fine for you because you're motivated, but I have a classroom full of unmotivated learners.

So therefore your system would never work. Therefore they do what they've always done, which in fact, isn't very motivating, which is teaching grammar and then testing them on grammar and finding that they get six out of 10. And so therefore they're discouraged. So that's not motivated maybe rather than saying, well, Steve you're motivated.

So your system works for you, but I have unmotivated students, therefore it won't work. How about figuring out how to motivate the students? Maybe not all of them, but a larger number than are motivated right now. And maybe with an approach like that, we won't see this dropping off of interest in language learning, which is a major issue in the UK, uh, and probably in, in North America, despite all of the enthusiastic teachers. I have met them. I've met them at the, uh, American council of teachers of foreign languages. And there are lots of them. And yet the statistics are there. There's less and less interest in foreign languages. So something is not working.

One solution suggested here by this, and I'm going to leave all the relative links in the description. Is this idea of having a list of words that you have to learn. It may or may not work, but obviously what is, and this is despite years of research like studies. Whenever I go and search on the internet, I find detailed studies about all different aspects of, of language learning.

Most of which refer to who what's happened, what happens in a classroom as if that's the only place where you learn languages, which of course it isn't. Uh, the classroom should be where you turn people on to learning languages. They will learn them elsewhere on their own if they're turned on. But despite 50 years of research, all we see is declining interest in language learning.

We don't see increased success in language instruction at school, in the UK or North America. Maybe it's not so complicated. Maybe people shouldn't over-complicate it. Maybe they should just stick with what Krashen says, and what I definitely have experienced in my language learning. And that is if you can expose yourself to enough of the language you're going to learn, and some people will be motivated enough to do that others won't be.

And if they at least have a very concrete task at school, you have to learn 2000 words and we're going to test you on it in using cloze tests or multiple choice. So then they have a clear idea of what their expected to so. Some people will only do that. And I think maybe as many people as now or more will be motivated to take it further.

And so with that, I'll leave you with, I'd be interested in your comments on this and maybe a couple of videos where I've talked a bit about motivation and input and how that helps us learn languages. Thank you for listening. Bye for now.

To hear audio for this text, and to learn the vocabulary sign up for a free LingQ account.

Откройте этот урок на LingQ

How Should Languages Be Taught in School? ||||Enseñadas|| كيف ينبغي تدريس اللغات في المدرسة؟ Wie sollten Sprachen in der Schule unterrichtet werden? How Should Languages Be Taught in School? ¿Cómo deben enseñarse las lenguas en la escuela? Comment enseigner les langues à l'école ? 語学は学校でどう教えられるべきか？ Como é que as línguas devem ser ensinadas na escola? Как должны преподаваться языки в школе? Diller Okullarda Nasıl Öğretilmelidir? Як слід викладати мови в школі?

How about figuring out how to motivate the students? ||averiguar|||||| ماذا عن معرفة كيفية تحفيز الطلاب؟ Wie wäre es, herauszufinden, wie man die Schüler motiviert? Que tal descobrir como motivar os alunos? Как насчет выяснить, как мотивировать студентов? Hi there, Steve Kaufmann here today to talk again about language learning and to talk about how languages should be taught in school with particular reference to an article that appeared in The Guardian from the UK, a leading newspaper in the UK. ||||||||||||||||||||||||particular||||||apareció||||||||principal|||| مرحبًا، ستيف كوفمان هنا اليوم للحديث مرة أخرى عن تعلم اللغة والحديث عن كيفية تدريس اللغات في المدرسة مع إشارة خاصة إلى مقال ظهر في صحيفة الغارديان من المملكة المتحدة، وهي صحيفة رائدة في المملكة المتحدة. Hallo, Steve Kaufmann ist heute hier, um erneut über das Sprachenlernen und darüber zu sprechen, wie Sprachen in der Schule unterrichtet werden sollten, mit besonderem Bezug auf einen Artikel, der in The Guardian aus Großbritannien, einer führenden Zeitung in Großbritannien, erschienen ist. Olá, Steve Kaufmann está aqui hoje para falar novamente sobre a aprendizagem de línguas e sobre a forma como as línguas devem ser ensinadas na escola, com especial referência a um artigo publicado no The Guardian, um dos principais jornais do Reino Unido. Привет! Сегодня здесь Стив Кауфманн, чтобы снова поговорить об изучении языков и о том, как следует преподавать языки в школе, уделяя особое внимание статье, опубликованной в The Guardian из Великобритании, ведущей газете Великобритании.

