This is a subject that comes up all the time, and I'm

going to give you my take on it.

I'm going to look at it from four different points of view.

First, I'm going to talk about how the brain works, whether

it be in adults and children.

Second of all, I'm going to talk about the

tremendous flexibility that the child has.

The third is the previous knowledge, or the accumulated knowledge and

experience, that the adult has.

And finally, I'm going to talk about the difference in attitude between

a child learning a language, and an adult learning a language.

Now, I'm not a neuroscientist.

I'm sort of distilling for you what I have read in books by Manfred Spitzer,

whom I mention quite frequently, and also an audio book that I've been

listening to called "Wie Erwachsene Denken und Lernen", which traces how adults think and learn.

And traces the evolution of our brains from a neuro-scientific mapping of the

brain perspective, and a few other sources.

The first thing to realize is that our brains do not just

exist for learning languages.

In fact, the brain is a learning machine in the sense that the brain has to acquire

the knowledge, the ability to anticipate,

in order for us to survive.

So it develops knowledge based on input.

It learns that if I touch something hot, then I've gotta withdraw my hand right

away because it's painful at some point.

Even in an animal, if it sees a predator, it's gotta know that the response is to

get out of there as quickly as possible.

So the brain develops an ability to respond.

To input with output, with an action, with speech, or with something.

And this is done, as I described in a previous video, by these inputs going

to the hippocampus where they are stored, on a short-term basis, and

then they're passed on to the cortex.

And there's different areas of the cortex where, gradually, a longer

term memory is developed longer term.

Ability, call it explicit knowledge, is stored, which enables

us to function as human beings.

We know that if we hear or see or speak a word, there is a corresponding place for

that in our brains, neurons, and that neurons that are adjacent to each other,

similar to each other because the neurons are stored in areas of like by category.

And if there is enough

stimulus and enough similar neurons nearby, they may eventually fire

and connect through synapses.

And that's how learning takes place.

So this process is the same whether we're talking about a baby or an adult.

So now let's look at the baby.

So the baby has what, again, Spitzer refers to as "unlimited

potential and very limited capability."

And if we just take the question of sounds, English has 44.

Japanese has a very small number.

Spanish has also not such a large number because those languages have fewer vowels.

Danish, which has this enormous number of vowels, has an enormous number of phonemes.

But the baby can learn to be a native speaker in any of them.

It has total potential, limited capability. And what's more, apparently

babies like new sounds, so they're very much interested in receiving

and imitating these new sounds.

So that the brain of the child is very flexible.

It can develop in any particular way, depending on the input that

it receives from its environment.

In fact, the child even starts hearing language in the

womb, and that's been proven.

So that's the baby.

Very flexible, limited impulse control, interested in new things.

Imitates and has no anxiety about anything, and that's the baby.

So the process whereby the baby learns the language is similar

to how adults learn the language.

I mentioned previously, for example, that in the past tense of verbs in

English, a young child, two years old, will first use the form of the

irregular verbs in English correctly, the very common irregular verbs.

Then as it

gets a sense of the rule that the past tense is created by -ed.

It'll then use the past tense of regular verbs correctly, and then at a later

stage, it'll learn the past tense of the less frequent irregular verbs.

And the same happens in German.

And the same happens when adults learn verbs.

So the message here is that the brain starts to create rules for itself.

If the baby were instructed in its native language, the way so

many of us are instructed in the languages we're trying to learn.

The baby would probably never learn to speak that language.

In other words, the natural process is more efficient.

The natural process of allowing the input to bombard the brain with enough

frequency, with enough similar words, the brain starts to form these rules.

There are even apparently neural locations for rules that

are developed through this process of listening and reading.

So that's common [between adults and babies].

Now let's look at what's different.

A baby has no prior knowledge of anything.

Everything is new, so the brain of the baby is a blank slate.

You can imprint anything you want on the baby's brain.

An adult has prior knowledge, so that can be good and that can be bad.

As I'm going to explain.

First of all, the less favorable situation is that the mind of the adult has already

hardened around a certain range of sounds, for example, or certain

patterns of how to express things.

It is no longer as flexible as the baby.

It's not open to any influence.

It has its own native language, which makes it more difficult now

to imprint or to introduce new ways of saying things and new sounds.

However, on the other hand, the adult has knowledge. So when the baby

sees a tree, or a house, or a car,

it doesn't know what a tree or a house or a car is, at first, but the adult does.

The adult knows things.

It knows what objects are.

The adult even knows how, at least his own language or her own language,

works. The adult knows intrinsically,

even without consulting a grammar book, what a noun is,

what a verb is. And when the adult sees or hears words in a new language, they start

to get a sense, even without the grammar explanation, of the different functions of

words in a sentence. The adult can read. The adult can read a grammar explanation.

