How to Stay Motivated to Learn Something New | 🎧 English on the Go! | Intermediate

TRANSCRIPT
1. INTRODUCTION TO THE EPISODE

Host Brian: Welcome to English on the Go, where we help you learn everywhere so you can speak everywhere! I'm your host Brian, and today we're diving into something that affects all of us – staying motivated when learning something new. 
Host Brian: Whether you're learning English, picking up a musical instrument, or trying to master cooking, keeping that motivation alive can be challenging. 
Host Brian: By the end of this episode, you'll discover practical strategies to stay motivated and learn how others overcome their learning challenges.
Brian: Before we jump into our conversation, let's think about why motivation is so important. Did you know that roughly 80% of New Year's resolutions fail by February? 
Host Brian: That's often because people lose their motivation. Today, we'll hear from Sarah, a language teacher, and Mike, a business professional who recently learned Japanese. 
Host Brian: They'll share their experiences and insights about maintaining motivation during the learning journey.

2. PRE-LISTENING QUESTIONS

Host Brian:: Before we start our conversation, take a moment to think about:
Host Brian: What's the longest you've stuck with learning something new?
Host Brian: What usually causes you to give up when learning something?
Host Brian: What strategies have worked for you in staying motivated?

3. MAIN CONVERSATION

Brian: Today, I'm joined by Sarah Thompson, who has been teaching languages for over 10 years, and Mike Chen, who successfully learned Japanese while working full-time. Welcome to you both!
Sarah: Thanks for having us, Brian! I'm excited to share some insights from both teaching and learning perspectives.
Mike: Great to be here! Can't wait to share my journey of learning Japanese.
Brian: Let's dive right in. Mike, what made you decide to learn Japanese, and how did you keep your motivation up?
Mike: Well, I'll level with you, Brian. At first, I was just interested in anime and Japanese culture, but as I dove deeper, I realized I wanted to do business with Japanese companies. That gave me a concrete goal to work towards.
Sarah: That's such a crucial point – having a clear purpose. I've noticed my students who stick with it are the ones who can visualize their end goal.
Mike: Exactly! But I'll be honest, there were times when I felt like throwing in the towel, especially when dealing with kanji characters.
Brian: How did you push through those moments?
Mike: I broke it down into smaller, manageable chunks. Instead of thinking, I need to learn thousands of characters, I focused on learning five new ones each day. It made it less overwhelming.
Sarah: That's what I call bite-sized learning. It's like climbing a mountain – you don't look at the peak, you focus on the next step.
Brian: That's fascinating! Sarah, from your teaching experience, what are some common motivation killers?
Sarah: The biggest one is when students bite off more than they can chew. They try to go from zero to hero overnight, burn themselves out, and then give up. It's crucial to set realistic expectations.
Mike: I can relate to that! I initially tried studying for three hours after work every day. I was burning the candle at both ends, and it wasn't sustainable.
Sarah: Exactly! It's better to study for 30 minutes consistently than to crash and burn after a week of intensive study.
Brian: What strategies would you recommend for maintaining long-term motivation?
Mike: For me, tracking my progress was key. I used an app to create a streak, and I didn't want to break it. Also, finding a language exchange partner kept me on my toes.
Sarah: Yes, accountability is huge! I also recommend my students celebrate small wins. Did you learn five new words today? That's worth celebrating! It's about building momentum.
Mike: Another thing that helped was switching things up. Some days I'd watch Japanese shows, other days I'd read manga, or practice writing. It kept things fresh and interesting.
Sarah: That's what we call varied learning approaches. It not only maintains interest but also helps develop different language skills.
Brian: Those are excellent points! Any final advice for our listeners?
Sarah: Remember that motivation isn't just about willpower. It's about creating systems and habits that set you up for success. And don't be afraid to take a breather when needed.
Mike: And find your why. When you have a strong reason for learning something, it's easier to push through the tough times.

