The role of mistakes in language learning

Of all the advice on Antimoon, "Do not make mistakes" is by far the most controversial.Hardly a month goes by without an e-mail or forum post from an angered English teacher, letting me know how stupid I am for telling learners to avoid mistakes. Don't I realize that mistakes are a necessary element of all learning? Haven't I heard the phrase "learn from your mistakes"? And why am I scaring learners into silence?

With this article, I hope to clear up the confusion once and for all.

Are mistakes good or bad?

Let me say something obvious first: mistakes are bad. If one had a choice between saying a sentence correctly and saying it with a mistake, nobody in their right mind would choose saying it with a mistake — and no teacher would recommend that. Similarly, no teacher would give a higher grade to a student who made more mistakes than another one.

The reason teachers sometimes say that mistakes shouldn't be avoided is that they believe one of two things (or both):

1. That mistakes are an inseparable part of the learning process; therefore, the only way to avoid language mistakes would be to avoid speaking and writing in a foreign language, and that would be bad. (the "Mistakes are inevitable" group)
2. That making mistakes, and having them corrected, is a good way to learn a language. (the "Mistakes are good" group)

Let's take a look at each of these beliefs:

1. “Mistakes are an inseparable part of the language learning process”

One of the most frequently repeated pieces of business advice is that to succeed in business, you have to try many different things, until one of them finally works. Even huge corporations often release unprofitable products despite spending enormous amounts of money on market research. That's because it is impossible to tell with 100% certainty whether customers will buy a product until it hits the shelves.

These examples teach us that in "unknown" areas like scientific research and marketing, mistakes are truly inevitable. Where no one can predict what will work, people who try and fail have a higher probability of success than those who are doing nothing for fear of failure. Think of Thomas Edison, who had to test over 6,000 unsuitablematerials for light bulb filaments until he found one that worked.

Are there any other situations where mistakes are necessary? Let's take learning to swim. Swimming is not an "unknown" area. There is no mystery in it. Everybody can watch slow-motion videos of Michael Phelps and see how it should be done.

The problem here is that there is a long way between knowing how to swim and doing it yourself. It takes hours of training to develop the right reflexes: putting your head under water at just the right moment, synchronizing your legs and your arms, breathing in and breathing out, etc. The process involves many mistakes; in fact, as a beginner, almost everything you do is wrong.

Are mistakes costly? You bet. Every swimmingcoach knows that mistakes can easily turn into bad habits, which are difficult to unlearn. When you fail in business, you lose money. These are the costs of mistakes. But you have to accept them, because there is no other way to succeed in business and in swimming.

What about language learning?

Now let's take a look at language learning. It's obvious that learning a language is not an "unknown" area like research or marketing. No one is asking learners to invent anything (indeed, they should not invent their own grammar and vocabulary) — they just need to do things exactly the way the native speakers do it.

Language learning is not like learning to swim, either. In swimming, you can remember very well how your coach moves his arms, but still be unable to re-create that motion.Knowing the right way is not enough. You need to train your muscles to react in a certain way, which is a long, error-prone process. First you make a lot of mistakes, then fewer and fewer, until you are error-free.

By contrast, in languages, knowing the right way isenough. If you can remember and understand a sentence in a foreign language, you can repeat it without any mistakes. If you remember two correct sentences, you can transform and combine them into another correct sentence. There is little room for mistakes.

Now of course things are a bit more complicated than that:

·             If you are just beginning to write or speak in a foreign language, it will perhaps take you 30 seconds to produce each sentence (you will make a lot of edits or, if you're speaking, you will stutter and start over). That's because it can take a long time torecall things, especially if they are not in your "active memory". But even if you're slow, your sentence can be error-free or almost error-free if you are careful.

·             As noted before, the key to producing correct sentences is remembering correct examples. To build your own sentences in a foreign language, you need thousands of words, hundreds of grammatical structures and dozens of idioms. Furthermore, you must know which words are used in what contexts. For example, end can meanstop (e.g. We must end the project), but you cannot say I have decided to end seeing her (you must say: I have decided to stop seeing her).