I've said before, the grammar explanation will not by itself enable

the adult to perform according to those rules.

However, it may help the adult notice what is happening in the new language.

So that can be an assist to the adult, which is not available to the child.

And when we get to more complex concepts like emotions or abstract words,

the adult knows these words because the adult has a rich vocabulary

in his or her own language. And therefore can very quickly acquire

the same corresponding words in a new language. The adult can read.

Reading is a phenomenal way of increasing our ability in a foreign language.

We know that when we are reading, it's as if we are speaking the language,

insofar as the brain is concerned.

If we do a lot of reading, We can actually condition our brains to get

used to the patterns of the new language, to develop patterns in the brain that

help us deal with this new language.

Adults who read well in their own language typically will be able to read

well eventually in the new language.

So these are advantages that the adult has.

The adult can download a podcast and listen to it.

The baby's not going to do that.

So that the adult has learning strategies that the baby obviously doesn't have.

The baby responds to impulses and is not sort of strategic in its

approach to learning a language.

So that's the adult.

Now, one of the things that Spitzer and Herschkowitz explain in this

audio book that I'm listening to,

is that our prefrontal cortex, which controls our impulses, sort

of our developing sense of values that help us have a better sense as

adults of what's good and bad for us.

This evaluation ability to evaluate, the ability to develop a strategy,

all of these things take place in the prefrontal cortex, which

reaches its kind of fullest stage of development, in a way, at the age of 25.

So by that time, the adult is better able, A) to control its impulses,

but B), to elaborate or to develop a strategy based on its own

values. That's going to help it learn.

So those are things that are happening and actually continue to happen.

Apparently as time goes on, the evolution in the brain is such that the brain

gets better connected, the emotions and the thinking gets all better connected

in the brain, so that we end up,

as we grow older, somewhat more balanced in how we evaluate things

and in our approach to life.

So we've now covered that the brain essentially functions the same, that the

child has by dint of being a blank slate, a greater potential, although more limited

capabilities. The adult has more limited

potential perhaps, but has capabilities that can compensate for that. And also

through reading and other strategies, can acquire a vast vocabulary.

But may have more difficulty pronouncing as well as a child.

So now we come to the fourth thing, and that is the evolution of attitude.

Research has demonstrated that the child is very much attracted to new things.

New is good for the child.

"Wow!

Look at that!

Look at this!"

As the adult gets older, he or she becomes more set in their ways.

In other words, the adult may consider something new that has to

be learned as something undesirable.

I always remember when I started learning Chinese, there was another

Canadian diplomat there learning with me, and when he heard that in Mandarin

Chinese to say, "Are you going?" we actually say 你去不去？, "You go not go?"

And his response to that was, "Is that ever stupid!"

Now, if you consider the new language to be stupid or inconvenient, or you don't

like it, or any attitude that is negative towards the new, you're not going to learn.

The baby tends not to have any of these negative thoughts towards things

new, whereas often adults, perhaps because of their own languages,

tied up with their identity, or they're just reluctant to change.

And it also depends on whether you are a positive person,

whether you think you can succeed.

The child doesn't worry about "Am I going to learn this language?"

It's just... the language comes in.

Furthermore, whether the adult has already learned languages, it's pointed out in

Spitzer's book that the more we use our hippocampus, the better the hippocampus

becomes, the more efficient it becomes.

For example, a violinist who plays violin will develop parts of the brain

related to the movement of the fingers.

The London cabbie develops parts of the brain related to finding things on the map.

If we have had a lot of experience in learning languages, we are going

to be better at learning languages.

Practice makes perfect.

That includes, by the way, speaking. As much as I'm a proponent of input-based

learning, because I know how effective it is (listening and reading) in terms of

building up your sense of the language, your sense of how the language works,

your vocabulary, your comprehension.

By the same token, in order to speak well, you have to speak a lot.

Practice makes

perfect.

So the sort of evolution of the attitude is an area where the adult learner,

I think, and this is part of what we've done with LingQ, where LingQ is

primarily aimed at adult learners, learners who have a strategy, a

learning strategy, who have interests.

So we try to allow the learner to bring in content of interest as much as

possible from YouTube, from the internet.

To maintain that interest, maintain a positive attitude

towards the learning experience.

We try to provide encouragement in the statistics: "You're doing well!"

Obviously it's important to reward people in what they do.

Even with animals, if they feed the rat after it runs around the maze, if there's

reward, then there's a desire to learn.

So reward

can help people learn. But the reward needn't be an absolute reward.

Like money.

All it needs to be is an experience that was better than expected.

And I think there is another place where adult learners need to avoid unrealistic

expectations of how well they're going to do.

And,

unfortunately, the language books, they push,

you know, here's this book, Assimil.