4. VOCABULARY ANALYSIS

Brian: Hey there, English learners! Let's break down some of the interesting expressions we heard in today's conversation. I'll explain each one and show you exactly how our guests used them.
1. Level with you Hey folks, let me break this down for you. When Mike said 'I'll level with you, Brian,' he was preparing to be completely honest about his learning journey. It's like saying 'I'm going to be totally straight with you.' We use this when we want to be particularly honest or direct with someone.

2. Dive deeper You heard Mike use this one when talking about his initial interest in Japanese. To 'dive deeper' means to explore something more thoroughly – like when you're not satisfied with just scratching the surface. Think of it like actually diving into a pool versus just dipping your toes in!

3. Stick with it Sarah used this phrase when talking about her successful students who 'stick with it.' It means to persevere or continue doing something even when it gets tough. In the conversation, she specifically said 'students who stick with it are the ones who can visualize their end goal.' It's like glue – you're stuck to your goal and won't let go!

4. Throw in the towel Here's an interesting one! Mike mentioned 'feeling like throwing in the towel' when learning kanji. This boxing metaphor means to give up or quit. Just like in boxing, when a team throws a towel into the ring, they're giving up the fight. But remember – Mike didn't actually throw in the towel; he found a way to push through!

5. Break it down You heard Mike say he 'broke it down into smaller, manageable chunks.' This means to divide something big into smaller parts. Instead of trying to eat a whole cake at once, you're taking it one slice at a time. Smart strategy, right?

6. Bite-sized learning Sarah introduced this term 'bite-sized learning,' comparing it to climbing a mountain. Just like you'd eat a sandwich in bites rather than all at once, you take your learning in small, manageable pieces. It makes the whole process less overwhelming!

7. Bite off more than you can chew Here's a related expression! Sarah warned about students who 'bite off more than they can chew.' Imagine trying to fit an entire hamburger in your mouth – that's what we're talking about here! It means taking on more than you can handle. In learning, this might mean trying to master 100 new words in one day!

8. Go from zero to hero Sarah mentioned students trying to 'go from zero to hero' overnight. This colorful phrase means attempting to transform from a complete beginner to an expert too quickly. It's like expecting to run a marathon when you've just learned to walk!

9. Burn yourself out We heard this phrase when discussing excessive studying. To 'burn out' means to exhaust yourself completely. Think of a candle that's been lit too long – eventually, it burns out. That's exactly what happens when you study too intensively without breaks!

10. Burning the candle at both ends Speaking of candles, Mike confessed to 'burning the candle at both ends' when he tried studying for three hours after work. Imagine a candle lit at both ends – it'll burn out twice as fast! This means trying to do too many things at once, often sacrificing rest.

11. Keep someone on their toes Mike mentioned that having a language exchange partner 'kept him on his toes.' Picture a ballet dancer on their tiptoes – they need to stay alert and focused! This phrase means staying alert, engaged, and ready for challenges.

12. Build momentum Sarah talked about 'building momentum' when discussing small wins. Think of a snowball rolling down a hill, getting bigger and faster – that's momentum! In learning, it means your progress helps you make even more progress.

13. Set up for success At the end, Sarah mentioned 'setting up for success.' This means creating the right conditions to make success more likely. It's like a chef preparing all ingredients before cooking – everything is ready to help you succeed!

14. Take a breather Last but not least, Sarah advised listeners to 'take a breather' when needed. Just like you might pause to catch your breath after running, this means taking a short break to rest and recharge. It's an important part of preventing burnout!

Brian: Now, wasn't that fun? These expressions make English so colorful and interesting! Try using one or two of these in your conversations this week. Remember, the best way to learn these phrases is to use them in context.

5. QUIZ TIME

Host Brian:: Time to test your understanding! Remember, I'll reveal the answers at the end of the episode.
1. According to Mike, what was his initial motivation for learning Japanese? 
a) Business opportunities 
b) Anime and Japanese culture 
c) Travel plans

2. What did Sarah say was the biggest motivation killer? 
a) Lack of time 
b) Trying to learn too much too quickly 
c) Not having clear goals

3. Which strategy did Mike use to track his progress? 
a) Writing in a journal 
b) Using an app to create a streak
 c) Recording himself speaking

