Polyglot how i learn languages
Published on: Mar 4, 2016
Transcripts - Polyglot how i learn languages
H O W I L E A R N L A N G U A G E S
P O LYG L O T
How I Learn Languages
TRANSLATED FROM THE HUNGARIAN BY
EDITED BY SCOTT ALKIRE
Thank you to
Professor Thom Huebner
for their help with this project.
The review comments of Dr. Larissa Chiriaeva,
Maria Çomsa, MA, and Dr. Stefan Frazier were
invaluable in the preparation of the manuscript.
Translated by Ádám Szegi
The first two Forewords, Introduction, and
Chapter 20 translated by Kornelia DeKorne
Publisher’s Cataloging-in-Publication Data
Lomb, Kató, 1909–2003.
Polyglot : how I learn languages / Kató Lomb. — 1st English ed.
Library of Congress Control Number: [forthcoming]
1. Language learning. I. Title
Copyright © 2008 by Scott Alkire. All rights reserved.
Cover: The Tower of Babel
Pieter Bruegel the Elder (1563)
Foreword to the First Edition xvii
Foreword to the Second Edition xix
Foreword to the Fourth Edition xxi
What Is Language? 35
Why Do We and Why Should We Study Languages? 37
The Type of Language to Study 39
“Easy” and “Difficult” Languages 41
How to Study Languages 49
Who This Book Is and Isn’t For 51
Let’s Read! 67
Why and What We Should Read 73
How We Should Read 85
Reading and Pronunciation 89
What Sort of Languages Do People Study? 97
Language and Vocabulary 103
Vocabulary and Context 107
How to Learn Words 113
Age and Language Learning 121
Dictionaries: Crutches or Helpful Tools? 127
How We Converse in a Foreign Language 133
How We Should Converse in a Foreign Language 139
How I Learn Languages 147
Grading Our Linguistic Mastery 165
The Linguistic Gift 173
Language Careers 183
The Interpreting Career 187
Reminiscences from My Travels 199
What’s Around the Linguistic Corner? 209
IF multilingualism is indeed one of the “great achieve-
ments of the human mind,” as Vildomec (1963, p. 240)
asserts, it is regrettable that few linguists have studied poly-
and what it is they know about language learning.
For their part, polyglots have not provided us with much
information either; in the 20th century, texts by polyglots
on language learning, in particular texts that relate how they
actually learned their languages, are rare.
One text that relates personal language-learning experi-
ence is Dr. Kató Lomb’s Polyglot: How I Learn Languages
(2008; Hungarian: Így tanulok nyelveket [1995, 4th ed.]). A
collection of anecdotes and reflections on languages and lan-
guage learning, it belongs to a select group of similar texts
by polyglot linguists such as Bloomfield (Outline Guide for
the Practical Study of Foreign Languages, 1942), Pei (How
to Learn Languages and What Languages to Learn, 1973),
Pimsleur (How to Learn a Foreign Language, 1980), and
Stevick (Success with Foreign Languages, 1989). The text is
further distinguished by the fact that it is the document of
a learner who acquired most of her languages (16 in all) as
an adult. But the most remarkable aspect of Polyglot: How I
Learn Languages may be that few other books relate as au-
thentically the experience of learning and using a foreign
language in the real world.
1. Linguistic definitions of multilingualism/polyglot vary. Nation, in a
study of “good” language learners, defines a multilingual person as being
fluent in four or more languages (1983, p. 1).
viii / POLYGLOT: HOW I LE AR N L A NGUAGES
“The most multilingual woman”
Dr. Kató Lomb (1909–2003) has been called “possibly
the most accomplished polyglot in the world” (Krashen,
1997, p. 15) and “the most multilingual woman” (Parkvall,
2006, p. 119). Unlike most polyglots, Lomb came to lan-
guage learning relatively late. Indifferent to foreign lan-
guages in secondary school and university (her PhD was
in chemistry), she began to acquire English on her own
in 1933 for economic reasons: to find work as a teacher.
She learned Russian in 1941, and by 1945 was interpreting
and translating for the Budapest City Hall. She continued
to learn languages, and at her peak was interpreting and/
or translating 16 different languages for state and business
concerns. In the 1950s she became one of the first simulta-
neous interpreters in the world, and her international repu-
tation became such that, according to an interview in Hetek
newspaper (14 November 1998), she and her colleagues in
the Hungarian interpreting delegation were known as “the
Lomb team” (p. 16).
Lomb wrote Így tanulok nyelveket in 1970. Subsequent
editions were published in 1972, 1990, and 1995, and trans-
lations were published in Japan, Latvia, and Russia. As her
fame grew, Lomb wrote additional books on languages, in-
terpreting, and polyglots, and continued learning languages
into her eighties. In 1995 she was interviewed by Stephen
Krashen, who brought her achievements to the attention of
Her accomplishments did not alter her essential mod-
esty. “...it is not possible [to know 16 languages]—at least
not at the same level of ability,” she wrote in the foreword
to the first edition of Így tanulok nyelveket. “I only have one
mother tongue: Hungarian. Russian, English, French, and
German live inside me simultaneously with Hungarian. I
can switch between any of these languages with great ease,
from one word to the next.
“Translating texts in Italian, Spanish, Japanese, Chinese,
Preface / ix
and Polish generally requires me to spend about half a day
brushing up on my language skills and perusing the material
to be translated.
“The other six languages [Bulgarian, Danish, Latin,
Romanian, Czech, Ukrainian] I know only through trans-
lating literature and technical material.”
Pastiche of styles
Perhaps because language and language learning are
subjects that can be approached and understood in different
ways, Lomb does not confine herself to a particular prose
style. Rather, she tends to employ one of three genres—
memoir/narrative, functional/expository, and figurative/
literary—as it suits her content. For instance she uses mem-
oir/narrative to relate most of her experiences learning lan-
guages, from how she acquired English, Russian, Romanian,
Czech, and Spanish by reading novels to how she got into
language classes. She also uses it, naturally enough, for anec-
dotes that emphasize the importance of context—linguistic,
social, cultural—in effective communication.
Lomb relies on functional/expository prose to outline
her principles of language learning. This is appropriate be-
cause of her unconventional views, which demand clear
exposition to avoid misinterpretation. About reading she
writes, “We should read because it is books that provide
knowledge in the most interesting way, and it is a funda-
mental truth of human nature to seek the pleasant and avoid
the unpleasant.” She goes on to endorse any reading in the
target language that fits the learner’s interest.
Regarding the study of grammar as a means to learn a
language, Lomb is similarly unambiguous: “The traditional
way of learning a language (cramming 20–30 words a day
and digesting the grammar supplied by a teacher or a course
book) may satisfy at most one’s sense of duty, but it can
hardly serve as a source of joy. Nor will it likely be success-
ful.” She feels that this approach is in fact backwards. She
x / POLYGLOT: HOW I LE AR N L A NGUAGES
paraphrases Toussaint and Langenscheidt, the mid-19th
century publishers: “Man lernt Grammatik aus der Sprache,
nicht Sprache aus der Grammatik.” (One learns grammar
from language, not language from grammar.)
On the topic of textbooks she makes an obvious but
rarely made point: “...a student whose native language
is Hungarian should study from a book prepared by a
Hungarian. This is not owing to chauvinism but because ev-
ery nation has to cope with its own specific difficulties when
learning a foreign language. Jespersen, the eminent Danish
philologist, knew this: he classified the errors committed in
the English language by nationality.”
How Lomb uses figurative language to explain the pro-
cess of language learning is compelling and is perhaps the
most distinctive stylistic element of the book. She writes,
“...consider language a building and language learning its
construction. The Russian language is a complicated, mas-
sive cathedral harmoniously fashioned in every arch and cor-
ner. The learner must accept this in order to have sufficient
motivation to ‘build’ it.” Also: “Knowledge—like a nail—
is made load-bearing by being driven in. If it’s not driven
deep enough, it will break when any weight is put upon it.”
Elsewhere Lomb uses her building metaphor differently: “A
foreign language is a castle. It is advisable to besiege it from
all directions: newspapers, radio, motion pictures which are
not dubbed, technical or scientific papers, textbooks, and
the visitor at your neighbor’s.”
Lomb’s sense of irony is another creative feature of her
text. In critiquing teacher-guided learning, she plays off a
wry Hungarian joke:
“There is an old joke about coffees in Budapest that ap-
Coffees in Budapest have an advantage—
they have no coffee substitute
They have a disadvantage—
Preface / xi
they have no coffee bean
And they have a mystery—
what makes them black?
“You can discover these elements in teacher-guided
learning as well.
“Its unquestioned advantage: the reliability of the lin-
guistic information and the regularity of the lessons.
“Its disadvantage: inconvenience, an often-slow pace,
and less opportunity for selective learning....
“In the end...the classic, teacher-guided method has its
own mystery. The question is how to supplement it with
Factors in language learning
Throughout her book Lomb expresses her belief that a
language learner’s success is primarily determined by moti-
vation, perseverance, and diligence—and not by innate abil-
ity. “I don’t believe there is [an innate ability for learning
languages],” she writes. “I want to demystify language learn-
ing, and to remove the heroic status associated with learning
another language.” She claims that a good method “plays a
much more important role in language learning than the
vague concept of innate ability.” She also believes that a
learner’s level of education may play a role in how successful
he or she is in acquiring a language; she speculates that edu-
cated people may be less successful at learning languages be-
cause of the gap between their intellectual achievements and
their status as beginning learners. Lomb believes that “a man
usually feels this tension more acutely than a woman,” and
that women, in general, have a stronger desire to communi-
cate than men, thus making them more facile learners.
Because Lomb recognizes that the amount of time
required to learn a language is considerable, she stresses a
pragmatic approach, which in fact may help stimulate the
motivation she sees as essential to language acquisition.
xii / POLYGLOT: HOW I LE AR N L A NGUAGES
“One should connect language learning with either work
or leisure,” she writes. “And not at the expense of them but
to supplement them.” She explains: “A fair part of a per-
son’s work today is self-improvement, supplementing one’s
knowledge. A foreign language can be very important in ex-
panding the specialized knowledge of an engineer, a reme-
dial teacher, a skilled worker, a music instructor, a physician,
and a foreign trader.”
