80/20 rule: learn any language with the Pareto principle principle|||||||concept regra||||||princípio de Pare|princípio ||||||帕累托| Regel||||||Pareto| ||||||принцип Парето| ||||||パレート| ||||||principio de Pareto| 80/20-Regel: Lernen Sie jede Sprache nach dem Pareto-Prinzip Regla 80/20: aprenda cualquier idioma con el principio de Pareto Règle des 80/20 : apprendre n'importe quelle langue grâce au principe de Pareto Regola dell'80/20: imparare qualsiasi lingua con il principio di Pareto 80/20の法則：パレートの原理であらゆる言語を学ぶ 80/20 법칙: 파레토 원리로 모든 언어 배우기 Zasada 80/20: naucz się dowolnego języka z zasadą Pareto Regra 80/20: aprender qualquer língua com o princípio de Pareto Правило 80/20: изучайте любой язык по принципу Парето 80/20 kuralı: Pareto prensibi ile herhangi bir dili öğrenin 80/20 规则：用帕累托原则学习任何语言

Hi, today I want to talk about the Pareto principle, or the 80 20 principle, and ||||||||||||princip 80 20| ||||||||帕累托||||| ||||||||Pareto-Prinzip||||| |||||discuss|||Pareto principle|principle|also known as|the|principle| ||||||||Pareto|||||

how it applies to language learning. ||sich bezieht||| ||relates|||acquisition of knowledge

We often hear it said that a small number of words, 500, 1000, ||hear it said||||||||

account for 70 80 percent of the vocabulary in any given language. ||||||||donné| account for||||||||| verantwoordelijk voor||||||||| ||||||に|任意の||言語 conta por|||||||||

And therefore people suggest that if we focus in on these high frequency |proto||navrhují||||||||| |thus||||||||||| ||||||||||||częstotliwości

words that we will be able to short circuit our language learning. ||||||tot||||| ||||||||circuito curto||| ||||||||短路||| Wörter||||||||umgehen||| |||||||kısa devre|kısa devre||| ||||||||circuito corto||| ||||||||обійти||| ||||||||zkrátit||| |||||||短縮する|||| ||||||||obchodzić|||

So that's what I'm going to get into.

First let's look at the Pareto principle, where it came from. |||||Pareto principle||||| |||||パレート||||| |||||Pareto|principio||||

So Pareto, Vilfredo Pareto was a professor of economics at the University of Lausanne ||Vilfredo|||||||||||Lausanne |Pareto principle||||||||||||University of Lausanne ||Vilfredo||||||||||| ||Vilfredo Pareto|||||||||||Lausana ||維爾弗雷||||||||||| ||Vilfredo||||||Wirtschaftswissenschaft|||||Lausanne |||||||||||||洛桑 ||ヴィルフレド|||||||||||ローザンヌ |Pareto|Vilfredo Pareto|Pareto||||||||||Lausana

in Switzerland back in the early 1900s. |Switzerland||||| |ស្វីស|នៅ|||| |Szwajcaria||||| |ve Švýcarsku||||| |スイス||||| |Suiza|||||

And he discovered that in Italy, 80 percent of the land was owned |||||||||||appartenait |||||||||||possessed |||||||||||besessen ||发现|||意大利|||||| ||zjistil||||||||| |||||||||||所有されていた |||||||||||era propiedad

by 20 percent of the people.

He then noticed that the same was true in other countries. ||si všiml|||||||| |alors||||||||| on||||||||||

And of course, inequality of wealth, inequality of incomes is a factor of |||wealth inequality||wealth inequality|||earnings|||| ||||||||rendimentos|||| |||Ungleichheit||Vermögen|||Einkommen|||| ||||||||redditi|||| ||||||不平等|||||| |||nierówność||majątek|||dochody|||czynnik| |||nerovnost||majetku|||příjmů|||faktor| |||不平等|||||所得|||| |||desigualdad||riqueza|desigualdad||ingresos|||| Y por supuesto, la desigualdad de riqueza, la desigualdad de ingresos es un factor de