There are thousands of "exceptions" like that in any language. So, although there is only a short way between theory and practice, the theory is huge. However — and this is crucial — the theory can be acquired without producing mistakes (by reading and listening).

·             Although following correct examples is not hard, there can be some problems. One is that certain information is difficult to notice. For example, if you don't read English texts carefully, you may ignore the use of articles (a/the), as they are not necessary to understand the meaning. As a result, information on article usage will be missingfrom your memory and your correctness will suffer.

A smaller problem is related to "unexpected exceptions". Some usage patterns are so rare that it is very difficult to learn them, even with massive input. For instance, "I'd like to see The Simpsons" is correct if you mean the movie, but wrong if you mean the TV show (in that case, you're supposed to say "I'd like to watch The Simpsons"). Differences like that are really hard to learn, even if you read a lot.

·             There is one area of language learning where "knowing the right way" does not immediately translate into "doing it the right way": pronunciation. You can spend hours listening to a native speaker saying a word, and still be unable to repeat it properly. In fact, learning to pronounce the sounds of a new language is very much like learning to swim — your brain and your muscles have to get used to new movements. The process takes time and involves many mistakes.

What have we learned so far? First of all, that not all learning is trial-and-error learning. In particular, language learning is possible with few mistakes because:

1. It does not require innovation or creativity. All you need to do is copy other people (native speakers).
2. The gap between "knowing how it should be done" and "doing the right thing" is small. Once you have enough correct examples in your memory, it is relatively easy to transform and combine them into your own sentences.
3. You need a lot of correct examples to speak a foreign language, but they can beacquired without mistakes.

2. “Making mistakes is a good way to learn a language”

We have seen that language learning can happen with few mistakes. But why should it? Isn't speaking and writing with mistakes an effective way to learn a foreign language? After all, "practice makes perfect", doesn't it?

Those who believe mistakes are a good way to learn probably picture the following model:

The learner says a sentence, makes some mistakes, the teacher corrects them, and the learner memorizes the proper way to say the sentence. Next time around, the learner willhopefully make fewer mistakes. The process is repeated until the learner is error-free.

Now, why doesn't this model work so well?

It's too slow

Language learning is a very memory-intensive task. There is a staggering number of words, phrases, structures, and subtle differences in usage to memorize. Some verbs take the infinitive (e.g. cease to do something), some take the gerund (e.g. stop doing something). We get in the car, but on the bus. My copy of Michael Swan's Practical English Usagehas 654 pages of examples like these and it does not cover everything I know about English. (In contrast, all the information you need to swim perfectly can probably be written on a few pages; the rest is a matter of practice.)

It is obvious that an efficient language learning method must somehow supply all this information to the learner. In other words, the learner needs a huge number of correct examples of the target language. In the feedback-based method, he gets correct examples when the teacher corrects him (and tells him how to say something) and when he listens to his own speech (and his sentences are correct).

The problem is that the flow of information is too slow. When you speak in a language you don't know well, you speak slowly, with many pauses. Before you open your mouth, you have to think what to say. Often, in the middle of the sentence, you start over when you realize you've made a mistake. There are also delays due to teacher-student interaction. All this means that the amount of correct language that reaches the learner's ears is quite small.

I did an informal experiment to measure this. First, I read a simplified German book for 15 minutes, using the "pause and think" method (paying attention to grammar and usage). I managed to read 55 sentences (476 words) before the time ran out. Then, I recorded myself talking about the story for 15 minutes. I constructed 21 German sentences (196 words).

In terms of the sheer amount of input you get, 4 language classes per week (45 minutes each) would be equivalent to reading a book for 74 minutes. That's about 10 minutes a day, 7 days a week. A whole school year (9 months) of classes (4 classes per week) provides about the same amount of input as a single 250-page book (84,000 words). Of course, these rough estimates assume classes where students speak all the time — in real classes, a great deal of time is simply wasted; a little time is also spent on pure input (reading a short article in the coursebook, listening to a short recording).