Languages, the only thing worth knowing even poorly
Despite her own high level of achievement, Lomb claims
that she is not a perfectionist in language learning. “I like to
say that we should study languages because languages are the
only thing worth knowing even poorly,” she writes.
“If someone knows how to play the violin only a little,
he will find that the painful minutes he causes are not in
proportion to the possible joy he gains from his playing.
The amateur chemist spares himself ridicule only as long as
he doesn’t aspire for professional laurels. The man somewhat
skilled in medicine will not go far, and if he tries to trade on
his knowledge without certification, he will be locked up as
a quack doctor.
“Solely in the world of languages is the amateur of value.
Well-intentioned sentences full of mistakes can still build
bridges between people. Asking in broken Italian which train
we are supposed to board at the Venice railway station is far
from useless. Indeed, it is better to do that than to remain
uncertain and silent and end up back in Budapest rather
than in Milan.” One of the most magnanimous aspects of
Polyglot: How I Learn Languages is Lomb’s recounting of her
own first tentative steps as a language learner.
Implications for second language acquisition theory
Krashen and other linguists have offered arguments as
towhy the experiences of Lomb and other successful learners
are important to second language acquisition (SLA) theory.
Preface / xiii
“[Lomb] demonstrates, quite spectacularly, that high1.
levels of second language proficiency can be attained by
adults; much of her language acquisition was done in
her 30s and 40s…” (Krashen and Kiss, 1996, p. 210).
Stevick (1989), Chang (1990), Gethin and Gunnemark
(1996), and Parkvall (2006) report similar cases of out-
standing adult learners. These cases are important ex-
ceptions to prevailing SLA theory on age and language
learning and need to be accounted for.
Pavlenko argues that texts such as Lomb’s allow for a2.
“complex, theoretically and socio-historically informed,
investigation of social contexts of language learning
and of individual learners’ trajectories, as well as an in-
sight into which learners’ stories are not yet being told”
(2001, p. 213).
Krashen and Kiss point out that Lomb was a relatively3.
unsuccessful student of languages in high school and
learned them primarily later, through self-study (1996).
The implications of this for prescribed methods in lan-
guage teaching are worthy of investigation.
In an article on Lomb’s strategies for language learn-4.
ing and SLA theory, Alkire notes that Lomb’s text “has
strategies for, and conclusions about, language learning
that closely correlate with those of successful learners
documented in major SLA studies of the past 25 years”
(2005, p. 17).
Inspired by Carroll (1967), Naiman, Fröhlich, Stern,5.
and Todesco conducted a study to see if “biographies
of individuals speaking more than one language might
contain clues to the conditions of successful language
acquisition” (1978, p. 1). Their findings substantiated
their thesis and have been widely influential in SLA
theory; Brumfit calls their work “still of great relevance”
(1996, p. vii).
xiv / POLYGLOT: HOW I LE AR N L A NGUAGES
Scovel writes that, in our efforts to understand suc-6.
cessful language learning, “...the evidence can be either
experimental or experiential. Given the complexity of
SLA, I think we need a lot of both...” (2001, p. 10).
As stated at the outset, there are not many accounts of
language learning by polyglots, nor are there many case stud-
ies of them. Yet such learners, by virtue of their accomplish-
ments, must be accounted for in any meaningful theory of
SLA. Stevick, in his study of successful learners, writes:
“[Successful learners’] statements are in fact data—not,
to be sure, data about what they did, but data about what
they said they did. And these data need to be accounted
for.... As data, these statements sometimes fit in with various
theories of second language learning, and sometimes chal-
lenge them. Whenever there is an apparent inconsistency
between one of these statements and a given theory, then the
theory must either show that the statement should not be
taken seriously, or it must show how the statement is in fact
consistent with it after all, or the theory must modify itself
accordingly” (1989, pp. xii–xiii).
Dr. Lomb’s memoir of language learning offers rare, ex-
periential data that may well contribute to our understand-
ing of SLA.
San José State University
Preface / xv
Alkire, S. 2005. Kató Lomb’s strategies for language learning and
SLA theory. The International Journal of Foreign Language
Brumfit, C. 1996. Introduction to the new edition. In Naiman
et al., The good language learner (pp. vii–x). Clevedon:
Multilingual Matters Ltd.
Krashen, S. D. and Kiss, N. 1996. Notes on a polyglot. System 24
Krashen, S. D. 1997. Foreign language education the easy way.
Culver City (CA): Language Education Associates.
Lomb, K. 1995. Így tanulok nyelveket. Budapest: AQUA Kiadó.
Naiman, N., Fröhlich, M., Stern, H. H., and Todesco, A. 1996.
The good language learner. Clevedon: Multilingual Matters
Nation, R. J. 1983. The good language learner: A comparison of
learning strategies of monolinguals, bilinguals, and multilin-
guals. PhD diss. University of California, Santa Cruz.
Parkvall, M. 2006. Limits of language. London: Battlebridge.
Pavlenko, A. 2001. Language learning memoirs as a gendered
genre. Applied Linguistics 22 (2):213–240.
Scovel, T. 2001. Learning new languages. Boston: Heinle &
Stevick, E. W. 1989. Success with foreign languages. New York:
Vildomec, V. 1963. Multilingualism. Leydon, The Netherlands:
A. W. Sythoff.
Foreword to the
IF IN conversation my knowledge of languages is re-
vealed, people tend to ask three of the same questions. In
response, I give the same three answers.
Question: Is it possible to know 16 languages?
Answer: No, it is not possible—at least not at the same
level of ability. I only have one mother tongue: Hungarian.
Russian, English, French, and German live inside me simul-
taneously with Hungarian. I can switch between any of these
languages with great ease, from one word to another.
Translating texts in Italian, Spanish, Japanese, Chinese,
and Polish generally requires me to spend about half a day
brushing up on my language skills and perusing the material
to be translated.
The other six languages [Bulgarian, Danish, Latin,
Romanian, Czech, Ukrainian] I know only through trans-
lating literature and technical material.
Question: Why haven’t you chosen a career in foreign
Answer: In order to teach, it is not enough to have mas-
tered a whole army of languages. To look it at another way,
surely there are many unfortunate people who have needed
to undergo multiple stomach surgeries. Yet no one would
hand a scalpel over to them and ask them to perform the
same surgery they received on another person, simply be-
xviii / POLYGLOT: HOW I LE AR N L A NGUAGES
cause they themselves had undergone it so often.
If those individuals who conduct surveys and polls had
a sense of humor when asking us our occupations, my an-
swer would be “language learner.”
Question: Does one need an aptitude to learn so many
Answer: No, it is not necessary. Aside from mastery in
the fine arts, success in learning anything is the result of gen-
uine interest and amount of energy dedicated to it. In my
own experience learning languages, I have discovered many
useful principles. This book outlines them for you.
I wish to acknowledge that my achievement in lan-
guages is due to my collaborators over the years, known and
unknown. This book is dedicated to them.
Foreword to the
THE INTEREST in language learning—not the value
of my ideas on the subject—explains why the first edition
of this book sold out in a matter of weeks. Once the book
was actually read, however, people considered my ideas on
language learning to be quite controversial.
In hundreds of letters, newspaper articles, and lectures
on college campuses and in language clubs, there have
been discussions and arguments regarding the fact that in
Hungary we are forced to learn various foreign languages be-
cause of our linguistic isolation, and that my book endorses
this “forcing.” I do not promote the forcing of anything.
My view is that knowing languages is part of the process of
becoming a cultured person. I am grateful to all those whose
remarks and comments have supported my conviction.
Also controversial was my view on the question, “Is there
such a thing as an innate ability for learning language(s)?”
I don’t believe there is. Indeed, one of my goals in writing
the book was to remove the mystical fog surrounding the
idea of an “innate ability” for language learning. I want to
demystify language learning, and to remove the heroic status
associated with learning another language.
Apologies to those who have an opposite stance on the
subject, for I cannot offer any new argument. I can only
reiterate what I stated in the book:
1. Interest driven by motivation, perseverance, and dili-
gence plays a determining role in one’s success in learning a
xx / POLYGLOT: HOW I LE AR N L A NGUAGES
2. An innate ability to learn languages, or rather the
qualities that make up this skill, are not possible to find in
Due to lack of time since the publication of the first
edition, I can only give thanks to everyone who shared his
or her appreciation of my work. My favorite comment may
have come from seven-year-old Ildikó, who told me “When
I get to be your age, I will speak many more languages than
you—just wait and see!” Another memorable comment
came from a Swedish woman, who at over 70 years of age is
starting on her eighth language. She invited me to a “trans-
lation duel” (terms: who can translate a famous poem most
successfully in the least amount of time). Finally, I would
like to give thanks to a young writer, Mr. S. Pál, for his
view that “The optimism of the writer is the most important
point in the book. And we, the readers, from now on will
have a more hopeful perspective and are more likely to over-
come our original inhibitions and look upon learning a new
language as a personal goal of high value, which we can hope
to fulfill to the best of our abilities.”
“Enthusiasm is contagious,” wrote János Selye.
If I have been able to infect only a few people, then I
have achieved my purpose with this book.
Foreword to the
MY BOOK was first published 25 years ago. The quar-
ter century that has passed has been an age of great political
and economic fluctuations. Country borders have been born
or blurred and complete ethnic groups have set off to find
new homelands in new linguistic environments. All this has
made it even more important to analyze language-learning
methods and to evaluate their efficiency.
My perspective has become broader as well. I have vis-
ited new countries and conducted interviews with famous
polyglots. I have become acquainted with a branch of a till-
now unknown language family. I have looked at the ques-
tion of whether a language can be easy or difficult, and what
the connection is between age and learning ability. This is
how the new edition came about: to address some questions
not covered in the previous ones.
This new edition has strengthened my conviction that
self-assurance, motivation, and a good method play a much
more important role in language learning than the vague
concept of innate ability, and that dealing with languages is
not only an effective and joyful means of developing human
relationships, but also of preserving one’s mental capacity
and spiritual balance.
I MUST have been about four years old when I surprised
my family with the declaration that I spoke German.
“How so?” they asked.
“Well, it’s like this: if ‘lámpa’2
is Lampe and ‘tinta’3
Tinte, then ‘szoba’4
can only be Sobbe 5
Had my dear parents been familiar with the terminol-
ogy of modern linguistics, they would have said: “This poor
child has succumbed to the phenomenon of false friends.”