Remember if you enjoy these videos, please subscribe, uh, click on the bell for notifications and uh, if you're following me on your podcast, please leave a review. تذكر أنه إذا استمتعت بمقاطع الفيديو هذه، يرجى الاشتراك، أه، النقر على الجرس للحصول على الإشعارات وأه، إذا كنت تتابعني على البودكاست الخاص بك، فيرجى ترك تعليق. So this, um, article, cause I follow things in the news, uh, related to language learning. ||||||||||||relacionados||| إذن هذه المقالة لأنني أتابع الأخبار المتعلقة بتعلم اللغة. Więc ten artykuł, bo śledzę w wiadomościach rzeczy związane z nauką języków. Portanto, este artigo, porque eu sigo as notícias relacionadas com a aprendizagem de línguas. Итак, эта статья, потому что я слежу за новостями, связанными с изучением языков. So here was this article in The Guardian about the recommendation from a body in the UK, that concerns itself with education, that... suggesting that a new approach to language learning, one that would sort of inject some more enthusiasm into language learning would be to have a list of 1700 basic words that students would be required to learn. |||||||||||||||||||||||||||enfoque||||||||||||entusiasmo||||||||||||||||||| لذا، كان هذا المقال في صحيفة الغارديان حول توصية من هيئة في المملكة المتحدة، تهتم بالتعليم، والتي... تشير إلى أن اتباع نهج جديد لتعلم اللغة، نهج من شأنه أن يضخ نوعًا من المزيد من الحماس في تعلم اللغة أن يكون لديك قائمة تضم 1700 كلمة أساسية يجب على الطلاب تعلمها. Hier war also dieser Artikel in The Guardian über die Empfehlung eines Gremiums in Großbritannien, das sich mit Bildung befasst, dass … ein neuer Ansatz für das Sprachenlernen vorgeschlagen wird, der dem Sprachenlernen mehr Enthusiasmus verleihen würde eine Liste mit 1700 Grundwörtern zu haben, die die Schüler lernen müssten. ガーディアン紙に掲載されたこの記事は、教育に関係する英国のある機関からの勧告に関するもので、言語学習への新しいアプローチ、つまり言語学習により多くの熱意を注入するアプローチを示唆しています。学生が学ぶ必要がある 1700 の基本的な単語のリストを用意する必要があります。 Então, aqui estava este artigo no The Guardian sobre a recomendação de um organismo no Reino Unido, que se preocupa com a educação, que... sugerindo que uma nova abordagem à aprendizagem de línguas, uma abordagem que injectasse um pouco mais de entusiasmo na aprendizagem de línguas, seria ter uma lista de 1700 palavras básicas que os alunos teriam de aprender. Итак, вот эта статья в The Guardian о рекомендации органа в Великобритании, занимающегося вопросами образования, который... предлагает новый подход к изучению языка, такой, который привнесет больше энтузиазма в изучение языка. должен иметь список из 1700 основных слов, которые учащиеся должны будут выучить. And this of course brought a tremendous sort of wave of criticism from people who are involved with language teaching saying you can't just, uh, learn from lists. ||||||tremenda|||ola|||||||||||||||||| وهذا بالطبع جلب موجة هائلة من الانتقادات من الأشخاص المشاركين في تدريس اللغة قائلين إنه لا يمكنك التعلم من القوائم فحسب. Und das hat natürlich eine gewaltige Welle der Kritik von Leuten ausgelöst, die mit dem Sprachunterricht zu tun haben, dass man nicht einfach, äh, von Listen lernen kann. E isto, claro, trouxe uma enorme onda de críticas por parte de pessoas envolvidas no ensino de línguas, dizendo que não se pode simplesmente aprender com listas. That's going to discourage people. |||desanimar| وهذا سوف يثبط عزيمة الناس. Das wird die Leute entmutigen. Isso vai desencorajar as pessoas.

