Learning a language depends on a number of factors, including the native language, the number of languages you speak, and your own motivation and ability. French is classified as a Category I language by the Defense Languages Institute. It is a Romance language and descendant of Vulgar Latin. Because French and English share a common ancestor, learning French may be easier for native English speakers than for others.
Common barriers to learning French
For most students, learning French is a difficult task. There’s a lot to learn beyond memorizing nouns and conjugations. You need to learn how to pronounce the ‘r’. Many students can spend hours studying French and still struggle to hold a conversation. To overcome these barriers, you need to overcome mental obstacles. Here are three common barriers to learning French. 1. Improper Goals
Time Commitment. If you’re a full-time student, you may have limited availability. However, it’s possible to find a French class that suits your schedule. For example, you can find a free language course at your local library or stream videos through streaming services. However, you should know that learning a language like French takes practice and regular exposure to native speakers. If you’re unable to dedicate a lot of time to it, try to find a class that can be done once or twice a week.
Learn how to spot false cognates in French by using examples. If a French word has an English equivalent, it may be a false cognate. False cognates are sometimes difficult to spot, so try to make a note of them when you first learn it. These words have similar meanings and can make the French language seem more complex, but are actually quite similar. It might take a few repetitions to become familiar with these words.
There are many false cognates in French, such as faux amis and vrais amis. While they look similar, they are not etymologically related. For example, the Spanish word burro means donkey, while the Italian word burro means butter. The same concept applies to false cognates. Learn to spot them by practicing with a course. Here are some examples:
Lack of exposure
One of the most important factors in learning a new language is exposure. Without exposure, it will be difficult to pick up the language and reach a fluent level. It is normal to hit a plateau at one point in your learning. You may stop trying because you feel too intimidated to speak in French, or you may just want to learn a new skill for work or study purposes. In either case, you need to practice daily, and it is crucial to spend more time than you would if you were simply learning a foreign language for fun.
The 10,000-hour rule was invented by Malcolm Gladwell based on research. However, this rule doesn’t work for learning a language. While a high school student may learn enough to talk fluently, an adult without a high-quality immersion program can get by in two to three years without any exposure. The goal should be to become fluent in speaking French and communicating. If you have no prior knowledge of French, this book can be very helpful in shortening the learning process.
Lack of motivation
If you find yourself lacking motivation to learn French, you are not alone. Several reasons can explain this problem, including lack of interest and lack of personal motivation. Listed below are a few ideas for staying motivated while learning French. First, find a personal reason for learning the language. These reasons can inspire you to learn French more and risk overcoming fears and reservations that are holding you back. Second, use your passions as motivation.
Figure 2 shows differences in the constructs that relate to motivation and language proficiency. Learners from English-speaking countries reported higher motivation than those in L2-speaking countries. This result is consistent with previous studies that find high motivation among university French learners in the UK. However, this difference in motivation levels is not universal. While motivation levels are generally high in L1 countries, L2 English has a demotivating effect. Learners from L2 English countries, like Poland, reported lower motivation than their L1-English-speaking peers.