(This is what we call the type of error committed as a re-
sult of mistaken generalizations about another language.)
Instead, they grew perplexed and saddened and decided,
once and for all, to strike me off the list of those capable of
mastering a foreign language.
Initially, life appeared to prove them right. In junior
high school, I lagged far behind my classmates who were of
German origin or who had had German nannies. Years later,
after I got out of high school, I was still regarded, and I re-
garded myself, as a foreign language flop. So when I applied
to college, I set my sights on the natural sciences.
Yet I had already come under the spell of languages.
Years before, leafing through my sister’s textbooks, I had
2. Hungarian for “lamp.”
3. Hungarian for “ink.”
4. Hungarian for “room.”
5. Actually, it is Zimmer in German.
6. Hungarian for “stove” or “heater.”
7. Actually, it is Ofen in German.
24 / POLYGLOT: HOW I LE AR N L A NGUAGES
come across a page full of Latin proverbs. Though I had
not yet studied Latin, I spelled out each beautifully ring-
ing sentence and their approximate Hungarian equivalents
with great delight: Juventus ventus… (Youth is folly…), Per
angusta ad augusta (All beginnings are difficult). Could it
be possible to build with such diamond bricks the thought
bridge that spans the space between minds? I fell in love
with languages over a few proverbs—folk wisdom crystal-
lized into laconic figures of speech.
I insisted that I be enrolled in a French class, taught
at the junior high as an extracurricular course. The great
advantage of this course was that it was free of charge; its
disadvantage was that poor Ms. Budai had been chosen to
teach it solely on the basis of her first name: Clarisse. The
principal must have thought: “With such a name, the per-
son must certainly know French.” In any event, both Ms.
Budai and I were filled with ambition. I shall never forget
that after a month she made me class monitor out of a sense
of gratitude. And I, after diligent perusal of the dictionary,
inscribed on the blackboard La toute classe est bienne…8
In college, I fared ill with physics and well with chem-
istry. I was especially fond of organic chemistry. It is my
belief to this day that the reason for this was that I had mas-
tered Latin grammar by this time. Knowing how to deduce
the entire declension system of nouns and the conjugation
of verbs from the simple phrase agricola arat (the farmer
ploughs) helped me enormously. All I had to do was sub-
stitute the hydrogen atoms of the two basic compounds—
methane and benzene—with ever-new roots.
Thus, I went to sit for my PhD exam in chemistry with
calm assurance, knowing that I would soon have my doc-
toral degree in hand. At the same time, I also knew that I
would not be able to do much with it; in the early 1930s,
8. Incorrect; it is as if one said “*The class whole is well” instead of “The
whole class is good” (Toute la classe est bonne).
Introduction / 25
Hungary, like most of the rest of the world, was in a deep
economic depression. There we all were, with our spanking
new degrees, trying hard to figure out what to do next.
I chose a career for myself quickly: I would make my
living teaching languages. The next decision was a bit more
difficult: which language would I teach? Latin was not a very
sought-after commodity, and there were more French teach-
ers than students in Budapest. English was the only sure and
steady breadwinner. But I had to learn it first.
Spurred on by the two incentives of necessity and thirst
for knowledge, I worked out a method for language learning
that I use to this day. I will devote the forthcoming chapters
Will this method work for others? I shall attempt to
answer that question later. At this point, however, I would
like to emphasize my conviction that anybody would have
reached the same results had they hit their books with the
same curiosity and stick-to-it-ness that I did in the spring of
1933, crouched at the end of my living room couch.
I started by intensively studying a novel by Galsworthy.
Within a week, I was intuiting the text; after a month, I un-
derstood it; and after two months, I was having fun with it.
When I landed my first job teaching English, however,
I wanted to teach my students using a more proper, peda-
gogical approach. Thus I waded through a study course that
was popular at the time, called “50 Lessons.” I still have no
pangs of conscience about having dared to teach a language
on the basis of the Latin adage docendo discimus (we learn
by teaching), treading just one or two lessons ahead of my
students. I hope that my energy and enthusiasm made up
for what I lacked in linguistic knowledge.
I also tried doing written translations at a pharmaceuti-
cal lab where I had managed to acquire some sort of job.
My translations, however, apparently didn’t cut it be-
cause the proofreader sent them back with the remark,
“Whoever did this must have been one gutsy person!”
26 / POLYGLOT: HOW I LE AR N L A NGUAGES
I did need real guts for the next step I was about to take,
a step that really tied the knot between me and my new pro-
fession. In 1941, I decided to learn Russian.
I’d give a lot to be able to write here that it was my
political instincts that led me to make this decision but I
can’t. All I know is that I took advantage of an incredible
opportunity that presented itself to me days later. Browsing
in a secondhand bookshop downtown, I came across a two-
volume Russian-English dictionary. I made a beeline for the
cashier’s counter with my treasure. It didn’t require much of
a sacrifice: I paid pennies for the two musty, ragged volumes
that had been published in 1860.
I never put them down after that.
In the early 1940s it was suspicious to study Russian in
Hungary, which was becoming more and more fascist. Thus
it was downright lucky that I had worked out a method
for language learning based on texts. Although there was
Russian instruction going on at the university (I believe), for
me to get into that program was about as likely as getting a
scholarship to study in Russia.
I found a few classic Russian novels in someone’s private
collection; these I could not tackle. Chance came to my aid
A lot of White Russian émigrés lived in Berlin then. One
of these families happened to take a vacation for a few weeks
in Balatonszárszó, a small resort on our Lake Balaton. My
husband and I happened to take their room at the inn the
very day they left and the maid was just about to dump the
stuff they had left behind. In the clutter I discovered, with
mounting excitement, a thick book with large Cyrillic let-
tering: it was a silly, sentimental romance novel from 1910.
I set to it without a moment’s hesitation. I spent so much
time tinkering with it, trying to understand the text, that to
this day I still remember certain pages of it word for word.
By the time I was able to move on to more quality read-
ing, it was 1943 and carpet bombings were upon us. As
Introduction / 27
a result of hours spent in the bomb shelter, I was able to
progress faster. All I had to do was camouflage my book. I
purchased a thick Hungarian encyclopedia and had a book-
binder acquaintance sew the pages of Gogol’s Dead Souls in
place of every second sheet. During air raids, I would wade
through entire chapters of it. This was the time I worked out
my technique of boldly skipping over unfamiliar words, for
it would have been dangerous to consult a Russian diction-
ary in the bomb shelter.
With the siege raging, I tried to pass the time in the
dark cellar by constantly working on the conversation I
would have with the first Russian soldier who would set foot
in it. I decided to embellish each sentence with a few adjec-
tival and adverbial participles (my mastery of these was the
shakiest). Moreover, I would dazzle him not only with the
ease and elegance of my command of his language, but with
my literary accomplishments as well: I would draw paral-
lels between the poetry of Pushkin and Lermontov; I would
sing the praises of Sholokhov’s epic style; and so on and so
That was the dream. The reality, in contrast, was that in
the sudden quiet of the dawning New Year’s Day, I stole up
into the bleak and barren garden surrounding the building.
Barely had I filled my lungs with a few fresh breaths when a
rather young soldier jumped over the fence into the garden.
He was clutching a milk jug, making it obvious what he was
doing there. But he did utter a few words:
“Korova est?” he asked.
I, on the other hand, was so discombobulated with ex-
citement that I didn’t even recognize the word for “cow.”
The young man tried to help.
“Korova! You know? Moo…oo…oo!”
As I just kept staring at him agape, he shrugged and
jumped over the other fence.
The second encounter transpired a few hours later, by
which time I had had a chance to get over the first fiasco.
28 / POLYGLOT: HOW I LE AR N L A NGUAGES
This time a very young man opened the door. He asked for
salt, then took some bread and bacon out of his rucksack
and set to eating comfortably, every once in a while offering
us a bite on the point of his jack-knife. When he realized
that I spoke Russian, he was greatly moved.
“Molodets Partisanka!” (Well done, little guerrilla!) He
shook my hand vigorously.
After a while, some Romanian officers entered. (We
were liberated at Rákosfalva, where Romanian troops were
“What kind of language are you speaking with those
guys?” The Russian soldier said scowling.
“I’m speaking French,” I replied.
The little Russ shook his head, then packed up his pro-
visions, stood up, and started out. From the threshold, he
hissed back at me: “Shpionka!” (Little spy!)
So much for being multilingual!
City Hall was liberated on February 5, 1945. I present-
ed myself that day as a Russian interpreter. They lost no time
in hiring me and I received my first assignment right away: I
had to call the city commander and tell him who the mayor
was. When I asked for the phone number of the command-
er’s headquarters, they just shrugged and told me to pick up
the receiver; HQ would be at the other end. There was but
one live phone line in Budapest on February 5, 1945.
From that time on, I had no end of opportunities to
practice my language skills. The only trouble was that al-
though I was able to gab in Russian fluently (probably with
lots of errors), I barely understood anything. My interlocu-
tors attributed this difficulty to a hearing problem. To con-
sole me, they sweetly roared into my ear that as soon as my
health was restored, my hearing would return as well. At the
time, I weighed 44 pounds less than normal for my height.
In January 1946, I was appointed Director of the
Metropolitan Office of Tourism. It was a nice title with a
good salary; I even had an office of my own in the relatively
Introduction / 29
intact building of the Vigadó9
. The only fly in the ointment
was that no tourist could be found anywhere, high or low,
throughout the land. Our roads were all torn up, our bridges
sunken into the Danube. Of all our hotels—if I remember
correctly—only the one on Margaret Island was open for
business. Budapest’s need for an Office of Tourism roughly
equaled that of having a Colonial Ministry.
As we approached spring, my colleagues and I spent our
days cutting out pictures from magazines, old and new, and
displaying them on the walls of our offices according to this
theme: “Past—Present—Future.” The past was represented
by old street scenes of Pest-Buda before the unification10
future by the plans of reconstruction just being drawn up at
the time, and the present by images of shot-up, collapsed
One day, as I was trying to wend my way through the
crowd bustling among the ruined, scaffolded houses along
Petőfi Sándor Street,11
a man made a beeline for me. He
asked me, with the French accent of a native speaker, where
he could find a post office.
