Problems with language learning? Blame it on your brain connections!

Are you a frustrated language learner?

Join the crowd.  Most adults I have encountered in my language teaching career suffer from some degree of language learning anxiety.  And oh, the damage language learning does to our self images as bright, competent adults!  Do some people really have an easier time learning language?

Always intrigued by information on how we acquire other languages, I enjoyed reading a recent article entitled "Why some people find learning a language harder than others." (www.telegraph.co.uk)  Researchers found that the manner in which our brains are "wired"  for various areas to communicate with each other may explain why some adults learn languages faster and more successfully.

Thank goodness.  Maybe my failure to become fluent in Irish Gaelic is not all my fault, after all.

When a group of fifteen English speakers were enrolled in a 12 week course to study French,  their language abilities in French were first tested.  Also before the course began, they were given brains scans (fMRI) to determine the strength of the connections between parts of their brains and two important language centers in the brain.  One center deals with verbal fluency; the other with visual word form. Connections in the brain play a large role in learning, especially when the brain is at rest, so strong communication between brain areas is important.

At the end of the course, the participants were asked to display their abilities in French by speaking in response to a verbal cue and by reading aloud in French.  Here is what the researchers found.  The participants who had stronger brain connections showed the greatest improvement in speaking.

So where does this research leave those of us who dream of becoming polyglots?

Researchers suggest that the new findings may help us better understand individual language learning differences and develop teaching methods to respond to differences.  Others state that we may be able to predict who will succeed and who will fail based on information from brain scans.  ( Note:  I really don't want to find out my brain connections are weak- learning languages is too enjoyable a hobby for me!)

And we have to consider the concept of nature vs. nurture.  Perhaps one's brain has an innate tendency to a certain strength of communication, but learning and experience will also play a part in shaping the brain, which is sometimes described as being plastic.

Until more is learned about the role of brain connections in language learning,  I have not yet found a creditable argument for giving up my daily language study sessions.

And I'm secretly delighted.

Do you remember Tom Swifties?

On this colorless January day as I am sitting at the computer searching for an entertaining language topic, "Tom Swifties" pop into my mind.  Tom Swifties were a nerdy type of word play popular during the 1960's.  I was in college during that decade, and I took great pride in showing off a new interest in linguistics by laughing at and formulating my own Tom Swifties.

"We must hurry," said Tom swiftly.  I know this example isn't a knee slapper, but it does illustrate the principle of a Tom Swiftie without having to go into too much linguistic detail. You take a quote that you attest to Tom and add an adverb that describes how he said the phrase and also creates a pun referring to the phrase.  Merriam-Webster.com describes the Tom Swiftie as a way of "turning adverbs into punchlines."   Quite a few variations of Tom Swifties have evolved from the original formula.

The history of  how a language fad like Tom Swifties came into being is intriguing. In the first part of the 20th century, books based on a fictional character named Tom Swift, a young scientist and inventor, were popular with younger readers (much like the Hardy Boys and Nancy Drew).

TIME Magazine ran a contest in May of 1963 requesting original examples of Tom Swifties. This contest contributed to the general popularity of Tom Swifties.

The writing style of Tom Swift books included an overabundance of adverbs, often ending in "ly." The Tom Swiftie (or Swifty) was a parody on this writing style.  Notice also that "swiftly" in the original example morphed into "swiftie."

But on to the enjoyment of Tom Swifties.  Are you ready to chuckle, smile, or maybe groan? The following examples, and many more, are from Christine Sneed  (Notice that Tom is referred to as just "he" or "she.")

"Unlike you, I've always been a dog person,"  he barked.

"This pencil tip is dull,"  she said pointedly.

"I don't like going to museums,"  he said artlessly.

Merriam-Webster.com  gives one of the best Tom Swifties as follows:

"I just dropped the toothpaste,"  said Tom crestfallenly.

And this Tom Swifty image was on line.

Even mathematicians can have fun with Tom Swifties. I got a kick out of these on the pleacher.com site.

"The average class age is seventeen,"  said Tom meanly.

"Everyone stand in line by age!" Tom ordered.

Here is another Tom Swiftie with a mathematical pun.

But the most enjoyment from Tom Swifties comes from creating your own. How might you complete the following January themed statements?  I'll be sure to publish your contributions. ("Send in your contributions," said Tom generously.)

"I'm going to keep my new year's resolutions this year," said Tom _______.
"The scales say I weigh how much?" said Tom _______.
"How long is it until springtime?" said Tom ________.

I hope this post on Tom Swifties brings a smile to your lips.  If  the Tom Swiftie bug has bitten you, search for more examples at this amazing  collection of Tom Swifties.