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Let’s Read!
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THE DISCOVERY that books are the utmost means of retaining existing knowledge and obtaining new knowledge was made by numerous people before me. What I would like to add to this well-known fact are only two points: first, that you should dare to include reading in your learn- ing program at the very beginning, and second, that you should read actively. You need to meet linguistic phenomena frequently so that you can find a way through a language’s twists and turns.
I have said numerous times on the radio and on TV that books, which can be consulted at any time, questioned again and again, and read into scraps, cannot be rivaled as a language-learning tool.
In one of his short stories Dezső Kosztolányi36 beauti-
fully describes the learning of a language from a book. Some excerpts are worth inserting here.
That summer, my only thought was having a rest, playing ball, and swimming. Therefore, I didn’t bring along anything to work with. At the last minute, I threw a Portuguese book into my baggage.
…in the open, by necessity, I resigned myself to the book, and in the prison of my solitude, formed by dolomite rocks on one side and vast forests on the other, between the sky and the wa- ter, I started to make the text out. At first, it was difficult. Then I got the hang of it. I resolved I would still get to the bottom of it, without a mas- ter or a dictionary. To spur my instinct and cre- ativity, I imagined I would be hit by some great trouble were I not to understand it exactly, or maybe an unknown tyrant would even condemn me to death.
It was a strange game. The first week, I sweated blood. The second, I intuited what it was about. The third week, I greeted the birds in Portuguese, who then chatted with me...
…I very much doubt if I could ever use it in my life or if I would be able to read any other Portuguese books. But it is not important. I did not regret this summer’s steeplechase. I wonder about those who learn a language for practical reasons rather than for itself. It is boring to know. The only thing of interest is learning.
…An exciting game, a coquettish hide-and- seek, a magnificent flirt with the spirit of human- ity. Never do we read so fluently and with such keen eyes as in a hardly known, new language. We grow young by it, we become children, bab- bling babies and we seem to start a new life. This is the elixir of my life.
…Sometimes I think of it with a certain joy that I can even learn Chinese at my ancient age and that I can recall the bygone pleasure of child- hood when I first uttered in the superstitious, old language “mother,” and I fall asleep with this word: “milk.”37
37. Excerpts from the short story “Portugálul olvasok” [I read in Portu- guese], in Erős várunk, a nyelv [Our strong fortress, language].
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After this testimony of lyrical beauty, let me say that although more efficient means of learning exist, more eas- ily accessible and obliging ones do not. In order to have an hour’s dialogue with a book, the most you need to do is amble as far as the nearest library. If it were so easy to get hold of an intelligent, cordial, and patient partner, I would recommend that instead.
I mention the library only as a last resort. I recommend buying your own books for language learning. They can be spiced with underlines, question marks, and exclamation points; they can be thumbed and dog-eared, plucked to their essential core, and annotated so that they become a mirror of yourself.
What shall one write in the margins? Only the forms and phrases you have understood and figured out from the context.
Ignore what you can’t immediately understand. If a word is important, it will occur several times and explain itself anyway. Base your progress on the known, not the un- known. The more you read, the more phrases you will write in the margins. The relationship that develops between you and the knowledge you obtain will be much deeper than if you had consulted the dictionary automatically. The sense of achievement provides you with an emotional-affective charge: You have sprung open a lock; you have solved a little puzzle.
I would like to emphasize once again that my method is designed to supplement and accelerate teacher-guided learn- ing rather than replace it.
There is an old joke about coffees in Budapest that ap- plies here:
Coffees in Budapest have an advantage— they have no coffee substitute They have a disadvantage—
And they have a mystery— what makes them black?
You can discover these elements in teacher-guided learn- ing as well.
Its unquestioned advantage: the reliability of the lin- guistic information and the regularity of the lessons.
Its disadvantage: inconvenience, an often-slow pace, and less opportunity for selective learning.
It is usually difficult to find a teacher who suits your mental disposition. It involves luck, just like marriage or any other relationship between adults. The same lesson that bores the student with a lively temperament may intimidate the one used to slower work.
But even if you manage to find a teacher whose tem- perament suits yours, it is not always easy to attend classes regularly with the pace of life today. In big cities a lot of time is consumed by commuting, especially after 5:00 p.m. This is the time when one would generally be going to class.
It is a special complication that it is not always peda- gogically sound, not to mention financially difficult, to take lessons alone for years. Besides the great financial expendi- ture, this kind of learning is disadvantageous because it is difficult to sustain one’s attention for the 60 minutes of the typical lesson. On the other hand, if you study with oth- ers, it is likely you will find partners who are so advanced that they will run you over, or others who are so weak that they will hold you back. In classes, the more lively and un- inhibited ones will “suck away the air” from those with a more passive nature, despite all the efforts of the teacher. It is also a special danger in large groups that you will hear your fellow students’ bad pronunciation more than the teacher’s perfected speech.
Learning in threes promises the best results, because some kind of competition, which incites endeavor, tends to
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develop between the partners. Also, the informality of the threesome means you can learn in a relaxed way without the tenseness and artificiality of the typical foreign language class.
In the end, to revert to the well-known black coffee joke, the classic, teacher-guided method has its own mystery. The question is how to supplement it with personal methods. I will deal with the most important of these, reading, in the next chapter.
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