I gave him directions and, of course, immediately fol-
lowed them up with a question about how he had come to
be in Budapest. It turned out that curiosity had brought
him our way. He was the proverbial first swallow who was
meant to bring summer tourists to Hungary.
Without thinking I immediately took him by the arm
and dragged him off towards my office.
9. A landmark Budapest exhibition hall and theater, built in the 1860s,
comparable to the Met in New York; the name means “Merry-making
Hall” or “Entertainment Hall.”
10. Budapest was unified and named Budapest in 1873; before then,
three “cities” were recognized instead: Pest, on the Eastern bank of the
Danube, Buda, on the Western bank, and Óbuda (Old Buda), North of
Buda. Together, they were sometimes referred to as Pest-Buda.
11. In the heart of downtown Budapest. This street was named after one
of Hungary’s greatest 19th century poets.
30 / POLYGLOT: HOW I LE AR N L A NGUAGES
“I am the manager of a splendid establishment,” I said.
“You must pay us a visit at once.”
The foreigner attempted to politely extricate himself
from my grasp. Embarrassed, he offered the excuse that he
was not in the mood and did not have the time besides.
I, however, was not about to be shaken off. “One must
make time for such things! I guarantee you will spend a
pleasant hour in the company of my colleagues, all ladies
who speak French extremely well. Not to mention all the
pictures on display that are sure to arouse your interest!”
“But Madame, I am a married man!” That was his last-
I despaired at such obtuseness. “What would become of
our profession if we were to limit it to unmarried people?”
My companion, however, forcefully pulled himself free of
my grasp and disappeared into the crowd.
“And they say that the French are polite!” I was in-
censed—until, slowly, I began to see my own stupidity.
When the Allied Commission was set up in Hungary,
I was appointed to manage its administrative affairs. One
couldn’t imagine a more ideal posting for a linguist—and by
then, I felt I was one.
I was rapidly alternating between English-, Russian- and
French-speaking negotiating partners, switching languages
every 10 minutes or so. Not only did my vocabulary receive
an immense boost, but I was also able to gain tremendous
experience in the skill that is so essential for interpreting:
I learned to switch from the linguistic context of one lan-
guage to another in seconds.
The spirit of linguistic discovery spurred me on and led
me next to learn Romanian. To this day, I find Romanian
very fetching. It has more of a country flavor than French
and is more “manly” than Italian and more interesting than
Spanish, due to its Slavic loanwords. This unique blend
aroused such enthusiasm in me that I read a Sebastianu nov-
Introduction / 31
el and László Gáldi’s grammar booklets in just weeks. Today
I no longer speak Romanian but have plenty of occasions to
translate Romanian technical papers into other languages.
My administrative work and my interpreting/translat-
ing consumed my energies totally up until 1950. In that
year two questions that had been bothering me for a long
time became impossible to ignore.
The first was whether the method I had worked out for
approaching a foreign language through interesting reading
would work for other learners as well. Fortunately, an ideal
situation arose to test my theory.
The teaching of Russian in colleges had great momen-
tum in those days, and I was offered a lectureship at the
Polytechnic Institute. As it was for engineering students,
I thought it would be logical to approach the language
through their technical expertise and build the edifice of
language upon that foundation. We formed a small collab-
orative group and soon two Russian textbooks, emphasizing
technical Russian texts, came out of our collective effort in
quick succession. Even with all the errors caused by our in-
experience, I am glad to claim this project as my brainchild
and I am very glad that the reading of technical texts has
become common practice in all our universities.
The other question that had been nagging at me for a
long time was what I would do with languages in which I
could not rely on any analogies with Germanic, Slavic, or
Romance languages. Again, a situation arose to address it:
that year, at the University’s East Asian Institute, a Chinese
course was offered for the first time.
I would like to give a detailed description of my first
encounter with Chinese here because I see it as symbolic
of my whole relationship to languages—and to learning in
It was not easy to get into the course. University stu-
dents, especially language majors, were given preference,
and I was already past the age when people usually embark
32 / POLYGLOT: HOW I LE AR N L A NGUAGES
upon such a major enterprise. And so it happened that I did
not receive a reply to my application. Then I found out by
chance that the course had already started weeks before.
At around seven o’clock on a fall evening, I found my-
self at the university. I groped along its dark corridors, trying
to find the lecture hall. I wandered from floor to floor: there
was no sign of anyone in the building. I was about to give
up and put the whole enterprise on ice when I noticed a
thin line of light seeping from under the door of the farthest
room at the end of a long, deserted corridor. Although this
may sound corny, I believe to this day that it was not the
sliver of light shining under the door but the light of my
desire for knowledge that overcame the darkness. I entered
the hall, introduced myself to the charming lady instructor
from Shanghai, and ever since, my life has been lit up by the
beauty of Oriental languages.
I spent the next day stooped over the only Chinese-
Russian dictionary to be had at any public library, trying to
figure out how to transliterate words from Chinese, a lan-
guage that knows no letters (and hence no alphabet). A few
days later, at dawn on a December morning, I set to deci-
phering my first Chinese sentence. Well, I worked way into
the wee hours of that night until I finally cracked it. The
sentence went like this: “Proletarians of the world, unite!”
In two years, I made such progress in Chinese that I was
able to interpret for the Chinese delegations arriving in our
country and I was able to translate novels I had grown fond
of, one after another. In 1956, I started thinking about how
to make the knowledge I had acquired work for me in an-
other Oriental language. And so I embarked on Japanese—
this time, completely alone. The account of my study of that
language—a very instructive tale—will be given in detail in
Meanwhile, the number of Russian teachers had in-
creased to the point where I was able to give up my post
to professional educators and start working on another lan-
Introduction / 33
guage, Polish. Classes were announced and students were in-
vited to enroll. When I enrolled, I used a trick that I highly
recommend to all my fellow linguaphiles who are serious
about learning a language: sign up for a level much higher
than what you are entitled to by your actual knowledge. Of
the three levels available (beginner’s, intermediate, and ad-
vanced), I asked to be enrolled at the advanced level.
When the instructor tried to ascertain my level of ex-
pertise, I replied, “Don’t bother. I don’t speak a word of
“Then why on Earth do you wish to attend an advanced
course?” He was astonished.
“Because those who know nothing must advance vigor-
He got so confused by my tortuous reasoning that he
added my name to the class roster without another word.
In 1954 I had the opportunity to travel abroad for the
first time. Although I have traipsed across just about the
whole globe since then, I have never been as excited as the
day I found out that I would be able to go on a package
tour to Czechoslovakia with the Hungarian Travel Agency
(IBUSZ). As an act of gratitude, I immediately purchased a
copy of Ivan Olbracht’s novel Anna the Proletarian, and by
perusing it with my by-then customary method, I unlocked
the secrets of Czech declensions and conjugations. I made
notes of the rules I gleaned in the book’s margins. The poor
book deteriorated to such a degree as a result of this heartless
treatment that it fell apart the minute I got home.
My knowledge of Italian has its origins in less lofty cir-
cumstances. In the early 1940s, a brave downtown crafts-
man tried to sell some Italians the patent rights to a machine
that manufactured shoe uppers. Even after diligent perusal
of the dictionary, my translation must have been more per-
34 / POLYGLOT: HOW I LE AR N L A NGUAGES
suasive than objective, for the Italians proceeded to buy the
patent rights without further inquiry.
My relationship with Spanish is of more recent origin. I
blush to acknowledge that I embarked on it by reading the
Spanish translation of a silly American bestseller, Gentlemen
Prefer Blondes. By the time I was finished with it, all I need-
ed to do was verify the rules of accidence and syntax I had
gleaned. Rudolf Király’s reference served this purpose well.
At this point my interest was drawn more and more
towards interpreting because by the late 1960s, Budapest
had developed into a city of conferences. In the coming
chapters of this book, there will be a lot more on the subject
of interpreting, which in my opinion is the most interest-
ing of all intellectual professions. What still belongs here
in the Introduction is mention of the fact that my very first
“live performance” brought success: one of the delegates at
my first conference in Budapest asked me whether I would
be amenable to interpreting at a West German conference
as well. I happily accepted and when I received the written
invitation, I thought it would be good manners to learn the
language of my hosts.
And so it was this way that my language-learning ca-
reer came full circle back to German, its less than glamorous
What Is Language?
THERE MAY be no other word in the world that has as
many connotations as this noun does with its few letters.12
For an anatomist, it will recall the set of muscle fibers
divided into root, body, blade, and tip. A gourmet will think
of tasty morsels in stewed, pickled, and smoked forms on
the menu. A theologian will surely be reminded of the day
of red Pentecost. A writer will think of a tool that dare not
and a poet will imagine a musical instrument.
And if spoken by a poet of genius? “You won’t remain with
empty hands under the empty sky” (Antal Szerb14
Those dealing with language for a living are usually
called linguists or philologists. They come up with theories
of language and study the connections between language
Those dealing with languages as a vocation or hobby
have no name in Hungarian. It is a bit ironic because these
people love languages, learn them easily, and speak them
well. The English language calls such people linguaphiles.
12. Hungarian uses the same word for “language” and “tongue.”
13. Reference to a poem by Sándor Petőfi: “Oh Nature, glorious Nature,
who would dare / with reckless tongue to match your wondrous fare?”
(“The Tisza,” translated by Watson Kirkconnell.)
14. Hungarian writer of the 20th century.
36 / POLYGLOT: HOW I LE AR N L A NGUAGES
I feel such a difference between a philologist/linguist and a
linguaphile as, say, a choreographer and a ballerina.
So our subject is the linguaphile, the person who wishes
to acquire a language with the goal of actually using it. If we
should still wander to the field of theory, it may be because
a linguaphile is an open-eyed, educated person who is usu-
ally interested in the broader background of his or her stud-
ies. Also, I believe that the right choice of the language to
be learned and its effective acquisition is made easier by an
overall view. Of course, I realize that linguists and philolo-
gists may find my perspective too simplified, and lingua-
philes may find it too theoretical.
Why Do We and Why Should
We Study Languages?
LET’S START with these two basic questions.
I’ll begin with the second because it’s easier to answer.
We should learn languages because language is the only
thing worth knowing even poorly.
If someone knows how to play the violin only a little,
he will find that the painful minutes he causes are not in
proportion to the possible joy he gains from his playing.