life today, and I'll show you these two maps, one for income distribution, |||||||||||income distribution|income distribution ||||||||Karten|||Einkommens|Verteilung ||||||||||||rozdziału doch |||||||||||příjmová distribuce|rozložení příjmů 生活||そして||||||地図||||分配 |||||||||||ingresos|distribución de ingresos

which is a little different from the maps of wealth distribution, but |||||||||wealth distribution|| |||||||Karten|||| |||||||mapy|||| |||||||||bohatství|| |||||||地図|||| ||||||||||distribución de riqueza|

in all countries, when it comes to wealth, 20 percent of the population |||||||bohatství|||| |||wenn||geht||Vermögen||||Bevölkerung |||||||wealth distribution|||| |||||||riqueza|||| |||||||bogactwo||||

controls between 60 to 80 or more percent of the wealth in that country. ||||||||majetku||| ||||||||richesse||| kontrolliert||||||||||| ||||||||riqueza|||

So that's.

Still is the case today.

However, the Pareto principle and this 80 20 rule has become more important Nicméně|||||||||| ||||||Regel|||| ||Pareto||||||||

or more people pay attention to it today as a means to address problems ||||||||||moyen||| ||||||||||method||solve|

in production and quality control. |||Qualität| |||品質|

And that's because of a professor Juran immigrant from Romania, who in the ||||||Juran|||||| ||||||Juran an|immigrant from Romania||||| ||||||Juran|||||| ||||||Juran|||||| ||||||朱蘭|||||| ||||||Juran|Einwanderer||||| ||||||Juran|||||| |||||||||Rumunska||| ||||||Juran||||||

United States, States started using this 80 20 principle to address engineering ||||||||solve| ||Staaten|||||||Ingenieurwesen ||||||||affrontare| |||||||||inženýrství |||||||||工学 ||||||||abordar|

issues and quality control issues. ||||issues problemy||||

And he talked about the most useful 20%, but then also accepted the fact ||||||||||přijal|| ||||||||||akzeptierte||

that the remaining 80 percent were still important or at least helpful. ||restant|||||||au moins|utile ||remaining||||||||useful ||verbleibenden|||||||| |||||||||almeno|utili ||zbývajících||||||||užitečné ||pozostałe||||||przynajmniej||

And that again, has application to language learning in terms of how we ||||aplikace|||||||| ||||Anwendung|||||||| |||heeft||||||||| ||||relevance||||||||

deal with high frequency words and the very important low frequency words.

But insofar as the 80 20 principle, we've seen it applied |dans la mesure|||||||appliqué |to the extent||||||| |na medida em que||||||| |nella misura in cui|||principio 80-20|||| |在于||||||| |en la medida||||||| |наскільки||||||| |pokud jde o||||||| |に関して|||||||適用される |w zakresie|||||||

in so many different situations.

A small percentage of criminals. ||malé procento|| ||小部分||罪犯 ||||Verbrecher ||||犯罪者 ||||criminales

Commit most of the crime, a small percentage of the population are commit||||||||||| ||||Verbrechen||||||| 犯||||||||||| Zavázat se||||zločinu||||||| ||||犯罪||||||| popełniają|||||||||||

occupying most of the hospital beds. taking up||||| ocupando||||| belegen||||Krankenhaus| zajmując||||szpitala| zabírající||||| 占有している||||病院| ocupando|||||

In computing, it was said that if you can fix the 20 percent most serious |výpočetní technice||||||||||||nejzávažnější |Informatik||||||||beheben|||| |コンピュータ科学|||||||||||| |informatyka|||||||||||| |informatica||||||||||||

bugs in a piece of software, You'll have dealt with most of the problems. bugs||||||||||||| issues||||||||addressed||||| ||||||||lidado com||||| Fehler||||||||umgehen||||| bug||||||||affrontato||||| ||||||||处理过||||| chyby||||||||vyřešil||||| バグ|||||||||||||