6. POST-LISTENING QUESTIONS

Host BrianTake some time to reflect on these questions:
Host Brian: How can you apply the bite-sized learning approach to your current goals?
Host Brian: What's your why for learning English?
Host Brian: Which of the strategies discussed today resonates most with you?
Host Brian:  Hint: Think about your daily routine and how you can incorporate small learning moments throughout your day

7. CONCLUSION

Host Brian: Now, let's reveal those quiz answers:
1. b) Anime and Japanese culture
2. b) Trying to learn too much too quickly
3. b) Using an app to create a streak
Host Brian:  Don't forget to download your free PDF vocabulary list! 
Host Brian:  Remember, learning is a journey, not a race. Keep practicing, stay motivated, and join us next week for another exciting episode of English on the Go.  
Host Brian: As we always say, Learn everywhere, speak everywhere!

8. VOCABULARY SUMMARY TABLE

Word/Phrase	Part of Speech	Definition	Example Sentence	Synonyms
Level with	Phrasal Verb	To speak honestly	Let me level with you about your progress.	Be honest, be frank
Dive deeper	Phrasal Verb	To explore thoroughly	Let's dive deeper into this topic.	Investigate, explore
Stick with it	Phrasal Verb	To persevere	If you stick with it, you'll improve.	Persevere, persist
Throw in the towel	Idiom	To give up	Don't throw in the towel just yet.	Give up, surrender
Break it down	Phrasal Verb	To divide into parts	Let's break it down into smaller steps.	Divide, separate
Bite-sized	Adjective	Small and manageable	I prefer bite-sized lessons.	Small, manageable
Burn out	Phrasal Verb	To become exhausted	Don't study so hard that you burn out.	Exhaust, wear out
Keep on one's toes	Idiom	To stay alert	This challenge keeps me on my toes.	Stay alert, remain vigilant
Build momentum	Phrase	To gather force	She's building momentum in her studies.	Gain speed, progress
Set up for success	Phrase	To create favorable conditions	These habits set you up for success.	Prepare, establish

EXERCISE

EXERCISE 1: Fill in the Blanks

Instruction: Listen to the conversation and fill in the blanks with the appropriate words 
 Brian:   Today, I'm joined by Sarah Thompson, who has been teaching languages for over 10 years, and Mike Chen, who successfully learned Japanese while working (1)______. Welcome to you both! 
 Sarah: :  Thanks for having us, Brian! I'm excited to share some insights from both teaching and (2)______ perspectives. 
 Mike:  Great to be here! Can't wait to share my (3)____________ of learning Japanese. 
 Brian:   Let's dive right in. Mike, what made you decide to learn Japanese, and how did you keep your (4)____________ up? 
 Mike:  Well, I'll level with you, Brian. At first, I was just interested in anime and Japanese (5)______, but as I dove deeper, I realized I wanted to do business with Japanese companies. That gave me a concrete goal to work towards. 
 Sarah: :  That's such a crucial point – having a clear (6)______. I've noticed my students who stick with it are the ones who can visualize their end goal. 
 Mike:  Exactly! But I'll be honest, there were times when I felt like throwing in the (7)______, especially when dealing with kanji characters. 
 Brian:   How did you (8)______ through those moments? 
 Mike:  I broke it down into smaller, manageable chunks. Instead of thinking, I need to learn thousands of characters, I focused on learning five new ones each (9)______. It made it less overwhelming. 
 Sarah: :  That's what I call bite-sized learning. It's like climbing a mountain – you don't look at the peak, you focus on the next (10)______. 
 Brian:   That's fascinating! Sarah, from your teaching experience, what are some common motivation (11)______? 
 Sarah: :  The biggest one is when students bite off more than they can (12)______. They try to go from zero to hero overnight, burn themselves out, and then give up. It's crucial to set realistic expectations. 
 Mike:  I can relate to that! I initially tried studying for three hours after work every (13)______. I was burning the candle at both ends, and it wasn't sustainable. 
 Sarah: :  Exactly! It's better to study for 30 minutes (14)______ than to crash and burn after a week of intensive study. 
 Brian:   What strategies would you recommend for maintaining (15)____________ motivation? 
 Mike:  For me, tracking my (16)____________ was key. I used an app to create a streak, and I didn't want to break it. Also, finding a language exchange partner kept me on my toes. 
 Sarah: :  Yes, accountability is huge! I also recommend my students celebrate small (17)______. Did you learn five new words today? That's worth celebrating! It's about building momentum. 
 Mike:  Another thing that helped was switching things up. Some days I'd watch Japanese shows, other days I'd read manga, or practice (18)______. It kept things fresh and interesting. 
 Sarah: :  That's what we call varied learning approaches. It not only maintains interest but also helps develop different language (19)______. 
 Brian:   Those are excellent points! Any final (20)______ for our listeners? 
 Sarah: :  Remember that motivation isn't just about willpower. It's about creating systems and (21)____________ that set you up for success. And don't be afraid to take a breather when needed. 
 Mike:  And find your why. When you have a strong (22)____________ for learning something, it's easier to push through the tough times.
________________________________________