The amateur chemist spares himself ridicule only as long as
he doesn’t aspire for professional laurels. The man somewhat
skilled in medicine will not go far, and if he tries to trade on
his knowledge without certification, he will be locked up as
a quack doctor.
Solely in the world of languages is the amateur of value.
Well-intentioned sentences full of mistakes can still build
bridges between people. Asking in broken Italian which
train we are supposed to board at the Venice railway station
is far from useless. Indeed, it is better to do that than to
remain uncertain and silent and end up back in Budapest
rather than in Milan.
Linguists have written a lot on the first question: why
we learn languages. The chief focus, motivation, is such a
central problem that a six-day conference was devoted to
38 / POLYGLOT: HOW I LE AR N L A NGUAGES
it in Germany a couple of years ago. The reason why I am
interested in it is because the way motivation is achieved af-
fects the way of dealing with it to a certain degree. To use a
metaphor, consider language a building and language learn-
ing its construction. The Russian language is a complicated,
massive cathedral harmoniously fashioned in every arch and
corner. The learner must accept this in order to have suf-
ficient motivation to “build” it. In contrast, the Italian lan-
guage, praised as easy to learn, has a simpler structure and
a more lucid floorplan; but if any detail is skimped in its
construction, it will collapse.
Not long ago, I heard the following story from the
mother of a small child. Pete received a whistle, a drum, and
a trumpet for his birthday. The little boy asked if he could
hang each of his toys one by one on the wall of his room.
“We can’t,” his mom said. “The local government will
punish us if we drive so many nails into the wall.”
“Why drive them?” the child said. “I don’t need the in-
side part of the nails. I only need the part that juts out!”
I am always reminded of little Pete whenever I hear
that someone wants to learn a language only passively.
Knowledge—like a nail—is made load-bearing by being
driven in. If it is not driven deep enough, it will break when
any weight is put upon it.
The building of language has four large halls. Only those
who have acquired listening, speaking, reading, and writing
can declare themselves to be its dwellers. Those wanting to
inhabit these halls will have to overcome obstacles just as the
mythological heroes did. Like Odysseus, they will have to
defeat the Cyclops of “I can’t remember it again” and resist
the Siren’s song of “there is a good program on TV.” The
comparison is, however, not precise. The cunning Greek was
able to defeat every challenge through his desire for home—
his motivation. For us, the passage through the building of
language alone will bring its own joy and motivation, if we
tackle the task in a sensible and prudent way.
The Type of Language
THE CHOICE is very wide. According to the Bible,
foreign languages were born when God destroyed the Tower
of Babel. When it collapsed, 72 languages appeared: this
many because Noah’s three sons had 72 descendants. Shem
had 26, Ham had 32, and Japheth had 14.
The number of descendants and languages alike has
considerably increased. As far as the latter is concerned, the
German weekly Der Spiegel provides rough data (vol. 46,
1994): the inhabitants of our globe communicate with each
other in 6000 languages. Where the number of languages
has decreased, the explanation is interesting:
“With the rise of Western culture on a given con-
tinent, the number of languages used by the in-
habitants decreases proportionately. 4900 of our
6000 languages are in Africa and Asia. The popu-
lation of New Guinea communicate with each
other in 800 different languages; those living in
Europe and the Middle East only in 275.”
According to the article, English is the most widespread
language. However, the authors don’t put it down to linguis-
40 / POLYGLOT: HOW I LE AR N L A NGUAGES
tic imperialism but to the development of history and the
fact that English is relatively easy to acquire.
The exact number of spoken languages can’t be known.
In the spectrum of languages, we can only symbolically dif-
ferentiate between seven main colors; in practice, the indi-
vidual colors fade into each other through a number of hues.
The way from Italian towards French leads through Ligurian
and Provençal; if I like, I can consider them as four distinct
languages; if I like, I can consider one a dialect of Italian and
the other a dialect of French.
In the spectrum of languages, there have always been
those glittering with a more blinding light: the so-called
world languages. These are the ones with a larger “radius of
action”; these are the ones that tried to attract the humbler
ones into their magic circle. They never completely succeed-
ed, not even Latin, which in the Roman Empire stretched
from Dacia through Iberia. My witness is Ovid.
The pampered duke of poets fell out of favor with his
majestic patron, Emperor Augustus, and was banned from
Rome for some court gossip. The poet had to leave the me-
tropolis, glittering with light, for Tomis, inhabited by the
dregs of the empire. Yet Ovid, the uncrowned king of Latin,
didn’t suffer most for the shame of exile but for not knowing
the vernacular of the local population.
Barbarus hic ego sum, quia non intellegor ulli. (Here I’m
the barbarian no one comprehends.)
His sigh may well be translated but hardly understood.
Today, when a considerable part of most countries’ Gross
National Product is provided by tourism, the Western visi-
tor is surrounded by locals trying to offer him accommoda-
tion not in their language but in his.
“Easy” and “Difficult”
I PUT the adjectivies above in quotes not because I
question the idea that languages are different in their learn-
ability. Instead, I’ve done it to suggest that the question we
should be asking is: “For whom is a language easy and for
whom is it difficult?”
Everyone acquires their mother tongue commensu-
rate to their own level of verbal intelligence. However, as
far as foreign languages are concerned, Herre Borquist from
Stockholm will learn within days how to make himself
understood in Norwegian, Signore Pirrone will easily fare
in Spanish, and Pyotr Petrovich will get by in Ukrainian.
Considering the whole issue, there are general criteria on
how easily languages can be learned, which I’d like to com-
ment on from the perspective of a polyglot…
Every language is a conventional code system. It is not
like the one used in diplomacy, which often changes accord-
ing to the situation. Instead, a language resembles the traffic
code, which is permanent and easy to understand. Red com-
mands us to stop in all regions of the world. Green tells us
to proceed. Arrows show the direction of traffic. Languages,
too, have their international codes: punctuation marks. The
period denotes the end of a sentence, the comma its contin-
42 / POLYGLOT: HOW I LE AR N L A NGUAGES
uation. The question and exclamation marks are obvious.
However, the universality of the code ceases at this
point. One has to acquire the phonetics, vocabulary, and
grammar for each and every language separately. We can say
rule, pattern, paradigm, or even subroutine or program. I pre-
fer the term shoemaker’s last—so I will stick to my last.
A language is more difficult the more lasts we need
within it to form (1) meaningful words from sounds/letters
and (2) sentences from words.
The trouble of grammatical manipulation of words
doesn’t really exist in Chinese. When I was in China several
decades ago, the slogan “Books to the People” was in fash-
ion. It was visible on the walls of every house in the form of
four decorative hieroglyphs. The exact translation is “Take
book give people.” The Chinese seemed to understand it:
I’d never seen so many men absorbed in newspapers and
so many children crouching over their books as in Mao’s
The study of Chinese and Japanese is, in theory, made
easier by the fact that some of the characters are ideograms,
that is, their form reveals their meaning. In alphabetic lan-
guages, it only applies to a couple of onomatopoetic words
(clap, splash, knock15
) and some verbs imitating animal
sounds (roar, croak, bleat16
). It’s an interesting point that
reduplicated forms, which are common in Hungarian (csip-
), occur less frequently in other
languages and are mostly of a belittling or mocking nature,
like the German Mischmasch (hodgepodge), English riff-raff
(lower-class [insult]) and tittle-tattle (idle gossip), French
charivari (hullabaloo), and Hebrew lichluch (dirt), bilbel
15. The Hungarian equivalents are csattan, csobban, and koppan.
16. The Hungarian equivalents are béget (for sheep), brekeg (for frogs),
and mekeg (for goats).
17. Hungarian: petty, measly, trifling.
18. Hungarian: knock-knock, pit-a-pat, rat-a-tat.
19. Hungarian: tick-tack (a ticking or tapping beat like that of a clock).
“Easy” and “Difficult” Languages / 43
(confusion), and kishkush (scrawl).
Apart from these playful forms, one has to learn not
only the connection between sound and meaning but also
the link between sound and writing. Good dictionaries pro-
vide information on both.
If few lasts are necessary to determine the connection
between sounds and letters, we call the language phonetic.
We Hungarians feel our mother tongue is like that. The
spelling that we acquired in elementary school is so much
fixed in us that we don’t even notice we pronounce tudja 20
“tuggya” and tartsd 21
“tardzsd.” I only became aware of the
diversity of our sounds when I heard a German student of
Hungarian wailing about how difficult it was for him to
distinguish such words as pártalan, páratlan, parttalan, pár-
It’s also easy to get confused among the
words megörült, megőrült, megürült, megőrölt…23
And all these are within one language! But if we learn
foreign languages, we have to familiarize ourselves with
the fact that although the word “vice” means the same in
many other languages as in Hungarian,24
it is pronounced in
French as “vees,” in English as “vIs,” in Italian as “vee-chay”
and it is written in German as “Vize.”
As far as being phonetic is concerned, English gets the
20. Hungarian: “he/she knows it” (indicative) or “he/she should know
it” (subjunctive); d + j are pronounced as one long sound, the one nor-
mally written as ggy.
21. Hungarian: “you should hold it” (subjunctive); t + s are pronounced
as one sound, the one normally written as dzs, as a result of voicing before
the last letter d.
22. Pár: pair, couple; párt: (political) party; part: shore, coast, bank; -ta-
lan and -atlan: privative suffixes. Hence: pártalan: uncoupled (uncom-
mon); páratlan: odd (number), unparalleled; parttalan: boundless, shore-
less; pártatlan: impartial; párttalan: non-partisan.
23. Megörült: he/she became happy; megőrült: he/she went crazy; meg-
ürült: it became vacant; megőrölt: he/she ground sth.
24. The meaning “substitute” is meant here. The Hungarian word is pro-
nounced “vee-tse” and today is obsolete.
44 / POLYGLOT: HOW I LE AR N L A NGUAGES
worst grade. We get used to the fact that in Hamlet’s famous
utterance “To be or not to be,” the long /i/ sound is written
“e.” But it is written “ee” in the word “bee,” “ea” in the word
“leaf,” “ie” in the word “siege,” and “ey” in the word “key.”
I envy musicians! A sequence of sounds—like Für Elise—
is played the same way today by, say, a skilled Albanian pia-
nist as it was by a skilled English pianist in the 19th century.
The connection between a piece of sheet music and a tune is
eternal and international but the relationship between writ-
ing and sound varies by language. It is determined, among
other things, by the alphabets of individual languages.
