I meant like the sound of the word obviously learning just words individually is a recipe for disaster. I have read a lot of your posts about collocations because I found them interesting. I meant like people on lingq will mark radio/tendon/cable/Civil/Club etc or words that look the same in english instantly known I will wait until when I see this word while reading in spanish the spanish pronunciation comes to mind(sub vocalizing while reading). This can help either through listening practice or pausing just saying the word correctly a few times when reading. I cant comment on ultrareading because I am not at the level necessary to give it a shot comfortably. Also, I don’t do this type of thing in my native language so it would feel weird, but if one likes this activity it seems like a very dense/time efficient way to tackle their target language.
I do wonder if speaking too early could be counterproductive, or even damaging.
Using similar reasoning to my subvocalization point, if you attempt to talk too early, you’ll try to say things you’re not ready to say, so you’re forced to rely on the syntax and sounds of your native language to fill in the gaps. You’re activating improper neural pathways. If you’re able to communicate, but incorrectly, you’re still getting the positive reinforcement of having communicated, strengthening improper pathways (I’m speaking wwaaaayyy outside of what I’m actually qualified to speak about lol, I just like thinking about these hings).
I imagine this is variable among individuals (some talk-early ppl do get good results, I think anyways, I don’t personally know any), but I wonder if the safest bet might be to delay output for some time, so that once you do attempt to output, you’re already more likely to produce more correct forms than you otherwise would have if you had started talking earlier. You never activate improper pathways to begin with. But for me personally, I’d never try talking early simply because it’s just too frustrating, it’s like trying to run with my shoelaces tied together. I have to be at a high enough level just to get the frustration to a bearable level. And I don’t want to be that guy who tries to talk, but yet can’t really talk, no one can understand him and he’s just a pain in the butt to everyone around him.
But I also wonder if the act of outputting feeds back into the input by making you notice new things you hadn’t paid attention to before. You might have not noticed some detail until you try to say it and only then do you realize your understanding wasn’t as deep as you thought it was. So input from then on could be more effective… Ultimately, I just follow the “talk when you feel like it” school of thought, after a while, you start to just for fun put sentences together in your head and eventually feel like talking.
“cant comment on ultrareading because I am not at the level necessary to give it a shot comfortably.” (@Hagowingchun)
You don’t have to use a high audio speed such as 1.5x, just use the speed you feel comfortable with (say, in the range between 0.7x and 1.5x).
“Also, I don’t do this type of thing in my native language so it would feel weird”
Yes, it feels “weird” in our L1s because as adults we’re way too advanced to need such a crutch. But I wonder if this is different for children / young teens.
Anyway, our family is expecting a baby girl in a few days. She doesn’t know it yet, but she will be my “test subject” for all kinds of practical skills acquisition processes (including First Language Acquisition, in this case: German and Spanish and probably English / French for SLA). So I’ll be able to test out how “reading while listening” works for this little girl in a preschool and elementary school scenario 