EXERCISE 2: True, False, Not Given

Instruction: Read each statement carefully and mark it as True, False, or Not Given based on the conversation.
1. Mike started learning Japanese because he wanted to work in Japan.
2. Sarah believes students give up easily if they don't visualize their goals.
3. Mike studied Japanese for three hours every weekend.
4. Sarah encourages students to celebrate small achievements in their learning.
5. Mike watched Japanese shows as part of his varied learning approach.
________________________________________

EXERCISE 3: Multiple Choice Questions

Instruction: Choose the correct answer for each question based on the conversation.
1. Why did Mike initially start learning Japanese?
o a) To work in Japan
o b) Because of his interest in Japanese culture
o c) To challenge himself
o d) To study abroad
2. How did Mike handle the overwhelming task of learning kanji?
o a) He learned 50 characters daily
o b) He broke it down into smaller goals
o c) He used an app to track his progress
o d) He watched Japanese anime to learn
3. According to Sarah, what is a common mistake students make?
o a) Studying too little each day
o b) Trying to study without a clear goal
o c) Biting off more than they can chew
o d) Focusing too much on grammar
________________________________________

EXERCISE 4: Matching Information

Instruction: Match each phrase to the correct point made by the speakers.
1. "Bite-sized learning"
2. "Tracking progress"
3. "Taking a breather"
4. "Accountability"
5. "Varied learning approaches"
a) Mike used this to keep his motivation up.
b) Sarah advises this for maintaining consistency.
c) Mike says this kept him interested and engaged.
d) Sarah believes in this to keep momentum in language learning.
e) Mike and Sarah both agree on the importance of this when learning a language.
________________________________________
EXERCISE 5: Sentence Rearrangement
Instruction: Rearrange the jumbled sentences to form coherent statements related to the conversation.
1. initially / anime and Japanese culture / Mike’s interest / sparked / learning.
2. goals / setting / motivation / Mike and Sarah / to achieve / agree / helps.
3. five / each day / Mike / learn / kanji characters / tried / new.
4. Sarah / small / advises / victories / to celebrate / language learners.
________________________________________

EXERCISE 6: Choose the Correct Word

Instruction: Fill in the blanks with the correct word from the options provided.
1. Mike initially felt overwhelmed by learning _____. (kanji / hiragana / vocabulary)
2. Sarah calls her approach to teaching “_____ learning.” (fast / bite-sized / detailed)
3. Sarah advises her students to avoid biting off more than they can _____. (finish / complete / chew)
4. Mike suggests using an app to track _____ as a motivation booster. (lessons / progress / mistakes)
________________________________________

EXERCISE 7: Sentence Reordering

Instruction: Put the sentences in the correct order to recreate a summary of the conversation.
1. Brian asks Mike how he managed to stay motivated while learning Japanese.
2. Sarah explains that many of her students struggle with motivation when they don’t have clear goals.
3. Mike shares his initial interest in Japanese culture, which later developed into a business goal.
4. Sarah emphasizes the importance of celebrating small wins in language learning.
5. Brian asks Sarah about common reasons people lose motivation.
________________________________________