Conversely, it said that 80 percent of the code can be ||||pourcent||||| On the other hand||||||||| por outro lado||||||||| Umgekehrt||||||||| Al contrario||||||||| przeciwnie||||||||| Naopak||||||||| por el contrario|||||||||

written in 20 percent of the time. written|||||

But the corollary to that is you spend 80 percent of your time trying ||result|||||||||| ||corolário|||||||||| ||Folge|||||||||| ||conseguenza|||||||||| ||结果|||||||||| ||висновок|||||||||| ||důsledek|||||||||| ||結果|||||||||| ||konsekwencja||||||||||

to finalize that 20 percent of the code that has to be written. |finaliser|||||||||| |finalisieren|||||||||| |最終決定する|||||||||| |finalizar|||||||||| |finalizzare||||||||||

And so this again has application for language learning, where we will

end up spending most of our time dealing with low frequency language. koniec|||||||||||

Words, even though the high frequency words account for the bulk of the ||||||||||majorité|| ||although|||||contribute|||majority|| ||||||||||Hauptteil|| ||||||||||大部分|| ||||||||||většinu|| ||||||||||większość||

content of any particular context. |||konkrétní|

Let's move on then to how I use the 80 20 rule in my own language learning.

And I'm going to refer to my Turkish, but I think it applies to all languages. ||||提到|||||||||||

So first of all, let's deal with the idea of vocabulary. |||||abordemos|||||

So the most frequent 500 words, 1000 words account for 70, 80%. ||||||oranı|

Of any given context. |||contexte |任意の||

What can we draw from that? |pouvons|||de| |||conclude|| Wat||||| |||tirar conclusões|| |||dedurre|| |||得出|| |||vyvodit|| |||引き出す|| |||concluir||

What I draw from that is I needn't make any special effort to focus in |||||||n'ai pas besoin de||||||| |||||||do not have to||||||| Wat|||||||||||||| |||||||não preciso||||||| |||||||muss nicht|||besonderen|||| |||||||nemusím||||||soustředit se| Lo que deduzco de ello es que no necesito hacer ningún esfuerzo especial para concentrarme en

on those high frequency words, because they're going to show up anyway. |||||||||||tak či onak |||||||||||de todos modos

I know that down the road, I'm going to have to focus and spend a lot of time on |||将来的に|||||||||||||||

learning the Less frequent words, the high frequency words I needn't worry about, ||||||||||nemusím|starat se| |||||その|||||||

they're going to show up and I'm going to gradually get used to them anyway. |přijdou||||||||postupně||||| |||||||||yavaş yavaş|||||

To some extent, the same is true with structures in the language. ||míře||||||||| ||程度上||||||||| ||degree||||||||| ||в певній мірі||||||||| ||stopniu|||||||||

You could Google and look at, the application of Pareto principle or |můžeš|||||||||| |||||||||principio de Pareto||

80 20 rule to language learning.

You can Google the most frequent errors or difficulties that people have in Spanish, |||||nejčastější|chyby||||||| ||||||Fehler|||||||

English, Chinese And you can say, okay, I'm going to look at examples of other

people who focus in on the main problems that they experience with the language. ||||||principaux|||||||

But here again, my experience is basically in the Slavic languages. ||||||v podstatě|||| |||||||||斯拉夫语|

I know it's cases it's aspects of verbs of motion that caused |||||aspekty||||pohybu||způsobily |||||Aspekte||||Bewegung||verursacht |||||||||hareket|| |||||||||||引き起こした |||||||||ruchu||

me difficulty in Turkish. |Schwierigkeit||

It's the verbs. ||to jsou slovesa ||to są czasowniki

There's so many different forms of the verbs.

