Timothy Reeder on Learning

(side note: titles is not meant to be taken seriously)

On the subject of techniques and approaches to studying the Japanese language (or any language for that matter), I find that two distinct varieties of information presentation emerge: first, conceptual models and, second, specific instances.

Conceptual models are exactly what they sound like - the rules and structure of a general practice. In the case of language study, this approach includes grammar patterns and language components that construct all forms of speech and writing. If a student learns the grammar for one variety of sentence, she could technically use that structure in multiple ways by simply switching out the vocabulary.

Conversely, learning specific instances or examples provides an understanding of common cultural usage and phrases. For example, in English I could say, "you won't be knowledgeable of something, if you don't experience it," yet it would be more familiar to the speaker if I simply said "you won't know, until you try." The former is not grammatically incorrect; however, it lacks the cultural backing the latter possesses.

Generally speaking, all language curriculums include a mix of both of these presentation formats; however, the distinction develops upon evaluating the balance of conceptual lessons and specific examples. Some learning philosophies encourage an emphasis on examples over models, claiming retention is more successful and, furthermore, more useful in real life situations. On the other hand, conceptual models appear to be more beneficial when viewed from a "teach a man to fish, feed him for life" perspective.

If the basic structures are understood, a student would be equipped with the knowledge to deal with a multitude of circumstances unlike a single phrase, which only communicates a limited amount of sentiment.