{"id":223,"date":"2026-04-27T17:25:54","date_gmt":"2026-04-27T17:25:54","guid":{"rendered":"https:\/\/tha.de\/honors\/2026\/?p=223"},"modified":"2026-06-23T15:59:22","modified_gmt":"2026-06-23T15:59:22","slug":"lera-mika-ke-soma-tami-keri-ni","status":"publish","type":"post","link":"https:\/\/tha.de\/honors\/2026\/2026\/04\/27\/lera-mika-ke-soma-tami-keri-ni\/","title":{"rendered":"Lera mika-ke soma & Tami keri-ni"},"content":{"rendered":"\n

\u201cMy brain is not braining anymore!\u201d \u2013 this phrase accompanied our attempts to uncover the secrets of the fictional language Naro<\/em>. The challenge of learning a completely new language as adults vividly demonstrated the difference between child language acquisition and the conscious cognitive engagement with grammatical structures. In this session, we did not only talk about Second Language Acquisition (SLA), but experienced failure and learning firsthand through a practical experiment.<\/p>\n\n\n\n

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Session Overview<\/strong><\/h3>\n\n\n\n

This week, Prof. Dr. Svea Schauffler, Professor for English, Cross-Cultural Management, and the Academic head of the Language Center ZSI at the THA introduced us to the world of Second Language Acquisition (SLA). Instead of dry theory, the focus was on an experiment: \u201cLet\u2019s learn Naro.\u201d We became linguists in a self-experiment, identifying patterns, forming hypotheses, and discovering rules in a completely new language.<\/p>\n\n\n\n

To make grammar more tangible, we developed our own methods and mnemonic devices. While in English one might learn \u201che, she, it \u2013 the \u2018s\u2019 must fit,\u201d we created our own structures for Naro in order to understand the logic behind the language. For example, we noticed that we use lo<\/strong><\/em> when<\/strong> ri<\/em> appears, and li<\/em> when ru<\/em> <\/strong>is involved. Remarkably, the different working groups at the tables often arrived at the same conclusions when developing these rules.<\/p>\n\n\n\n

We then connected these practical observations with linguistic theories such as:<\/p>\n\n\n\n

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  1. Interlanguage Theory:<\/strong>\u00a0The dynamic language system learners develop between their first language and the target language \u2013 in other words, the language system in our minds.<\/li>\n\n\n\n
  2. Output Hypothesis:<\/strong>\u00a0Only through active speaking do we notice where our knowledge gaps lie.<\/li>\n\n\n\n
  3. Noticing Hypothesis:<\/strong>\u00a0We learn language patterns only once we consciously perceive them.<\/li>\n\n\n\n
  4. Interaction Hypothesis:<\/strong>\u00a0We learn languages best through communication with others and by adapting language mutually.<\/li>\n<\/ol>\n\n\n\n
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    Key Insights<\/strong><\/h3>\n\n\n\n

    Distinguishing Errors and Mistakes<\/em><\/h4>\n\n\n\n

    An important learning objective was differentiating between these two concepts. Errors<\/em> are systematic mistakes that indicate the underlying rule system has not yet been fully understood. Mistakes<\/em>, on the other hand, are random slips of the tongue or small lapses in speech, where the learner actually knows the rule.<\/p>\n\n\n\n

    Learning Through Hypotheses<\/em><\/h4>\n\n\n\n

    Language learning is an active process of testing hypotheses. Every correction we received allowed us to refine our internal language model. Correct answers felt rewarding, but it was mistakes that forced us to revise our assumptions and truly learn.<\/p>\n\n\n\n

    The Importance of Interaction<\/em><\/h4>\n\n\n\n

    Language learning is a social process. Through speaking tasks with partners, we had to actively shape our thoughts into language. It was only in this interaction that we identified knowledge gaps which would have remained hidden through reading or writing alone. Learning through interaction can even happen by observing interactions \u2013 so from now on, just watch series in the language you want to learn.<\/p>\n\n\n\n