That's not going to create a sort of a sense of love of learning a language. ||||||tipo|de||sentido|||||| لن يخلق هذا نوعًا من الشعور بالحب لتعلم اللغة. Das wird keine Art von Liebe zum Erlernen einer Sprache erzeugen. Isso não vai criar uma espécie de sentimento de amor pela aprendizagem de uma língua. So I, I sort of thought about this and I did a lot of reading on the subject. لذلك فكرت في هذا الأمر نوعًا ما وقمت بقراءة الكثير حول هذا الموضوع. Also habe ich darüber nachgedacht und viel zu diesem Thema gelesen. それで、私はこれについてちょっと考えて、このテーマについてたくさん読みました。 Por isso, pensei um pouco sobre isto e li muito sobre o assunto. So first of all, there is a bit of a crisis surrounding language learning in the UK, even though they are just across the Channel from France, not far away from Spain, uh, not to mention, uh, other countries. |||||||||||que rodea||||||||||||||||||||||||||| Also zuallererst gibt es eine kleine Krise rund um das Sprachenlernen in Großbritannien, obwohl sie direkt auf der anderen Seite des Ärmelkanals von Frankreich liegen, nicht weit entfernt von Spanien, ähm, ganz zu schweigen von, ähm, anderen Ländern. Po pierwsze, jest trochę kryzysu związanego z nauką języków w Wielkiej Brytanii, mimo że są one po drugiej stronie kanału La Manche od Francji, niedaleko od Hiszpanii, nie wspominając o innych krajach. Em primeiro lugar, existe uma certa crise em torno da aprendizagem de línguas no Reino Unido, apesar de este país estar situado do outro lado do Canal da Mancha, em França, e não muito longe de Espanha, para não falar de outros países.

Uh, not to mention the fact that we can easily connect with, with China, with, uh, with the Middle East and learn all these different languages and yet interest in language learning is declining. Äh, ganz zu schweigen von der Tatsache, dass wir uns leicht mit, mit China, mit, äh, mit dem Nahen Osten verbinden und all diese verschiedenen Sprachen lernen können, und dennoch nimmt das Interesse am Sprachenlernen ab. Já para não falar do facto de podermos facilmente comunicar com a China, com o Médio Oriente e aprender todas estas línguas diferentes, mas o interesse pela aprendizagem de línguas está a diminuir. And I did some research and, uh, I think more than 50% of schools give 45 minutes a week of instructional time to language learning. ||||investigación|||||||||||||||||| Und ich habe etwas recherchiert und, ähm, ich glaube, mehr als 50 % der Schulen widmen dem Sprachenlernen 45 Minuten Unterrichtszeit pro Woche. Fiz uma pesquisa e acho que mais de 50% das escolas dedicam 45 minutos por semana à aprendizagem de línguas.

So very little time is spent with language learning, interest in languages is declining. So wird sehr wenig Zeit mit dem Sprachenlernen verbracht, das Interesse an Sprachen nimmt ab. Uh, one of the reasons given is that students think that, um, languages are difficult. Uh, einer der angegebenen Gründe ist, dass die Schüler denken, dass Sprachen schwierig sind. So it's a risky subject to take up because you may not do well. Es ist also ein riskantes Thema, weil Sie vielleicht nicht gut abschneiden. Por isso, é um assunto arriscado, porque pode não correr bem. And so that might affect your chances of getting into university and so forth and so on. Und das könnte sich auf Ihre Chancen auswirken, an die Universität zu kommen und so weiter und so weiter. E isso pode afetar as suas hipóteses de entrar na universidade, etc., etc.

So I thought about this. So on the one hand, of course, it's hard to learn from a list, but on the other hand, I thought, you know, if you have a very concrete, specific goal, you have to learn 1700 words, then it's very clear, what you have to do in order to get grades on language, whichever German, Spanish, French. ||||||||||||||||||||||||||||||||||||||||||||||||||||cualquiera||| Also auf der einen Seite ist es natürlich schwer aus einer Liste zu lernen, aber auf der anderen Seite dachte ich, weißt du, wenn du ein ganz konkretes, bestimmtes Ziel hast, musst du 1700 Wörter lernen, dann ist es ganz klar , was Sie tun müssen, um Noten für die Sprache zu bekommen, egal ob Deutsch, Spanisch, Französisch. Por um lado, é claro que é difícil aprender a partir de uma lista, mas, por outro lado, pensei que, se tivermos um objetivo muito concreto e específico, se tivermos de aprender 1700 palavras, então é muito claro o que temos de fazer para obter notas em línguas, seja alemão, espanhol ou francês.