It requires a competent teacher

As the method is based on errors and feedback, it requires a competent feedback-giver. It is not clear where the learner is supposed to find such a person outside of the classroom. If he tries to interact with native speakers in real life or on the Internet, he will find that native speakers generally won't correct his mistakes, as long as they can understand him. So grammar like this (example by Johnny) is likely to go unchallengedoutside of the classroom:

that not truthful really, i now am answer and express my thinking, and you understand myself on this replying, i am no doubt about it, but if you don't correct my false words in this post then i keep practice false english and means i am learn this crap english.

The learner can of course "stick to the classroom", but making any real progress will require more than 8 classes a week. Such intensive courses are quite expensive and impractical for someone who has to go to work, school or college. It seems that a method based on "free" reading and listening will be both cheaper and more flexible.

Finally, there is also the problem of finding good teachers. While I have so far assumed that teacher feedback is perfect, the reality is that teachers will ignore many mistakes due to insufficient attention, knowledge or time. Non-native teachers will sometimes object tocorrect sentences, or their "corrections" may be wrong themselves. My experience in the Polish educational system shows that very few non-native teachers are a reliable source of correct input (not to mention pronunciation, which is a typical Achilles' heel).

It can reinforce mistakes

Every time you say an incorrect sentence, your brain gets used to it, and it becomes more likely that you will make the same mistake again. We are all familiar with the "fossilized" English learner who always says things like He make, She work, and no amount of corrections seems to help. This is what happens when you've been listening to your own version of English grammar for a long time.

Therefore, the output-based learning method actually contains two feedback loops:

1. When the teacher corrects you and you try to remember that a given phrase is wrong (this correction will not always occur).
2. Whenever you say an incorrect sentence.

The second effect (reinforcement) is probably weaker than the first one (correction), but it further slows down learning methods that are based on speaking. If a learner spends most of his time listening to bad grammar (produced by himself and other students), and he gets little other input, one cannot expect good results.

Final word

Language learning does not have to be based on speaking, mistakes, and repeated correction. Indeed, if your goal is good English — that is, if you want to be able to speak and write in English with few mistakes and understand English-language television — the feedback-based method is the wrong way to do it. It builds your knowledge very slowly and depends on a good instructor. As a result, only intensive, long-term courses with competent teachers can give satisfactory results, but these are very expensive and very impractical.

The alternative — input-based learning (more specifically, the Antimoon Method) — does not rely on mistakes and corrections. It gives you more information in less time and enables you to build your English whenever you want to, for as long as you want. On the other hand, it requires that you enjoy reading books in English or watching English-language programs, and that you apply the principles of careful reading and writing.

 http://www.antimoon.com/how/mistakes-in-learning.htm

How to learn from your mistakes

You can only learn from a mistake after you admit you’ve made it. As soon as you start blaming other people (or the universe itself) you distance yourself from any possible lesson. But if you courageously stand up and honestly say “This is my mistake and I am responsible” the possibilities for learning will move towards you. Admission of a mistake, even if only privately to yourself, makes learning possible by moving the focus away from blame assignment and towards understanding. Wise people admit their mistakes easily. They know progress accelerates when they do.

This advice runs counter to the cultural assumptions we have about mistakes and failure, namely that they are shameful things. We’re taught in school, in our families, or at work to feel guilty about failure and to do whatever we can to avoid mistakes. This sense of shame combined with the inevitability of setbacks when attempting difficult things explains why many people give up on their goals: they’re not prepared for the mistakes and failures they’ll face on their way to what they want. What’s missing in many people’s beliefs about success is the fact that the more challenging the goal, the more frequent and difficult setbacks will be. The larger your ambitions, the more dependent you will be on your ability to overcome and learn from your mistakes.

But for many reasons admitting mistakes is difficult. An implied value in many cultures is that our work represents us: if you fail a test, then you are a failure. If you make a mistake then you are a mistake (You may never have felt this way, but many people do. It explains the behavior of some of your high school or college friends). Like eggs, steak and other tasty things we are given letter grades (A, B, C, D and F) organizing us for someone else’s consumption: universities and employers evaluate young candidates on their grades, numbers based on scores from tests unforgiving to mistakes.