EXERCISE 8: Paraphrasing Practice

Instruction: Rewrite each of the following statements from the conversation in your own words.
1. "Mike initially wanted to learn Japanese because he was interested in anime and Japanese culture."
2. "Sarah says that having a clear purpose is essential for students to stay motivated."
3. "Sarah calls it bite-sized learning, comparing it to taking one step at a time while climbing a mountain."
4. "Mike says that switching up his learning methods kept things interesting and engaging."
________________________________________

EXERCISE 9: Opinion Writing

Instruction: Based on the conversation, write a brief paragraph (3-5 sentences) sharing your opinion on whether setting small, manageable goals is an effective strategy for learning a new language. Support your response with reasons.

________________________________________

EXERCISE 10: Dialogue Completion

Instruction: Complete the conversation by filling in the blanks with appropriate responses. Use context from the conversation.
Brian: "Sarah, from your teaching experience, what’s the most common reason people lose motivation?"
Sarah: "The biggest one is when students bite off more than they can chew. They try to go from zero to hero overnight and then give up."
Brian: "So, you would recommend that students _____?"
Sarah: "Absolutely! I also suggest celebrating small wins. It’s important to _____."

ANSWER KEY

Exercise 1: Fill in the Blanks:

1. full-time

2. learning

3. journey

4. motivation

5. culture

6. purpose

7. towel

8. push

9. day

10. step

11. killers

12. chew

13. day

14. consistently

15. long-term

16. progress

17. wins

18. writing

19. skills

20. advice

21. habits

22. reason

________________________________________

Exercise 2: True, False, Not Given

1. Not Given

2. True

3. False

4. True

5. True

________________________________________

Exercise 3: Multiple Choice Questions

1. b) Because of his interest in Japanese culture

2. b) He broke it down into smaller goals

3. c) Biting off more than they can chew

________________________________________

Exercise 4: Matching Information

1. "Bite-sized learning" - b) Sarah advises this for maintaining consistency.

2. "Tracking progress" - a) Mike used this to keep his motivation up.

3. "Taking a breather" - e) Mike and Sarah both agree on the importance of this when learning a language.

4. "Accountability" - d) Sarah believes in this to keep momentum in language learning.

5. "Varied learning approaches" - c) Mike says this kept him interested and engaged.

________________________________________

Exercise 5: Sentence Rearrangement

1. Mike’s interest in anime and Japanese culture initially sparked his learning.

2. Mike and Sarah agree that setting goals helps to achieve motivation.

3. Mike tried to learn five new kanji characters each day.

4. Sarah advises language learners to celebrate small victories.

________________________________________

Exercise 6: Choose the Correct Word

1. kanji

2. bite-sized

3. chew

4. progress

________________________________________

Exercise 7: Sentence Reordering

Correct Order:

1. Brian asks Mike how he managed to stay motivated while learning Japanese.

2. Mike shares his initial interest in Japanese culture, which later developed into a business goal.

3. Sarah explains that many of her students struggle with motivation when they don’t have clear goals.

4. Sarah emphasizes the importance of celebrating small wins in language learning.

5. Brian asks Sarah about common reasons people lose motivation.

________________________________________

Exercise 8: Paraphrasing Practice

1. Mike originally wanted to learn Japanese because he liked anime and Japanese culture.

2. Sarah explains that having a clear reason is vital for students to maintain their motivation.

3. Sarah describes "bite-sized learning" as similar to climbing a mountain one step at a time.

4. Mike found that changing up his study methods helped keep him engaged.

________________________________________

Exercise 9: Opinion Writing

Sample Answer:

Setting small, manageable goals can be an effective strategy for learning a new language. Breaking down complex tasks, like learning kanji characters, into smaller chunks makes the process feel less overwhelming. It also creates a sense of progress, which can be very motivating. Additionally, small goals can be more sustainable, preventing burnout.

________________________________________

Exercise 10: Dialogue Completion

Sample Answers:

Brian: "So, you would recommend that students focus on smaller steps?"

Sarah: "Absolutely! I also suggest celebrating small wins. It’s important to stay motivated by recognizing each step forward."