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The Most Intriguing Yet Overlooked Psychological Aspect of Language Learning
One of the greatest deterrents to effective language learning is the tendency to laugh at the language itself. This often hidden, yet significant factor, can severely undermine the learning process for an entire group, especially if the instructor does not address it in a timely manner.
Even after months of study, it's not uncommon for participants to show little to no progress. The reason? They repeatedly mock the language. Despite investing time and money, and aspiring to earn their B2 certificates, many fail the examination. In fact, the failure rate often far exceeds the success rate in many language institutions. It’s not unusual to see external candidates pass the exam, while internal candidates struggle or even flunk.
The cause of this failure could be as simple as this "soft" factor—some individuals in the class who persistently laugh at the language. I hesitate to label them as "bad apples," as they may not be aware of the impact of their behavior. They may not realize that by mocking the sounds, grammar, or structure of the language, they are hindering the learning process for themselves and their peers. These participants may require counseling and, ideally, should be separated from the rest of the class.
Such behavior undermines the growth of the entire group. Laughing at the language is an easy way to avoid the effort required to learn, and it can be a subtle yet effective way of discouraging others from fully engaging. It’s a form of mental laziness that spreads like a virus, infecting the classroom atmosphere and impeding progress.
Unless this psychological barrier is addressed with care and vigilance, it risks reflecting poorly on the instructor's competence. Therefore, it is the facilitator's responsibility to guide students toward an environment where they can laugh with the language, rather than at it.
The ultimate goal of language instructors should be to help students transition into "auto-learning" mode—where they can take charge of their own progress. By the time learners reach the A2 level, they should be self-sufficient, continuing their language practice beyond the classroom. When this happens, that's when the real magic occurs.
This shift can only be achieved when learners embrace the inherent differences and challenges that come with the language. It's this acceptance that sets the foundation for true progress.