For anyone than never discovers a deeper self-identity, based not on lack of mistakes but on courage, compassionate intelligence, commitment and creativity, life is a scary place made safe only by never getting into trouble, never breaking rules and never taking the risks that their hearts tell them they need to take.

Learning from mistakes requires three things:

Putting yourself in situations where you can make interesting mistakes

      Having the self-confidence to admit to them

Being courageous about making changes

This essay will cover all three. First we have to classify the different kinds of mistakes.

The four kinds of mistakes

One way to categorize mistakes is into these categories:

      Stupid: Absurdly dumb things that just happen. Stubbing your toe, dropping your pizza on

      your neighbor’s fat cat or poking yourself in the eye with a banana.

      Simple: Mistakes that are avoidable but your sequence of decisions made inevitable. Having

       the power go out in the middle of your party because you forgot to pay the rent, or running    

       out of beer at said party because you didn’t anticipate the number of guests.

      

      Involved: Mistakes that are understood but require effort to prevent. Regularly arriving late to 

      work/friends, eating fast food for lunch every day, or going bankrupt at your start-up company

      because of your complete ignorance of basic accounting.

      Complex: Mistakes that have complicated causes and no obvious way to avoid next time.

      Examples include making tough decisions that have bad results, relationships that fail, or

      other unpleasant or unsatisfying outcomes to important things.

(I’m sure you can come up with other categories: that’s fantastic, please share them here. But these are the ones you’re stuck with for the rest of this essay).

I’m leaving all philosophical questions about mistakes up to you. One person’s pleasure is another person’s mistake: decide for yourself. Maybe you enjoy stabbing your neighbor’s cat with a banana, who knows. We all do things we know are bad in the long term, but are oh so good in the short term. So regardless of where you stand, I’m working with you. However mistakes are defined in your personal philosophy this essay should help you learn from them.

Learning from mistakes that fall into the first two categories (Stupid & Simple) is easy, but shallow. Once you recognize the problem and know the better way, you should be able to avoid similar mistakes. Or in some cases you’ll realize that no matter what you do once in a while you’ll do stupid things (e.g. even Einstein stubbed his toes).

But these kinds of mistakes are not interesting. The lessons aren’t deep and it’s unlikely they lead you to learn much about yourself or anything else. For example compare these two mistakes

A.      My use of dual part harmony for the 2nd trumpets in my orchestral composition for the homeless children’s shelter benefit concert overpowered the intended narrative of the violins.

B.      I got an Oreo stuck in my underwear.

The kind of mistakes you make define you. The more interesting the mistakes, the more interesting the life. If your biggest mistakes are missing reruns of tv-shows or buying the wrong lottery ticket you’re not challenging yourself enough to earn more interesting mistakes.

And since there isn’t much to learn from simple and stupid mistakes, most people try to minimize their frequency and how much time we spend recovering from them. Their time is better spent learning from bigger mistakes. But if we habitually or compulsively make stupid mistakes, then what we really have is an involved mistake.

Involved mistakes

The third pile of mistakes, Involved mistakes, requires significant changes to avoid. These are mistakes we tend to make through either habit or nature. But since change is so much harder than we admit, we often suffer through the same mistakes again and again instead of making the tough changes needed to avoid them.

Difficultly with change involves an earlier point made in this essay. Some feel that to agree to change means there is something wrong with them. “If I’m perfect, why would I need to change?” Since they need to protect their idea of perfection, they refuse change (Or possibly, even refuse to admit they did anything wrong).

But this is a trap: refusing to acknowledge mistakes, or tendencies to make similar kinds of mistakes, is a refusal to acknowledge reality. If you can’t see the gaps, flaws, or weaknesses in your behavior you’re forever trapped in the same behavior and limitations you’ve always had, possibly since you were a child (When someone tells you you’re being a baby, they might be right).