This variability can be deceptive. Once I was in a res-
taurant in Berlin. The menu offered an attractive-sounding
dish: Schtschie. I wasn’t able to resist, so I ordered it. Only
when it was served did I realize that the food that I assumed
to be an exotic sort of fish was nothing but the national dish
of Russia, щи (shchi).
Therefore, when studying a language, we have to get ac-
quainted with the lasts so we can encode sounds into letters
or produce sounds from letters. Parallel with this, we launch
two other processes: the construction of sounds/letters into
words and the construction of words into sentences.
I like the concept of construction because in this activ-
ity, we don’t only have to provide for the appropriate choice
of word bricks but also for their regular joining together.
Based on the type of joining operation, we can speak about
isolating, agglutinative, and inflecting languages.25
In theory, the first seems to be the simplest of the three:
the words can be placed next to each other in their diction-
ary forms. If some “gluing” is necessary when joining the
sentence elements together, we need to “agglutinate” a suf-
fix to the dictionary form. (The term comes from the Latin
word gluten [glue].) And finally, there are languages where
25. Isolating languages are also known as “analytic languages” and inf-
lecting languages as “fusional languages.”
“Easy” and “Difficult” Languages / 45
the proper word form has to be inflected (or “bent”); these
are the inflecting languages.
According to historical linguists, articulated speech
was born 100,000 years ago. The number of its users has
multiplied to several billions since. It would be a miracle
if the above three language types were still sharply distinct.
English once was an agglutinative language; in its present
state it is closer to the typically isolating Chinese than the
Indo-European languages with which it is usually classified.
Indeed, Frederick Bodmer, the great philologist, has noted
that the English of Alfred the Great (871–901) was a typi-
cally inflecting language, and that Anglo-American is pre-
I don’t know how a foreign student of Hungarian relates
to this question but the word átengedhetnélek (meaning “I
could let you go through”) is certainly easier for us than the
forms used in other languages, consisting of five or six units,
like its English translation (above), ich könnte dich durchge-
hen lassen in German, or я мог бы пропустить тебя (ya
mog by propustit’ tebya) in Russian.
An advantage of Finno-Ugric (or rather, Uralic) languag-
es is that they don’t have the concept of grammatical gender,
in marked contrast to Semitic languages, which show differ-
ent forms depending on the genus even when trotting out
numbers. In Hebrew, if you are compelled to use the form
“not knowing sth” (alas, how often it happens!), in the case
of the classic negative particle, en, you have to choose the
right form out of 10 (!) options, depending on gender and
number. The healthy linguistic instinct has even changed it
for the gentler negative particle lo in everyday speech.
Fewer lasts are necessary in some languages. In English,
one can form the plural of nouns by adding a single s (apart
from a minimal number of exceptions). Conjugations use
this -s as well, in the third person singular in the present
tense. However, the lack of suffixes makes the word order
46 / POLYGLOT: HOW I LE AR N L A NGUAGES
stricter. If we were to translate Túrót eszik a cigány26
English, the result could easily be “The cheese is eating the
German grammar is difficult. As opposed to the single
declension last in English, Előd Halász’s dictionary has no
choice but to list 49 (!) different forms. The world of its
verbs is made more colorful by its numerous prefixes. The
same is true for Hungarian. However, both languages are
of a fraudulent nature. The prefix ver- seems to be as in-
nocent as the Hungarian el- or meg-.27
Although meiden and
vermeiden both mean “to avoid,”28
kaufen is “to buy” and
verkaufen is “to sell”; lernen is “to study” and verlernen is “to
forget”; sagen is “to say” and versagen is “to fail.” And let’s be
careful with the verb sprechen, too, so it shouldn’t become a
Versprecher (a slip of the tongue)!
It’s no use learning dialects. Nor is it useful to learn idi-
omatic phrases, because they are the spoiled children of lan-
guage and they change so rapidly as the zingers of teenage
vernacular. However, we must know sociolects!29
an important role in Hungarian. We address our older or so-
cially higher-ranking partners in the third person, as if they
weren’t present: Professzor úr tart ma előadást? 30
26. Hungarian: “The gypsy is eating (cottage) cheese,” the beginning
line of a folk song, usually translated into English as “See the Gypsy Eat
Cheese.” In this Hungarian sentence, the object comes first (indicated by
the -t), then the verb, and then finally the subject.
27. Hungarian: el- means “away” and meg- is a perfective suffix (cf. “eat”
and “eat up”).
28. Their Hungarian equivalents similarly differ only in a prefix: kerülni
29. A variety of a language used by a particular social group.
30. Hungarian: “Will you be holding a lecture today?” (to a professor),
lit., “Will the professor be holding a lecture today?” Using “professor”
instead of “you” is preferred because out of the two formal options for
“you,” ön can sound too distancing or official and maga too personal or
intimate. The use of third person forms is possible because the formal
second-person conjugation is the same as the one in the third person.
“Easy” and “Difficult” Languages / 47
The study of sociolects is often not about grammar but
word choice. There was a case where a high-ranking diplo-
mat from an exotic country married a Hungarian woman.
They had a child, and the woman sometimes talked with
their child in Hungarian. This is the only way I can explain
the fact that when a member of our government visited
him in his office, the diplomat offered a seat to him thusly:
In Japan, the predominant sociolect requires a level of
politeness and deference that can seem excessive when com-
pared to other languages. For example, a waiter is required to
talk to a customer like this: “O-mizu-o omochi itashimasho-
ka?” (Sir, may I please serve you some water?). The standard
answer to the question “How are you?” is “O-kage sama de
genki des.” (Because of you, I am fine.).
31. Hungarian: “sit down” in child language. The proper expression is
How to Study Languages
HOW CAN I learn English, Russian, French, German,
Spanish (delete as appropriate)?” I often hear this question.
The most secure and painless way to the perfect mastery
of, let’s say, German is being born a German.
Well, it’s a bit late for that. Some missed it by 10 years,
some by 20 or 30, but all of us missed this opportunity of
Second, one can live in a German-speaking region, pos-
sibly in one’s youth and for an extended period of time.
This is a somewhat more feasible but not an easily viable
And a third solution is that we take two or more classes
a week regularly and industriously, and after four or five
years, we reach the level of knowledge that satisfies our own
The goal of this book is not to substitute but to comple-
ment this most common way of language learning, consid-
ered classic. I would not say my book offers “suggestions” or
“recipes” for all the money in the world. I would simply like
to tell how I, over 25 years, got to the point of being able
to speak 10 languages, translate technical documents and
enjoy fiction in six more, and understand written journalism
in 11 more or so.
To reach true fluency in 10 languages, I would have
50 / POLYGLOT: HOW I LE AR N L A NGUAGES
needed at least 60 years using classic methods, since among
the languages I learned are such “difficult” languages as
Chinese and Japanese. (The quotation marks are not around
the adjective to suggest that these two languages aren’t dif-
ficult but because there is no “easy” language. At most, some
languages may be easier to learn poorly.)
I have not found the magic password that springs open
the lock on the gate of knowledge. One of the reasons is that
there is no such password. If I still wish to relate my experi-
ence, I only do so because during this half-century, study
has never been a burden for me but always an inexhaustible
source of joy.
I wouldn’t have written this book if I felt that my rela-
tionship with language learning was an individual peculiar-
ity. It is because I believe that my way is viable for all those
thirsty for knowledge and ready for intellectual adventures
that I would like to transmit the conclusions I have drawn.
There are language learners whose lack of motivation
or pressing schedule restricts their progress. My book is not
for them. I have no doubt that they will be educated by
our professional—and competent—teachers. By transmit-
ting my humble experience, I would like to increase the joy
of learning and reduce its difficulties for those who are not
satisfied by the pace of teachers.
Who This Book Is
and Isn’t For
MY BOOK was written for the kind of person who
doesn’t really exist: the Average Language Learner, or ALL.
Being “average” is the most abstract and rare thing in
the world. Whenever I read statistical reports, I try to imag-
ine my unfortunate contemporary, the Average Person, who,
according to these reports, has 0.66 children, 0.032 cars,
and 0.046 TVs.
Yet, it was the Average Language Learner I had in mind
when I was writing my book. Hence, it is indispensable to
delineate him or her more closely.
His or her age is between 16 and 96. His or her profes-
sion can be whatever: a university student, a gardener, a den-
tist, a seamstress, or a retired chief accountant. There are two
disqualifying criteria: too much and too little free time.
I will insert two questions here that arise almost every
time I give a talk: what is the best age for foreign language
learning to begin and what is the oldest age when foreign
language learning can still be achieved?
The first question concerns mainly parents and the sec-
ond one pensioners looking for a useful pastime.
Let’s start with the first question.
I will cite an experiment that involved swimming les-
52 / POLYGLOT: HOW I LE AR N L A NGUAGES
sons for babies. The conductors of the experiment observed
that babies two weeks old would frolic uninhibited in basins
suited to their size. It was theorized that the babies still had
in their neurons the memory of the months spent in the
amniotic fluid. But at six months, the babies would not sub-
merge themselves uninhibited in the water; they had grown
used to the phenomenon of air.
This is more or less the case with language as well. The
mother tongue is inhibition and prejudice. I have seen four-
or five-year-old children stamping their feet in anger and
even threatening with their fists the person who speaks like
a human but is incomprehensible.
The usual argument against the playful method of for-
eign language instruction that is started before prejudices
can set in is “the child won’t learn either language very well.”
To be frank, I have never seen an example of that in my life.
If that were the case, the bilingual children raised at the bor-
ders and those raised by nannies would all be idiots.
My objection to early foreign language instruction is that
it’s rarely effective. The time spent with parents or grandpar-
ents hardly leads to a direct result. As far as a child is con-
cerned, the mother, father, grandmother, and grandfather
are established, “programmed” for the mother tongue; they
are embedded in its context. Yet, I believe that if one parent
is a native speaker of a language foreign to the environment,
let him or her make use of the opportunity provided by the
still perfectly pliable mind. The result may come out only
years later, when the child sets out to learning consciously
and with motivation, but it is still something.
I emphasize the native foreign language of the instruct-
ing parent because youth is the age of the unconscious de-
velopment of skills; in language learning, it is the period of
mechanical imitation of foreign sounds. Beyond a certain
age (usually 12 to 14 years), one generally cannot acquire
I don’t recommend my method to those who have too
Who This Book Is and Isn’t For / 53
much or too little free time.