I think verbs are usually there as a major area of difficulty, ||||||||hlavní||| ||||normalerweise||||||| |||||そこに|として|||||

but prepositions, case endings. |||des terminaisons ||nominative case| ||naamvallen| |Präpositionen|| |介词|| |předložky||pádové koncovky |前置詞||格の語尾 |przyimki||

Pronouns, there's any number of different things that can cause the bulk of the |||||||||||majority|| Pronomen||||||||||||| 代词|||||||||||大部分|| |||||||||||większość|| zájmena|||||||||způsobit||většinu|| |||||||||||la mayor parte||

problems that we encounter in grammar. |||se setkáváme|| |||begegnen|| |||napotykamy|| |||encontramos||

But again, my experience has been that I will eventually come across |||||||||nakonec|| ||||||||||tomber| |||||||||sonunda|karşılaşacağım| ||||||||||encontrar|encontrar com

those in all kinds of different contexts and gradually get used to ||||||kontextech||postupně|||

them so that focusing in on those specifically may be of limited benefit. ||||||||||||yarar

However, 20 rule in my language learning is to tell myself, how Nicméně|||||||||| |rule one|||||||||

am I going to spend my time?

I have spoken before of what I would call big picture learning. ||||||||呼ぶ|||

Input learning, consuming a lot of the language, top down learning. Vstup (1)||konzumování|||||||| ||||||||top-down|| ||verbrauchen|||||||| ||absorbing|||||||| ||||||||トップダウン||

And then there is this bits and pieces focusing in on, it might be |||||kousky|||||||| |||||Stückchen|||||||| |||||bits||||||||

the case endings in Slavic languages. ||pádové koncovky||| ||desinencias del caso|||

It might be verb endings in Romance languages or pronouns in ||||koncovky|||||zájmena| ||||Endungen||||||

Italian or whatever it might be. ||nebo tak něco|||

It's not that I don't do that.

I do some of that.

I do look up grammar explanations online or in a book. |||||vysvětlení gramatiky||||| ||gerçekten|||||||| ||||grammatica||||||

I have my lessons with my tutor. ||||||učitelem ||||||teacher

So I do spend time on the nuts and bolts. |||||||details||details |||||||os detalhes||os detalhes ||||||||und| |||||||vida||vida ve somunlar |||||||parti fondamentali||dettagli pratici |||||||detalles técnicos||detalles prácticos

But 80 percent of my time is spent absorbing the |||||||absorvendo| |||||||aufnehmen| |||||||öğrenmekle| |||||è||| |||||||vstřebáváním| |||||||吸収する|

language and acquiring words. ||osvojování| ||nabywanie|

And the reason for that is that if I have a lot of words, then I can

access more interesting content. |||obsah ||engaging|

I can actually understand some of the examples of structures in the language. ||ve skutečnosti|||||||struktury|||

So that as I go forward in the language, what's holding me back Is lack of |||||vpřed|||||brání||||nedostatek| ||||||||||me retient||||| ||||||||||hält||||| ||||||||||||||insufficient knowledge| |||||進むにつれて|||||妨げている|||||

words and the words, which includes a lot of low frequency words, they are |||||obsahuje||||||||

acquired through the 80 percent big picture, top down input based learning. získané||||||||vstup|| |à travers||||||||| |by means of||||||||| ||||||上位の||||

So it's not that I don't do any sort of bits and pieces learning. Therefore||negation|||||any sort of|type|of|small tasks||small tasks|informal studying ||||||||||fragmenty|||

I do some, but I try to limit the amount of time. |||||||begrenzen|||| |||however||attempt||restrict||||

I spend on that, for example, with my Turkish learning. |||||||||studies

So I started back in 2018. |||to work| |ik|begon||

You can see from this graph that in an initial period, I |||||grafu||||počáteční|| |||||Grafik||||anfänglichen||

spent a lot of time listening.

You can see my statistics from my playlist that I've listened to the mini stories. |||||||Wiedergabeliste|||||||

In fact, initially I spent most of my time with the mini stories to get a sense of ||nejprve||||||||||||||| ||zunächst|||||||||||||||

the language, to get some words in me.

to get a toehold in the language, listening 30, 40 times to the same |||beginner's grasp|||||||| |||ponto de apoio|||||||| |||Fußfassung|||||||| |||punto d'appoggio|||||||| |||立足点|||||||| |||перше знайомство|||||||| |||základní pozice|||||||| |||punto de apoyo||||||||

mini story, not at the same time, but eventually, because I go back ||||||||nakonec||||

to them and I go back to them.

And so that was in a way, big picture learning because そして||||||||||

the language was new to me.

