6 Counter-Productive Things People Do When Learning a New Language
Too much of a good thing can turn it into a bad thing.
That’s very true when it comes to language learning.
There are some things people often do when studying languages that are counter-productive, and they only become aware of them once the consequences become apparent.
You don’t want to be one of those people who discovers a huge knowledge gap one year into their studies.
Here are the things you should look out for.
1. Focusing too much on grammar
Grammar is important; we all know that.
However, I have seen many people put too much emphasis on grammar, to the extent that it hinders their progress.
Let me take a British guy named Mark as an example. He was studying French, and he was consumed by grammar. 90% of his studies were focused entirely on grammar rules and language structures.
After one year, he could tell me all about the rules, patterns, and structures of the language.
But, ask him one simple question in French, and he would be like Bambi on ice.
He couldn’t speak, write, or even understand French when it was spoken.
Now, here’s the kicker: the main issue wasn’t that he hadn’t studied vocabulary or practiced speaking and listening.
The main problem was that he was so fixated on grammar and knew so much about it that when he tried speaking, he was overly concerned with making mistakes. It had to be grammatically perfect, and as a result, he stuttered, struggled with finding the right words, and kept re-constructing every sentence he voiced.
All of this was because someone had told him when he started learning French that he should focus mainly on grammar in the beginning; otherwise, he “wouldn’t understand a thing.”
By all means, study grammar – it’s essential. But don’t focus too much on it initially, as it might cause mental blocks hindering you from communicating freely.
2. Memorizing long lists of vocabulary without context
I subscribe to the school of thought that languages are built on meaningful chunks, not words in isolation. This philosophy is described in the lexical approach if you want to read about it.
That said, I believe learning words in isolation can be helpful—but it should be accompanied by meaningful phrases. I have more to gain by learning a fixed phrase than an isolated word. “I am hungry” gives me more knowledge and practical usage than just the word “hungry.”
The problem with learning hundreds of words in isolation is that it often leads to poor retention and difficulty constructing your own sentences using those words. It’s simply too much and too random. I believe studying vocabulary is much more efficient when there is a context.
The second issue is that you might be learning things you have no use for.
When I was in high school, we studied German, and we were told to memorize and drill words related to ballet and dance. I had zero interest in dance, especially ballet. I don’t think many 14-year-old boys do, and this was a classroom with only boys in it.
So, we went on to learn the words for ballet shoes, legwarmers, tutus, and tights. After some complaints from the students, our teacher gave us vocabulary related to sports – as per our request.
She chose cricket, a sport that hardly exists in our country.
That’s when half of us stopped studying German.
If you are studying on your own, you have a golden opportunity to learn what is fun and useful to you. There is nothing more demotivating and tedious than studying things that you have no interest in and no real use for.
3. Sticking to only one learning source
While sticking with one textbook is a great idea, it can also hinder you.
Your textbooks are most likely designed to help you progress gradually in your target language. Step by step and page by page, you follow their, hopefully, proven structure for language acquisition.
However, relying exclusively on a single method or resource can limit your exposure to the language. I have yet to find a single textbook that is “the complete package.” Naturally, each of them tends to favor one aspect of the language over the others. It’s inevitable.
I have a superb textbook for basic grammar and vocabulary, but it’s really lacking when it comes to speaking and listening exercises.
This is why you should diversify your language input. If you want to find new material for your target language, check out our “language”-section. Here are some of our main collections:
4. Overusing translation tools
Translating words and sentences you don’t understand can be helpful – but only to some extent.
The habit of always translating things can be counter-productive as you stop relying on yourself and your memory. There is no need to think, use context and scrub your memory to find the solution when all you have to do is translate.
Teaching multiplication to children is similar: you could give them the answer immediately, but that doesn’t help them learn. Instead, we only provide the answer after they’ve tried solving it themselves. By seeing the answer, we can help them understand the thought process behind the calculation.
That’s how I suggest you approach the use of translations in your language studies. Only translate if you really need to.
If not for that, remember that languages have unique idioms, structures, and ways of expressing ideas that don’t always translate directly.
5. Setting unrealistic goals
If you read my article on how to stay motivated when learning a new language, then you know how important I think goals are.
“Reach for the stars,” as they say. I agree; we should aim as high as we can.
But we must be realistic with both our goals and expectations.
I don’t know how many times I’ve read or heard people say they want to “become fluent in six months.” Those types of goals aren’t working in your favor.
Unrealistic goals will only lead to frustration and demotivation. Set short- and long-term goals that are realistic and achievable.
6. Avoiding speaking for too long
There’s a niche group in our community that believes you should put off speaking in your target language for the first year.
The reason behind this idea is that children don’t speak during their first year; they only get language input. It’s a common belief that children’s way of learning is optimal and that we should mimic it.
I don’t believe in this for one bit.
Before my kids turned one, they made noises and tried to produce language. They wanted to, but couldn’t. At that age, children express themselves and communicate through sounds and body language instead.
In other words, children want to produce language. So, if the philosophy is to mimic children’s way of learning, then we should also try to produce language vocally.
But the main reason why a lot of people put off speaking is simply because they feel embarrassed or think that they aren’t good enough. They try to perfect their language skills before speaking it.
Speaking early, even if imperfectly, is crucial for improving pronunciation, fluency, and confidence. It’s OK to make mistakes – it’s expected, and it’s how we learn.