Another challenge to change is that it may require renewing commitments you’ve broken before, from the trivial “Yes, I’ll try to remember to take the trash out” to the more serious “I’ll try to stop sleeping with all of your friends”. This happens in any environment: the workplace, friendships, romantic relationships or even commitments you’ve made to yourself. Renewing commitments can be tough since it requires not only admitting to the recent mistake, but acknowledging similar mistakes you’ve made before. The feelings of failure and guilt become so large that we don’t have the courage to try again.

This is why success in learning from mistakes often requires involvement from other people, either for advice, training or simply to keep you honest. A supportive friend’s, mentor’s or professional’s perspective on your behavior will be more objective than your own and help you identify when you’re hedging, breaking or denying the commitments you’ve made.

In moments of weakness the only way to prevent a mistake is to enlist someone else. “Fred, I want to play my Gamecube today but I promised Sally I wouldn’t. Can we hang out so you can make sure I don’t do it today?” Admitting you need help and asking for it often requires more courage than trying to do it on your own.

The biggest lesson to learn in involved mistakes is to that you have to examine your own ability to change. Some kinds of change will be easier for you than others and until you make mistakes and try to correct them you won’t know which they are.

How to handle complex mistakes

he most interesting kinds of mistake are the last group: Complex mistakes. The more complicated the mistake you’ve made, the more patient you need to be. There’s nothing worse than flailing around trying to fix something you don’t understand: you’ll always make things worse.

I remember as a kid when our beloved Atari 2600 game system started showing static on the screen during games. The solution my brother and I came up with? Smack the machine as hard as we could (A clear sign I had the intellect for management). Amazingly this worked for awhile, but after weeks of regular beatings the delicate electronics eventually gave out. We were lazy, ignorant and impatient, and couldn’t see that our solution would work against us.

Professional investigators, like journalists, police detectives and doctors, try to get as many perspectives on situations as possible before taking action (Policemen use eyewitnesses, Doctors use exams and tests, scientific studies use large sample sizes). They know that human perception, including their own, is highly fallible and biased by many factors. The only way to obtain an objective understanding is to compare several different perspectives. When trying to understand your own mistakes in complex situations you should work in the same way.

Start by finding someone else to talk to about what happened. Even if no one was within 50 yards when you crashed your best friend’s BMW into your neighbor’s living room, talking to someone else gives you the benefit of their experience applied to your situation. They may know of someone that’s made a similar mistake or know a way to deal with the problem that you don’t.

But most importantly, by describing what happened you are forced to break down the chronology and clearly define (your recollection of) the sequence of events. They may ask you questions that surface important details you didn’t notice before. There may have been more going on (did the brakes fail? Did you swerve to avoid your neighbor’s daughter? etc.) than you, consumed by your emotions about your failure, realized.

If multiple people were involved (say, your co-workers), you want to hear each person’s account of what happened. Each person will emphasize different aspects of the situation based on their skills, biases, and circumstances, getting you closer to a complete view of what took place.

If the situation was/is contentious you may need people to report their stories independently – police investigators never have eyewitness collaborate. They want each point of view to be delivered unbiased by other eyewitnesses (possibly erroneous) recollections. Later on they’ll bring each account together and see what fits and what doesn’t.

An illustrative example comes from the book Inviting disasters Inviting Disaster: Lessons from the edge of technology. It tells the story of a floating dormitory for oil workers in the North Sea that rolled over during the night killing over 100 people. The engineering experts quickly constructed different theories and complex explanations that focused on operational errors and management decisions.

All of these theories were wrong. It was eventually discovered through careful analysis that weeks earlier a crack in a support structure had been painted over, instead of being reported and repaired. This stupid, simple and small mistake caused the superstructure to fail, sinking the dormitory. Without careful analysis the wrong conclusion would have been reached (e.g. smacking the Atari) and the wrong lesson would have been learned.

Until you work backwards for moments, hours or days before the actual mistake event, you probably won’t see all of the contributing factors and can’t learn all of the possible lessons. The more complex the mistake, the further back you’ll need to go and the more careful and open-minded you need to be in your own investigation. You may even need to bring in an objective outsider to help sort things out. You’d never have a suspect in a crime lead the investigation, right? Then how can you completely trust yourself to investigate your own mistakes?