If someone can devote an unlimited number of hours to
language learning, a concentrated program can be followed;
such programs are outside the scope of this book. If, on the
other hand, someone can’t devote even 60–90 minutes a day
to language learning, this book is not really for them either.
In neither case do such students qualify as ALLs.
Also, a certain interest is required beyond the practical
problems of language learning, as well as a bit of healthy
impatience with the pace of learning dictated by the old,
decent, and regular methods.
The age in which we live demands some acceleration of
learning as well.
Any method of language instruction is a construction.
It is characteristic of the age in which it was born.
The aim of my book doesn’t require—and its length
doesn’t permit—complicated elaborations on the social sci-
ences. Let me then just rephrase the previous paragraph into
the language of pedagogy: historically, the language-learning
methods that come to the fore in every age suit the social
demands of the period.
How do these demands change over time?
In this short review of the development of language
learning, I don’t start with the first century B.C. because, ac-
cording to the German humorist Kurt Tucholsky, it can’t be
a serious work of art that doesn’t begin with the words “Even
the old Romans…” No: the Romans are heading this chap-
ter because language learning begins with them. And this
is where the biggest, eternal glory of our trade is connected.
It was just a language—the Greek language with its
higher culture—that caused the Romans, intoxicated by
their military conquests, to first lay down their arms.
Graecia capta ferum victorem cepit et artes
intulit agresti Latio
54 / POLYGLOT: HOW I LE AR N L A NGUAGES
(Captive Greece took captive her fierce conquer-
or, and introduced her arts into rude Latium.)
Horace: Epistles, II, 1
(Translated by C. Smart)
Victorious Rome pounced on the established culture of
Greece with the greed of the nouveau riche. To appropriate
it, she chose a way suited to the age. She put the captured
Greeks into war chariots rolling towards Latium—or made
them trudge behind in chains. And so it came to be that
Roman youths were taught by the prisoners of a strategically
The fate of our first fellow language teachers was not
enviable. They were only allowed to communicate with their
Roman masters as long as their students produced some-
thing. When the adolescens Romanus, the Roman youth with
black locks and aquiline nose, grew bored of his lessons, his
teacher suffered the same limitation of speech as his fellow
Over time, the Romans enriched the world with no less
magnificent works of art than the Greeks did. The knowl-
edge of Latin became a symbol in the feudal world—a sym-
bol of belonging to the privileged class. In today’s American
language, one would call it a status symbol. This means of
social division was used—as always—to suppress all un-
derprivileged classes. Women were rarely allowed to study
Latin or Greek, and this continued for some time. (Nobles’
wives sulk in Mikszáth’s32
short stories that their men speak
Latin, excluding them from the conversation.) Hence, it is
understandable that at the birth of capitalism, the rising
middle class used this relatively easily available means as a
social springboard. By learning the two classical languages,
the middle class, on the one hand, hoped to rise among the
32. Kálmán Mikszáth, Hungarian writer of the 19th century.
Who This Book Is and Isn’t For / 55
members of the feudal society. On the other hand, it wanted
to dissociate itself from the other classes not speaking Greek
and Latin. This was when the gymnasium33
was born. Its
curriculum was designed completely around the instruction
of these two languages.
One of the purposes of teaching Latin and Greek was
for discipline. This mentality, based on having pupils cram
grammar, suited very well the barracks’ atmosphere of
German boarding schools and the system of English public
schools that often led to sadism. Is it by chance that the
word “discipline” has a double meaning: “a field of study”
and “orderly conduct”?
The fact that the first really large-scale language learn-
ing operations involved two dead languages determined the
method of instruction for a long time. It took a century for
schools to become liberated from this burden.
Greek and Latin didn’t really serve general communica-
tion at that time anymore. It was out of the question for
the pupil to feel the linguistic elements as handy tools or
building blocks to be used at his or her discretion (which is
emphasized so much today).
Because the voices of our ancestors who lived before
Christ were not recorded by any electronic device, it is un-
derstandable that pronunciation problems have never been
systematically addressed in pedagogy. To my knowledge, the
debate over pronunciation hasn’t been decided even today.
In England, the names of Caesar and Cicero are taught as
/kaisar/ and /kikero/, which we Hungarians are used to hear-
ing as /tsaysar/ and /tsitsero/. By the way, it was England
that insisted on the instruction of classical languages the
longest and the most stubbornly. It was in the parliamentary
minutes that when a lord got stuck in the middle of a Latin
quotation, all the upper house rose as one person and con-
tinued the quotation.
33. A type of secondary school that prepares pupils for university.
56 / POLYGLOT: HOW I LE AR N L A NGUAGES
The fact that Britain reveres tradition is not the only
reason why Latin and Greek have been in the curricula of
English schools for so long. English orthography (spelling),
having little connection with pronunciation, can be learned
more easily by pupils if they have some idea of classical lan-
guages. “Ocean,” which sounds like /oh-shn/, and “theatre,”
perceived as /thietuh/, are easier to write down if one has the
words oceanus/okeanos and theatrum/theatron behind him.
Until around the mid-19th century, due to aristocrats’
marriages spreading over borders and the ensuing settle-
ments and blending, urban citizenry spoke “foreign” lan-
guages. The turn towards broader language instruction took
place towards the end of the century when the interest in liv-
ing languages became greater than what could be satisfied by
geographical or family circumstances. Wanderers who set off
down the highway with a bundle on their backs and a tool
in their pockets were guided not only by the spirit of adven-
ture and the hope for a bigger piece of bread, but also by
the desire for learning languages. The system of “exchange
children,” too, was born to satisfy this need.
The mail coach was replaced by the train, and the sail-
ing ship by the steamship. Countries got closer to each oth-
er; interest in peoples beyond the borders became keener.
The developing trade relations involved a new motivation
as well, and this new motivation called for a new form of
knowledge—that of living, spoken, and everyday languages.
The age was ripe for the birth of a more modern language
learning method. Soon Mr. Berlitz appeared on the scene
and then his many followers.
The essence of Berlitz’s method is making a connection
between an object (concept) and its foreign-language name
without the mother tongue mediating, e.g., “This is a book,
that is a pencil.”
When the shipwrecked protagonist in Karinthy’s
Who This Book Is and Isn’t For / 57
got before the queen of the depths of the seas,
this was the method he used when trying to attract her at-
tention to him: “By the method of the excellent Mr. Berlitz,
I pointed at myself and I said: ‘human.’”
This method, the direct method, dethroned translation,
which had been till then monarchical in the instruction of
Translation served as the basis for language teaching
for decades in various, gradually modernizing forms. The
pace of language learning was of course determined by the
By this time in Europe (late 19th century), boys and
girls at the age of 10 were starting to learn foreign languages
in school. By the time they acquired the “general knowledge”
provided by secondary schools, they had some knowledge of
one or even two foreign languages. At this time, however,
modern educational methods only took root in private lan-
guage teaching; the school curriculum was still under the
yoke of the pedagogical heritage of the preceding age.
Being drilled with grammar and forced to memorize
exceptions that occur once in a leap-year… no wonder that
children left secondary schools almost with a “virgin brain”
after studying German for six or eight years. It was only
the children of the well-off citizenry that obtained a usable
command of a language, of course as a result of the parents’
financial generosity and the children’s investment of time.
If we consider the nanny system—which is, admittedly,
rather efficient from the point of view of language learn-
ing—it is not difficult to recognize the Romans’ relation-
ship to their Greek teachers. The task of these exploited do-
mestic maids-of-all-work was not only language instruction,
but also the teaching of manners. I am biased towards these
pioneer practitioners of our trade: on the one hand because
34. A fantasy novel written by Frigyes Karinthy, a Hungarian writer of
the early 20th century, first published in English in 1965.
58 / POLYGLOT: HOW I LE AR N L A NGUAGES
they were the champions of women’s emancipation, fighting
amidst much hardship; on the other hand because they were
the ones who carried and passed on the baton of a higher
culture in their philistine environment.
In the mid-20th century, a new generation grew up
which related differently to foreign languages than those
who were young between the two world wars. The objective
and the motivation had changed once again.
Up to this time, the knowledge of a language was part
of general knowledge and the ambition to acquire it usu-
ally stopped when the student became a worker. Hence, the
time of language learning coincided with the years in school.
These years passed in the spirit of “preparation for life” any-
way; the slow pace of learning was not in contrast with the
students’ way of living.
The language learning needs of the post-Cold War gen-
eration, however, do not end with the years in school, and
the new generation’s objectives do not allow for long-term,
leisurely study. The world has shrunk further. Contacts with
foreigners are no longer the privilege of professional dip-
lomats, merchants seeking new markets, or boredom-ban-
ishing globetrotters. During your everyday work and every-
day leisure, you meet speakers of other languages plenty of
times: self-interest, curiosity, and expressions of friendship
demand that you should learn as quickly as possible how
to have a word with them. But it is also the development of
technology that has radically changed people’s relationship
We who fly from Budapest to Vienna in one hour in-
stead of overland by wagon for three days, and who get light
by flipping a switch instead of priming a gas-lamp, will need
such immediate methods in language learning as well.
And we have grown comfortable. We expect technology
to relieve our physical and spiritual discomforts. In regards
to language learning, the audiovisual method tries to reduce
the burden arising from the memorization indispensable to
Who This Book Is and Isn’t For / 59
any language learning by an increased involvement of the
eyes and the ears.
Yet in fairness some new methods help us to acquire an
extremely important aspect of communication: good pro-
Even the brave linguaphiles who applied the “direct
method” found it more important to faultlessly gabble the
conjugation of concevoir and other hardly-ever used verbs in
hardly-ever used tenses than to pronounce the language as
it is spoken. This is where the audiovisual method, based on
image and sound impressions, was expected to do wonders
and it did provide very good practical results.
The great advantage of the method is the opportunity to
repeat the material frequently. And I must stress that repeti-
tion is as an essential element of language learning as a knife
is to a lathe or fuel is to an internal combustion engine. This
primitive truth was, by the way, invented earlier than the
gasoline engine: Repetitio est mater studiorum—“repetition is
the mother of studies”—as our ancestors said.
