學(xué)語(yǔ)言遇到障礙了？你可能掉進(jìn)了這3個(gè)陷阱
1. The Critical Period Hypothesis
關(guān)鍵期假說(shuō)
Some have said that if you don’t learn a language when you’re young, the chances you can do it when you’re older fade dramatically.
有些人說(shuō)，如果你不在小的時(shí)候?qū)W一門語(yǔ)言，那你以后學(xué)會(huì)這門語(yǔ)言的可能性就會(huì)隨著年齡增大急劇下降。
The critical period hypothesis, as they call it, is not quite right. It’s true that a child can and does learn a language quickly, but it’s far from true that an adult cannot.
而這種所謂的關(guān)鍵期假說(shuō)，其實(shí)并不對(duì)。的確，小孩子學(xué)語(yǔ)言的速度很快，但這并不是說(shuō)成年人就學(xué)不了。
The brain is malleable, and changes with every experience, every new piece of knowledge.
大腦是可塑的，它能隨著每一點(diǎn)新體驗(yàn)、每一份新知識(shí)而變。
Neuroscientists have discovered just how adaptable the brain is, defined as neuroplasticity, and it shows not only that we can learn at any age, but that we should be continuously learning.
神經(jīng)學(xué)家們已經(jīng)發(fā)現(xiàn)了大腦的這種可變性，并將它稱為神經(jīng)彈性，這個(gè)發(fā)現(xiàn)表明：我們不光能在任何年齡學(xué)習(xí)，而且我們應(yīng)該不斷地學(xué)習(xí)。
2. The Fluency Illusion
流利幻覺(jué)
Another common mistake that creeps up in language learning, and learning in general, is that it can or should be easy. It’s not.
另一個(gè)關(guān)于語(yǔ)言學(xué)習(xí)（以及學(xué)習(xí)本身）的常見(jiàn)誤區(qū)，是大家覺(jué)得它應(yīng)該很容易。但它不是。
The fluency illusion is a bias that creeps in when we don’t have trouble recalling something.
流利幻覺(jué)是一種偏誤，當(dāng)你能不費(fèi)力地想起什么時(shí)，這種偏誤就會(huì)出現(xiàn)。
If you read the translations of a few words, repeat them to yourself a couple of times, and think that that’s enough, then you’ve succumbed to this illusion.
如果你讀出一個(gè)新單詞的釋義，并自己重復(fù)幾次，然后就覺(jué)得記住了，那你就中了這種幻覺(jué)的下懷。
Real learning means testing yourself, it means coming back the next day and trying to think of the translations without looking.
真正的學(xué)習(xí)意味著檢驗(yàn)?zāi)阕约?，意味著你?yīng)該在第二天試著不看材料就想起這個(gè)釋義。
To learn is to struggle.
學(xué)習(xí)是一種掙扎。
3. A Fixed-Growth Mindset
固定型思維與增長(zhǎng)型思維
Carol Dweck has studied the way people look at their intelligence and abilities.
卡羅·德威克研究了人們?nèi)绾慰创约旱闹巧膛c能力。
For some, they see a static, unchanging aspect of themselves.
一些人把自己看成靜態(tài)的、不變的。
This fixed mindset causes people to think that they are as smart, and as capable as they’re ever going to be.
這種固定的思維模式讓這些人覺(jué)得自己的聰明程度和能干成都永遠(yuǎn)只能是這樣。
The other type of mindset Dweck has studies is the growth-mindset.
而德威克研究的另一種思維方式就是增長(zhǎng)型思維。
People who live with this view believe they can get better, they can become more intelligent.
有著這樣思維方式的人覺(jué)得他們能變得更好，他們認(rèn)為自己能變得更聰明。
They see problems as challenges to be overcome, they see failures as lessons to be learned.
他們把問(wèn)題看做要克服的挑戰(zhàn)，他們把失敗當(dāng)成學(xué)習(xí)的材料。
Take a growth-mindset to learning a language.
學(xué)語(yǔ)言的時(shí)候應(yīng)該用這種增長(zhǎng)型思維。
Seek out the challenges, make it hard on yourself, stretch beyond your capacity.