Here some questions to ask to help your investigation:

·                                 What was the probable sequence of events?

·                                 Were their multiple small mistakes that led to a larger one?

·                                 Were there any erroneous assumptions made?

·                                 Did we have the right goals? Were we trying to solve the right problem?

·                                 Was it possible to have recognized bad assumptions earlier?

·                                 Was there information we know now that would have been useful then?

·                                 What would we do differently if in this exact situation again?

·                                 How can we avoid getting into situations like this? (What was the kind of situation we wanted to be in?)

·                                 Was this simply unavoidable given all of the circumstances? A failure isn’t a mistake if you were attempting the impossible.

·                                 Has enough time passed for us to know if this is a mistake or not?

As you put together the sequence of events, you’ll recognize that mistakes initially categorized as complex eventually break down into smaller mistakes. The painted over crack was avoidable but happened anyway (Stupid). Was there a system in place for avoiding these mistakes? (Simple). Were there unaddressed patterns of behavior that made that system fail? (Involved). Once you’ve broken a complex mistake down you can follow the previous advice on making changes.

Humor and Courage

No amount of analysis can replace your confidence in yourself. When you’ve made a mistake, especially a visible one that impacts other people, it’s natural to question your ability to perform next time. But you must get past your doubts. The best you can do is study the past, practice for the situations you expect, and get back in the game. Your studying of the past should help broaden your perspective. You want to be aware of how many other smart, capable well meaning people have made similar mistakes to the one you made, and went on to even bigger mistakes, I mean successes, in the future.

One way to know you’ve reached a healthy place is your sense of humor. It might take a few days, but eventually you’ll see some comedy in what happened. When friends tell stories of their mistakes it makes you laugh, right? Well when you can laugh at your own mistakes you know you’ve accepted it and no longer judge yourself on the basis of one single event. Reaching this kind of perspective is very important in avoiding future mistakes. Humor loosens up your psychology and prevents you from obsessing about the past. It’s easy to make new mistakes by spending too much energy protecting against the previous ones. Remember the saying “a man fears the tiger that bit him last, instead of the tiger that will bite him next”.

So the most important lesson in all of mistake making is to trust that while mistakes are inevitable, if you can learn from the current one, you’ll also be able to learn from future ones. No matter when happens tomorrow you’ll be able to get value from it, and apply it to the day after that. Progress won’t be a straight line but if you keep learning you will have more successes than failures, and the mistakes you make along the way will help you get to where you want to go.

The learning from mistakes checklist

·                                 Accepting responsibility makes learning possible.

·                                 Don’t equate making mistakes with being a mistake.

·                                 You can’t change mistakes, but you can choose how to respond to them.

·                                 Growth starts when you can see room for improvement.

·                                 Work to understand why it happened and what the factors were.

·                                 What information could have avoided the mistake?

·                                 What small mistakes, in sequence, contributed to the bigger mistake?

·                                 Are there alternatives you should have considered but did not?

·                                 What kinds of changes are required to avoid making this mistake again?What kinds of change are difficult for you?

·                                 How do you think your behavior should/would change in you were in a similar situation again?

·                                 Work to understand the mistake until you can make fun of it (or not want to kill others that make fun).

·                                 Don’t over-compensate: the next situation won’t be the same as the last.

References

Inviting Disaster: Lessons from the edge of technology by James Chiles. A series of magazine style essays about major technological disasters in the last 100 years. Includes the Challenge shuttle, Apollo 13, & Three mile island.

The Logic of Failure by Dietrich Dorner. An analysis of decision making mistakes in complex environments. More academic than Inviting disaster, but also more prescriptive.

Making things happen . The essay you just read (ok, skimmed) is the 2nd cousin of two chapters of this book: Chapter 11: What to do when things go wrong and Chapter 12: Why Leadership is based on trust.

http://www.scottberkun.com/essays/44-how-to-learn-from-your-mistakes/