It is much to the liking of the complacent child that
our schools’ educational methods appeal to as many senses
as possible. Indeed, it relieves the child’s mind of conscious
concentration. In the schools of the 19th century, learning
grammar was an end to itself. Now, however, we are start-
ing to claim that it is not even precious, not even interest-
ing, to consciously know the regularities of language. It is
not worth the trouble to mobilize the mind to learn them.
This is the principle the “immersion” method is based on.
It is not by chance that it was born in America, which is
so fond of comfort. Oftentimes, the foreign language pat-
terns are taught by endless repetition, in the form of several
hours’ long drills every day, without revealing any theoretical
connections. Thinking is a sin, which only hinders success.
Course developers can’t comprehend students who, instead
of mechanically absorbing the material, show an intellectual
60 / POLYGLOT: HOW I LE AR N L A NGUAGES
A grammar rule, like the agreement of adjectives with
nouns in French, can be learned by making your mind
aware: in the feminine, usually an -e is added to the mas-
culine adjective. But it is conceivable—and it takes much
less brainwork—that when you hear so many times “le parc,
le champ, le jardin est grand” (the park, the field, the gar-
den is large) and “la maison, la salle, la chambre est grande”
(the house, the hall, the room is large) that in the end, as
a result of continuous drill, the correct way of agreement
automatically develops in you. Yet you are not aware of it,
and therefore cannot build on your knowledge in any intel-
A complacent brain shows smaller resistance to repeti-
tion that drizzles like lukewarm rain than to the require-
ment of conscious concentration. I suspect that this is what
sticks the young in front of our TV screens today.
No one disputes the education-spreading effect of this
great technological achievement. It is not a mission of this
book to speak about what TV programs mean for villagers
and shut-ins. It cannot be denied, however, that TV doesn’t
only draw young people away from reading in terms of time.
Images are easier to follow than letters; the lazy imagination
reacts more quickly to moving pictures than still ones; and
moving pictures with sound require the least investment
of intellectual energy. We obtain experiences at the cost of
minimal physical—and even less intellectual—effort. Our
youth, with a few honorable exceptions, don’t read enough.
Even if we, the generation raised on books, view the ef-
fects of cinema, radio, and TV with anxiety in this respect,
we must admit that these technological achievements are
of enormous help in spreading culture, which can promote
language learning. It cannot be emphasized too strongly that
the main purpose of language learning is to enable com-
munication between speakers of different vernaculars, and
technology can facilitate this.
To understand your partner’s speech and to express your
Who This Book Is and Isn’t For / 61
own thoughts correctly, the radio and tape recorder can be
of great help. These of course are the inventions employed
by the audiovisual method.
We cannot have any objection to their use; at most, we
can have some misgivings. We may feel that the problem
of language learning is not entirely solved by these means.
“There is no royal way to wisdom,” as they say.
Let’s stop for a minute and examine a frequently heard
delusion. As they say, adults should learn foreign languages
the same way they once acquired their mother tongue.
I cannot accept this assertion. There is as little likelihood
of squeezing an adult into the intellectual framework of their
childhood as there is into their first pair of pajamas.
One of the characteristics of children is that they haven’t
yet learned how to speak. Even the word infant (baby) comes
from the compound in-fant (not speaking).
When babies do start speaking, they grow acquainted
with the objects around them and their names at the same
time. The outside world unfolds before them slowly and
gradually. They learn how to speak because they are com-
pelled to do so by their vital needs (the most powerful mo-
tivation!). They must make themselves understood so they
can have their needs satisfied.
An adult language learner, however, has a rich intel-
lectual and emotional world to convey. Along with their
thoughts and emotions, Pavlov’s second signal system—the
linguistic form—has developed in them. To transform this
whole, ready signal system into a foreign language can be
To wit: my teacher friend escaped the Arrow Cross ter-
ror, hiding with a pupil of hers; they experienced the lib-
In mere weeks the little 10-year-old girl
35. The Arrow Cross Party was a fascist organization that was in power
in 1944–1945 in Hungary; it executed many thousands of Jews. The So-
viet “liberation” (and occupation) was completed by April 1945.
62 / POLYGLOT: HOW I LE AR N L A NGUAGES
was chattering happily with the Soviet officers who lived in
the same courtyard, while my friend had great difficulties in
conversation. “It’s easy for little Eve,” she consoled herself,
“she only has to translate the knowledge of four grades of
elementary school, but I have to complete secondary school
and even university in myself first.”
Children’s and adults’ abilities differ from each other.
A child is automatic; an adult is logical. I saw an illustrative
example of this trivial truth not long ago at an examination
of first-graders. The seven-year-old ladies and gentlemen re-
cited various poetic and prosaic texts from memory for 15
minutes, which was a piece of cake for their young minds.
These same children’s lips, however, became completely
mute when the teacher asked them a question in connection
with a poem: “Why do you say that the cow is a domestic
animal?” In the end, a girl with a blonde braid saved the
prestige of the class: “Because it is not wild,” she replied.
It is a bitter lesson but it has to be expressed once: the
time spent on language learning is lost unless it reaches a
certain—daily and weekly—concentration.
Serious people tend to avoid generalizations, but one
claim seems appropriate here: the ALL needs to study a
minimum of 10–12 hours a week. If one cannot or doesn’t
want to invest this much time, he or she should think twice
about the enterprise.
(An interesting question is if someone who invests, say,
four times as much on learning will be able to acquire last-
ing knowledge in a fourth of the time.)
The 10–12 hours a week is, of course, an average. Still,
let’s start from this average when we look at the language
learning method of a working adult.
According to the old, classic division of a day, one de-
votes eight hours for work, eight for having a rest or recre-
ation, and eight for sleeping.
Hypnotists attempted using the eight hours for sleep for
language learning. The attempt was unsuccessful and was
Who This Book Is and Isn’t For / 63
I cannot comment on the psychological basis of the re-
laxation method, which has a growing popularity, due to
my lack of technical knowledge. I find its material, which is
recorded on a tape with enviable, beautiful pronunciation,
well structured. I only miss two things about it—my two
One is being interesting. We know that its meaning is
“being inside, being within” (inter esse). This is the secret of
radio and TV quiz shows. The viewers/listeners spontane-
ously become involved in the game: they compete together
with the participants and they test their own knowledge.
Persistent attention—one of the preconditions of all suc-
cessful learning—is assured.
The text one listens to in a relaxed state gives the perfect
answer: “This is how you should say it.” In an adult mind,
however, a question inevitably arises: “Why should I say it
like that?” And if one can find the answer to this question
out of self-effort, the other precondition of successful learn-
ing, the sense of achievement is guaranteed.
There is no progress without effort. But effort takes time.
How should an adult, a working person, manage this?
Answer: One should connect language learning with ei-
ther work or leisure. And not at the expense of them but to
What does this apparent circle-squaring mean?
Let’s take work first. A fair part of a person’s work to-
day is self-improvement, supplementing one’s knowledge.
A foreign language can be very important in expanding the
specialized knowledge of an engineer, a remedial teacher, a
skilled worker, a music instructor, a physician, and a foreign
What a learner must realize is that his need of a lan-
guage may be equally specialized; that is, he doesn’t need the
When I set out to learn Japanese in 1956, there was no
64 / POLYGLOT: HOW I LE AR N L A NGUAGES
teacher and no course book to be found in Hungary.
My motivation for learning Japanese was to translate
a chemical patent, a job that I had heroically (i.e., rashly)
taken on. Fortunately, the large number of formulas, figures,
captions, and charts helped me in solving this hopeless-
First I had to determine, based on the text in my hands,
what kind of language Japanese was: if it “agglutinates” (uses
suffixes) like Hungarian does, if it “inflects” (bends words)
like German does, or if it “isolates,” like English and Chinese
Although I managed to get hold of a dictionary, it was
not a technical one. In any case, those who have read tech-
nical/scientific texts know that they (not dictionaries) are
the richest—and, unfortunately, the only reliable—source
of technical terms.
Technical knowledge is worth more than the best dic-
tionary in translating technical documents. If, for example,
there is an acid and a base standing on one side of an equa-
tion of a chemical process, a chemist will not have to rack
his or her brain: he or she will know that the words (or
hieroglyphs) on the other end of the equals sign mean salt
My experience with Japanese was an extreme case. I ad-
mit that not everyone has the patience or time for research
like that. (The translation, in fact, went creeping at a snail’s
pace at the beginning, but I got the hang of it after a week
and was earning 20 or 30 forints for each day’s work.) But
the rule holds that for every language, student, and level,
technical knowledge is often the key that opens the gate of
Whenever I am asked how I was able to succeed in many
languages in a relatively short period of time, I always make
a bow in spirit to the source of all knowledge: books. My
advice to learners can thus be expressed in one word: read!
It cannot be denied, though, that a personal exchange
Who This Book Is and Isn’t For / 65
of views, a live conversation, will often leave a more lasting
mark in our memory than what is in books.
In practice, however, relationships are not easy to es-
tablish and not easy to maintain. Apart from your teachers,
who can you expect to be at your disposal and to endure
your stuttering attempts with resignation (or maybe even
correct them)? Can you expect your foreign acquaintances
to always be patient—especially if you can already commu-
nicate with them in a common language?
Apart from a conversation with oneself, which I keep
advocating so frequently (and which I named autologue be-
cause neither monologue or dialogue covers the concept),
there is one situation I find suitable for conversation: a
relative, friend, or acquaintance visiting you in your home
country, who—out of gratitude for showing him around—
will allow you to practice with him. What’s more, he might
even warn you—possibly tactfully—of your mistakes.
By the way, it is not only an individual but also a na-
tional trait that determines how much someone tolerates
the incorrect, broken speech of non-natives. A phlegmatic
Englishman will not bother in the least. He has gotten used
to the fact that even his compatriots speak differently, de-
pending on their residence and social class, let alone speak-
ers of American and Canadian English and the “faulty” pro-
nunciation of job seekers who arrive from the former British
French people are characterized by a nationwide intol-
erance. If one is good mannered, they will only grumble
to themselves; if one is uneducated, they will express their
dislike with a grimace. I think it is their pride that makes
them aggressive. They haven’t yet gotten used to the fact that
French, once a means of communication between emperors
and ambassadors, is now stumbling from the lips of low-
I see another difficulty in practicing a language with
others. An uninteresting partner is uninteresting in a foreign