Um, and I think there's something to be said for that, because I think now a lot of people don't know why they're even bothering to learn the language. ||||||||||||||||||||||||se molestan|||| Ähm, und ich denke, dafür gibt es etwas zu sagen, weil ich denke, dass viele Leute jetzt nicht wissen, warum sie sich überhaupt die Mühe machen, die Sprache zu lernen. Um, i myślę, że jest coś do powiedzenia na ten temat, ponieważ myślę, że teraz wiele osób nie wie, dlaczego w ogóle zawracają sobie głowę nauką języka. Hum, e acho que há algo a dizer sobre isso, porque acho que agora muitas pessoas não sabem porque é que se estão a dar ao trabalho de aprender a língua. They don't know what they're supposed to achieve. Sie wissen nicht, was sie erreichen sollen. Não sabem o que é suposto alcançarem. Uh, Unfortunately, this recommendation also suggested that the students be required to use these words and to use them correctly. |||||sugirió|||||requeridos||||||||| Uh, leider schlug diese Empfehlung auch vor, dass die Schüler aufgefordert werden, diese Wörter zu verwenden und sie richtig zu verwenden. Infelizmente, esta recomendação também sugeria que os alunos fossem obrigados a utilizar estas palavras e a utilizá-las corretamente.

That's much, much more difficult. Um, I think the objective of any language program should be to make the students like learning the language, even if they're not tremendously motivated to eventually use the language. Ähm, ich denke, das Ziel jedes Sprachprogramms sollte es sein, die Schüler dazu zu bringen, die Sprache zu lernen, auch wenn sie nicht besonders motiviert sind, die Sprache letztendlich zu verwenden. Penso que o objetivo de qualquer programa de línguas deve ser fazer com que os alunos gostem de aprender a língua, mesmo que não estejam tremendamente motivados para acabar por usar a língua. If they like the process because it's very clear cut "I have to learn 1700 words and I'm going to go about learning them" Se gostam do processo porque é muito claro: "Tenho de aprender 1700 palavras e vou aprendê-las"

um, that I think it's possible might induce more people to get interested in, in language because the task is kind of finite. Ähm, dass ich denke, dass es möglich ist, könnte mehr Leute dazu bringen, sich für Sprache zu interessieren, weil die Aufgabe irgendwie endlich ist. hum, que eu acho que é possível induzir mais pessoas a interessarem-se pela língua, porque a tarefa é um pouco finita. Yeah, I can do that. If I go at it for five years, I can learn 1700 words. Wenn ich es fünf Jahre lang mache, kann ich 1700 Wörter lernen. Uh, so on that level, it's not a bad idea. It's not a good idea, in my opinion, to demand grammatical accuracy from language learners in school, because so few of them end up speaking the language. |||||||||||exactitud||||||||||||||| Meiner Meinung nach ist es keine gute Idee, von Sprachlernenden in der Schule grammatikalische Genauigkeit zu verlangen, weil am Ende so wenige die Sprache sprechen. Na minha opinião, não é uma boa ideia exigir precisão gramatical aos alunos de línguas na escola, porque muito poucos deles acabam por falar a língua.

What does it matter whether they are able to nail niceties of grammar at the age of 12? |||||||||clavar|matices|||||| Was spielt es für eine Rolle, ob sie im Alter von 12 Jahren in der Lage sind, Feinheiten der Grammatik zu lernen? O que é que interessa se são capazes de dominar os pormenores gramaticais aos 12 anos? To me, it doesn't matter. Uh, if there's some way of making them enjoy the process of language learning so that they expose themselves to the language, they develop some degree of comprehension, they develop a certain level of vocabulary. Uh, wenn es eine Möglichkeit gibt, ihnen Spaß am Sprachenlernen zu machen, so dass sie sich der Sprache aussetzen, sie ein gewisses Maß an Verständnis entwickeln, sie ein gewisses Maß an Vokabular entwickeln. Se houver alguma forma de os fazer desfrutar do processo de aprendizagem da língua, de modo a que se exponham à língua, desenvolvam algum grau de compreensão, desenvolvam um certo nível de vocabulário.

That's good enough. Isso é suficiente. And some of those people will be motivated enough to take it to another level right now. Very few relatively few graduates of schools in the UK end up speaking another language, the lowest level of any country in the European Union. ||||graduados|||||||||||||||||||| Sehr wenige relativ wenige Schulabgänger im Vereinigten Königreich sprechen am Ende eine andere Sprache, das niedrigste Niveau aller Länder in der Europäischen Union. São relativamente poucos os diplomados das escolas do Reino Unido que acabam por falar outra língua, o nível mais baixo de qualquer país da União Europeia. They're not... no longer in the European Union, say in Europe. Não estão... já não estão na União Europeia, digamos na Europa.

