Marnie Kaur recently raised a question I’ve heard many times before. This time I will share my thoughts on it with everyone within eyeshot of this blog.
“I have always been fascinated by words. Having never had the chance to study them I was wondering if you could give me some pointers on being able to converse with the best of them. Regards, Marnie.“
Conversation is an art, which means it requires practice. To become an excellent conversationalist, you must converse with excellent conversationalists. The best conversationalists tend to be people who read a lot, thereby developing a large vocabulary that they can use to make subtle distinctions that other well-read people pick up.
Repetition plays some role in learning. That is why we repeat our Good Words so many times in our essaylets. We always give two or three examples, play with the words creatively, and repeat them in discussing their derivational history—even in our acknowledgment to the people who suggest them.
However, human learning is more complex than repetition. Sometimes we can hear a word a hundred times and never remember it, as kids often exhibit a problem remembering “no” no matter how many times it is repeated. Other times we hear or read a word once and never forget it: once is usually enough for a kid to remember “candy” the rest of his or her life.
Reading is the starting point for vocabulary building. My students often asked me what they could do to improve their spelling. I always told them that there is only one way: read more. Reading builds our word recognition or comprehension but does not bear directly on conversational skills.
We have a far larger vocabulary in our memory than we can actively use. This is another way of saying that we comprehend far more words than we can use in speech. However, the passive and active levels are connected, so the larger our passive vocabulary, the large our active vocabulary becomes. Our active or spoken vocabulary trickles down from our passive or comprehensional vocabulary. (For ages I thought this was the “trickle down” theory.)
Every language has four aspects familiar to every language teacher: (1) reading, (2) writing, (3) comprehension, and (4) speaking, ordered here from easiest to most difficult. That’s right: reading any language is far easier than speaking it. Actively using grammatical skills and vocabulary on the fly is by far more difficult that slowly reading the words on a printed page, where we may reread them and mulling them over as long as we wish. In conversation we don’t have time for all that.
Still, language written by clever writers contains a larger vocabulary more sensitively deployed than even the writer can use in speaking. If we read a lot, remembering the words that stick out, examining them closely as we do in our Good Words, that passive vocabulary eventuallly meanders into our speech. It is therefore the best way to improve spelling and the best if not only starting point for improved conversational skills.