The Distinctive Brain Processing of Mother Tongue: Unconscious Knowing vs. Conscious Learning

When it comes to the way the brain processes languages, it seems to distinguish the mother tongue from all other languages. This distinction is rooted in the nature of how the brain acquires and retains knowledge. Specifically, the brain has two types of knowing: unconscious knowing and conscious knowing. This article delves into the unique characteristics of how the brain processes and stores the mother tongue versus secondary languages.

The Nature of Brain Knowledge Acquisition

Our brains are fascinating machines, capable of absorbing and storing vast amounts of information. However, not all knowledge is processed in the same manner. Daniel Kahneman, "Thinking, Fast and Slow" introduced the concepts of "Thinking Fast and Slow" to describe two distinct modes of thought. Conscious thinking, which involves deliberate and careful analysis, is slow and laborious. In contrast, unconscious thinking is fast and apparently effortless. This fundamental understanding helps us grasp why the mother tongue is processed differently from secondary languages.

Unconscious Knowing and Its Implications

Unconscious knowing enables us to perform complex tasks without continuous cognitive effort. For instance, knowing how to walk, swallow, ride a bike, or play an instrument is a result of unconscious knowing. These skills, after extensive practice and over-learning, become automatic. Similarly, native speakers can recognize whether something sounds right or wrong, even if they cannot clearly articulate the rules governing such judgments. This is a reflection of unconscious knowledge at work in the brain.

Acquisition of Mother Tongue vs. Secondary Languages

Acquiring a mother tongue is a lifelong process, starting from a very young age. The process is fundamentally different from learning a secondary language. During early childhood, the brain is highly receptive and adaptable, and much of the language learning happens through unconscious means. For example, children often make predictable grammatical errors by overgeneralizing rules they are developing. They say "I saw some mans" or "I eated it all" because these errors are the result of unconscious rule formation, not conscious imitation.

In contrast, learning a secondary language, if started at a later age, requires a more conscious and analytical approach. While it is possible to accelerate the learning process through constant immersion, it still requires deliberate effort. Some language learners may achieve unconscious knowledge of a second language through years of practice, but the outcome is often not as fluent or nuanced as a native speaker's.

Unconscious and Conscious Learning

The process of unconscious learning refers to the natural progression from conscious knowledge to unconscious knowledge. This occurs through extensive practice and exposure to the language. In contrast, conscious learning involves deliberate study, practice, and understanding of the language rules and structures. Both pathways lead to fluency, but the former is more natural and often results in better internalized knowledge.

Examples of Unconscious Knowing in Action

Consider the example of a seasoned chess player. Their ability to "see" the chessboard intuitively is the result of unconscious knowing. Similar to musicians like Yehudi Menuhin, where the fingers move naturally as the brain focuses on the nuances of the performance. This phenomenon highlights how unconscious knowledge can facilitate more complex and nuanced activities.

How the Brain Stores and Retrieves Language Information

One of the reasons the brain treats the mother tongue differently is due to the extensive exposure and practice that occur during the formative years. The brain builds a rich network of neural connections for the mother tongue, making it more efficient and intuitive. For a secondary language, the brain has to form new connections and pathways, which can be achieved through repetition and consistent practice, but it often takes more time to achieve fluency and naturalness.

The brain's ability to store and retrieve information efficiently means that the mother tongue is processed more quickly and accurately. Native speakers often do not have to consciously think about the rules governing their language; they simply know and apply them naturally. This is because the rules and structures of the mother tongue are deeply ingrained in the brain's neural pathways.

Conclusion

The brain processes and stores the mother tongue differently from secondary languages. This difference is not only due to the extensive exposure and practice that occur during early childhood but also due to the unique nature of how the brain acquires and retains knowledge. Unconscious knowing plays a crucial role in making the mother tongue feel natural and effortless, whereas conscious learning is more prevalent in the acquisition of secondary languages. Understanding these distinctions can provide insight into how to optimize language learning and improve fluency.

References

Kahneman, D. (2011). iThinking, Fast and Slow/i. Farrar, Straus and Giroux.