So I was just bombarding my brain with the language, occasionally ||||overloading||||||sometimes ||||bombardeando|||||| ||||轟炸|||||| ||||bombardieren||||||gelegentlich ||||||||||іноді ||||||||||občas ||||言語を浴び||||||

looking at explanations. regardant||

Of course, I bought grammar books, but that was five years ago.

Now, when I started up again in preparation for my trip to Turkey, |||||||準備|||||

I'm saying, I've got to dramatically increase my vocabulary because I want ||||||zvýšit||||| |||||dramatisch||||||

to be dealing with things of interest. ||handling||||

And so that my major emphasis for the last little while has ||||hlavní|důraz|||||| ||||main||||past few||| |||mijn|||||||| |||||||その||||

been on increasing my vocabulary. ||zvyšování|| ||augmenter||

And yet, when I talked to my tutor, I realized how much difficulty I have |||||||učitelka||uvědomil jsem si|||||

in some of the most basic patterns in the language, how much difficulty ||||||vzorcích|||||| ||||||structures||||||

I have in producing, verb forms. |||produkování|| |||produzieren|verb|

As I'm now a month away from going to Turkey, I've decided to spend a little |||||||||Turecko||||||

more time on the bits and pieces. ||||||細かい部分

And I do that by going back into my mini stories, where there's a lot of ||||||||||histoires|||||

focus on verbs, high frequency verbs.

And so when I go to them now again, I'm discovering things, noticing ||||||||||objevuji||všímám si ||||||||||||remarquant ||||||||||entdecke||

things that I didn't notice before. ||||všimnout|

Because after a while, if we're listening to the same thing over and over |||||||||||||znovu ponieważ|||||||||||||

again, We are noticing less and less. ||||||méně |||remarquer||| |||notiamo|||

So after an absence, then I go back. |||absence|||| |||Abwesenheit|||| |||absence|||| |||відсутності|||| |||ausência||||

Another thing to remember is, even if back five years ago, I thought I had learned ||||||||||||myslel|||

something, or thought I could remember a verb, or a word, or a verb form, ||myslel||||||||||||

chances are, I can't remember it now. die Chancen|||||| as probabilidades||||||

So we have to be aware of the fact that whatever we do, It's a little bit elusive. |||||||||||||||||évasif |||||cognizant||||||||||||difficult to grasp |||||||||||||het is|het||| |||||||||||||||||esquiva |||||||||||||||||flüchtig |||||||||||||||||难以捉摸 |||||||||||||||||непостійне |||||vědomi|||||cokoli|||||||neuchopitelné |||||||||||||それは|それ||少し|つかみどころ |||||||||||||||||elusivo

We won't necessarily be able to grab it and hold onto it. |||||||||le tenir|| ||||||take|||keep|to it| ||||||pegar|||segurar|agarrá-lo| ||||||prendere||||| ||koniecznie||||||||| ||nutně||||uchopit||||| |||||||||保持する|| ||||||agarrar|||||

And so therefore I think it's very important. ||proto||||| ||consequently|||||

And I always make sure that I mix the big picture with the bits and pieces. |||||||mische|||||||| ||||||||||||||small| |||||||||大きな||||||

So even now, when I say I'm going to spend more time with my mini stories,

it's still a small amount of time because by the time I'm on my third mini story, ||||||||||||||troisième|| |||||||||the|when||||||

my brain isn't paying much attention. |||věnuje||pozornost ||ne|||

So when I switch back to my history of the Turks or the novel Havanen itch. ||||||||||||||Havanen| |||return|||||||||||Havanen novel|itch ||||||||||||||Havanen roman| ||||||||||||||Havanen| |||||回到|||||||||哈瓦那| ||||||||||Türken|||Roman|Havanen|juckt |||torno|||||||||||Havanen|prurito |||||||||||||||痒 |||přepnu|||||||||||| ||||||||||トルコ人||||| ||||||||||||||Havanen|

Cause even though I don't understand it all that well, I'm more motivated. Důvod|||||||||||| |||||||||あまり|||