尋找挑戰(zhàn)，故意刁難自己，然后拓展你自己的能力。
1. The Critical Period Hypothesis
關(guān)鍵期假說(shuō)
Some have said that if you don’t learn a language when you’re young, the chances you can do it when you’re older fade dramatically.
有些人說(shuō)，如果你不在小的時(shí)候?qū)W一門語(yǔ)言，那你以后學(xué)會(huì)這門語(yǔ)言的可能性就會(huì)隨著年齡增大急劇下降。
The critical period hypothesis, as they call it, is not quite right. It’s true that a child can and does learn a language quickly, but it’s far from true that an adult cannot.
而這種所謂的關(guān)鍵期假說(shuō)，其實(shí)并不對(duì)。的確，小孩子學(xué)語(yǔ)言的速度很快，但這并不是說(shuō)成年人就學(xué)不了。
The brain is malleable, and changes with every experience, every new piece of knowledge.
大腦是可塑的，它能隨著每一點(diǎn)新體驗(yàn)、每一份新知識(shí)而變。
Neuroscientists have discovered just how adaptable the brain is, defined as neuroplasticity, and it shows not only that we can learn at any age, but that we should be continuously learning.
神經(jīng)學(xué)家們已經(jīng)發(fā)現(xiàn)了大腦的這種可變性，并將它稱為神經(jīng)彈性，這個(gè)發(fā)現(xiàn)表明：我們不光能在任何年齡學(xué)習(xí)，而且我們應(yīng)該不斷地學(xué)習(xí)。
2. The Fluency Illusion
流利幻覺(jué)
Another common mistake that creeps up in language learning, and learning in general, is that it can or should be easy. It’s not.
另一個(gè)關(guān)于語(yǔ)言學(xué)習(xí)（以及學(xué)習(xí)本身）的常見(jiàn)誤區(qū)，是大家覺(jué)得它應(yīng)該很容易。但它不是。
The fluency illusion is a bias that creeps in when we don’t have trouble recalling something.
流利幻覺(jué)是一種偏誤，當(dāng)你能不費(fèi)力地想起什么時(shí)，這種偏誤就會(huì)出現(xiàn)。
If you read the translations of a few words, repeat them to yourself a couple of times, and think that that’s enough, then you’ve succumbed to this illusion.
如果你讀出一個(gè)新單詞的釋義，并自己重復(fù)幾次，然后就覺(jué)得記住了，那你就中了這種幻覺(jué)的下懷。
Real learning means testing yourself, it means coming back the next day and trying to think of the translations without looking.
真正的學(xué)習(xí)意味著檢驗(yàn)?zāi)阕约?，意味著你?yīng)該在第二天試著不看材料就想起這個(gè)釋義。
To learn is to struggle.
學(xué)習(xí)是一種掙扎。
3. A Fixed-Growth Mindset
固定型思維與增長(zhǎng)型思維
Carol Dweck has studied the way people look at their intelligence and abilities.
卡羅·德威克研究了人們?nèi)绾慰创约旱闹巧膛c能力。
For some, they see a static, unchanging aspect of themselves.
一些人把自己看成靜態(tài)的、不變的。
This fixed mindset causes people to think that they are as smart, and as capable as they’re ever going to be.
這種固定的思維模式讓這些人覺(jué)得自己的聰明程度和能干成都永遠(yuǎn)只能是這樣。
The other type of mindset Dweck has studies is the growth-mindset.
而德威克研究的另一種思維方式就是增長(zhǎng)型思維。
People who live with this view believe they can get better, they can become more intelligent.
有著這樣思維方式的人覺(jué)得他們能變得更好，他們認(rèn)為自己能變得更聰明。
They see problems as challenges to be overcome, they see failures as lessons to be learned.
他們把問(wèn)題看做要克服的挑戰(zhàn)，他們把失敗當(dāng)成學(xué)習(xí)的材料。
Take a growth-mindset to learning a language.
學(xué)語(yǔ)言的時(shí)候應(yīng)該用這種增長(zhǎng)型思維。
Seek out the challenges, make it hard on yourself, stretch beyond your capacity.
尋找挑戰(zhàn)，故意刁難自己，然后拓展你自己的能力。