And I don't think the situation is much different in North America. So, but where I think they've gone, they've got it wrong with this list of 1700 keywords that you must learn is does let them learn any 1700 words. Why should you determine which words they have to learn? And if you set it up so that they learn these words through a process of listening and reading, like LingQ where you're looking at words and saving words, and we can keep track of the words you've learned, and we can even test you on your comprehension of these words in context, using close tests, using multiple choice and so forth, flashcards, whatever it might be. E se o fizermos de modo a que aprendam essas palavras através de um processo de audição e leitura, como o LingQ, em que se vêem palavras e se guardam palavras, e podemos manter um registo das palavras que aprenderam, e podemos até testar a vossa compreensão dessas palavras em contexto, utilizando testes fechados, utilizando escolha múltipla, etc., flashcards, o que quer que seja. Uh, but why say you have to learn these words because one thing we know for sure is that the high frequency words they're going to show up anyway. ||||||||||||||||||||||||||||de todos modos Mas porquê dizer que temos de aprender estas palavras, porque uma coisa que sabemos com certeza é que as palavras de alta frequência vão aparecer de qualquer maneira. So the first even thousand words, if you do a lot of reading and listening, you're going to get those words cause you're going to meet them so often, apparently theoretically, you need to meet a word eight times in order to have a 50% chance of remembering it. |||||||||||||||||||||||||||||aparentemente|||||||||||||||||| Assim, nas primeiras mil palavras, se lermos e ouvirmos muito, vamos apanhar essas palavras porque as vamos encontrar tantas vezes que, teoricamente, precisamos de encontrar uma palavra oito vezes para termos 50% de hipóteses de a recordar.

So that's going to happen for the first thousand words. É o que vai acontecer nas primeiras mil palavras. And then if you look at any analysis of frequency, frequency drops off so fast that for the next thousand words, so that might get us closer to where this, uh, British, uh, educational, uh, you know, authority was proposing 1700 words, you end up having to read two or three times as much in order to have a chance of meeting these words often enough to remember them. E depois, se olharmos para qualquer análise de frequência, a frequência cai tão rapidamente que, para as mil palavras seguintes, o que nos pode aproximar do ponto em que esta autoridade britânica propunha 1700 palavras, acabamos por ter de ler duas ou três vezes mais para termos a possibilidade de encontrar estas palavras com frequência suficiente para as recordar. Besides which... pretty much it drops off so quickly that it doesn't really matter whether you learn the next thousand or the next, the, the thousand after that, they're all a lot less. Abgesehen davon... fällt es ziemlich schnell ab, dass es eigentlich egal ist, ob du die nächsten Tausend lernst oder die nächsten, die, die Tausend danach, die sind alle viel weniger. Para além disso... praticamente diminui tão rapidamente que não interessa se aprendemos os próximos mil ou os próximos, os mil a seguir, são todos muito menos.

And so what matters much more is what subject matter are you covering? Por isso, o que importa muito mais é o assunto que está a cobrir. If you are interested in sports, there are certain words that will appear more frequently. If you're interested in economics, other words will appear more frequently and as long as you have 2000 words, in other words, if you have exposed yourself to enough of the language, listening and reading that you actually know 2000 or 1700 words, whichever words they are good enough.

Now I'm going to get into the difference between word families and words. However you want to count them. sin embargo||||| If it's 1700 word families, maybe it's 5,000 words. It doesn't matter. Some numbers, some arbitrary number is what a student is responsible to learn. Not necessarily this specific list of words, but a specific number of words.

So if teachers can motivate their learners to spend the time for whatever reason, because have a very concrete task learn 2000 or 3000. ||||||||||||||||||concreto||| Or because through learning these words and phrases through a lot of listening and reading, they have a sense of achievement and they have this sense of understanding and other language.

And then they are interested in learning more about the language. Then that again is a major, um, you know, should be a major goal of, of language instruction. |||||importante|||||||||||| I always have, whenever I talk about how I learn languages, inevitably, the language teachers who prefer to have... and who always say, well, that's fine for you because you're motivated, but I have a classroom full of unmotivated learners. Ich habe immer, wenn ich darüber spreche, wie ich Sprachen lerne, zwangsläufig die Sprachlehrer, die es vorziehen, ... und die immer sagen, na, das ist in Ordnung für Sie, weil Sie motiviert sind, aber ich habe ein Klassenzimmer voller Unmotivierter Lernende.

So therefore your system would never work. |por lo tanto||||| Therefore they do what they've always done, which in fact, isn't very motivating, which is teaching grammar and then testing them on grammar and finding that they get six out of 10. And so therefore they're discouraged. So that's not motivated maybe rather than saying, well, Steve you're motivated.