I'm more, I'm hanging onto the words and then I can go through them in LingQ. |||hänge|||||||||||| |||holding|||||||||||| |||つかまっている||||||||||||

Another thing that's useful, I find, again, varying that big picture další|||užitečné||||různě||| |||||||varierend||| |||||||変化させる||| |||||||змінюючи|||

with the bits and pieces is to do, the sentence review where I ||||||||||recenze(1)||

have to reassemble the sentence. ||reconstituer|| ||put together|| ||重新組合|| ||neu zusammensetzen|| ||riassemblare|| ||перебудувати|| ||znovu sestavit|| ||再構成する|| ||reensamblar||

That's particularly good with the mini stories because the |zejména|||||||

mini stories sentences are short. ||Sätze||

I have heard them many times and then I can start to put those sentences together.

It's a form of being focused in on how the language works. |||||concentrated|||||| |||||集中した||に||||

How the verbs work, how the genitive works, all these things that I have. ||||||génitif||||||| ||||||possessive case||||||| ||||||所有格||||||| ||||||Genitiv||||||| ||||如何||属格||||||| ||||||генетив (1)||||||| ||||||genitiv||||||| ||||||属格||||||| ||||||dopełniacz|||||||

So I try to maintain a good balance between big picture learning ||||udržovat|||||||

and bits and pieces learning. |bits|||

And perhaps beyond the idea that I want to maintain a balance of 80 whatever |možná|za|||||||udržet||||whatever jednotek

it might be, between big picture and bits and pieces learning, at the same

time, I asked myself, am I enjoying it?

When we start out in a language, we have a high tolerance for |||||||||||寛容さ| |||||||||||терпимість|

relatively repetitive, uninteresting content like the mini stories. relativně|relativně repetitivní|nezajímavý|obsah|||| |重複性高|||||| |wiederholend|||||| ||boring|||||

There's a sense of achievement as we understand a little bit ||||úspěchu|||||| ||||accomplishment||||||

more and a little bit more.

We often think we've learned something that we can maybe now use and we discover ||||||||||||||objevujeme

we can't use it because it's somehow back there in the brain somewhere, you ||||||located||||||| ||||||どういうわけか|奥の方|||||| ||||||||||||en algún lugar|

can't bring it out when you need it.

But am I enjoying it?

And when I stop enjoying it, then I move on to more difficult content. ||||||||||||difficile|

And there again, going through in sentence mode, but. |||||||režim vět| ||||im||||

Learning about the Turks, about Central Asia, about the Balkans, |||||||||Balkan |||||||||バルカン半 |||||||||los Balcanes |||||||||Bálcãs

about Anatolia, about whatever it might be, or as in the case of this |安纳托利亚|||||||||||| |Anatolien|||||||||||| |アナトリア|||||||||||| |Anatolia||||||||||||

Three Daughters of Eve, learning about some of the, social and almost |fille|||||||||| |figlie||Eve (1)|||||||| |||イブ||||||||

psychological issues of modern day Turks. |Probleme|||| 心理的な|||||

So that's interesting.

So my guide is, am I enjoying what I'm doing? ||průvodce|||||||

And if I'm enjoying what I'm doing, then I keep doing it.

When I now find it Too frustrating to continue in content that has

so many unknown words and that I would be happier or feel more ||neznámých||||||||||

comfortable being in easier content, then I move back to easier content. ||||||||||snazší|

But by and large, I think I try to maintain at least 80 percent of my time |||většinou||||||udržovat|||||| |||||||||||au moins||||

with big picture top down learning, but not neglect the 20%, 10, 15 ||||||||nezanedbat| |||||apprentissage|||négliger| ||||||||overlook| ||||||||vernachlässigen| ||||||||negar|

percent of time that I need to spend on focusing in on the bits and pieces. |||||||||me concentrer||||||

So I hope that was helpful.

I've left some links here on the subject to a Wikipedia article on the subject, ||||||||||維基百科|||| ||||||||||Wikipedia|||| he|||||||||un|||||

and I'm curious how all of you use the 80 20 principle in your language learning. ||zvědavý|||||||||||

Bye for now.