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Mastering English Through Shadowing and Conversation Practice · SpeakSmart English

• 0:00
  Speaker 1: Picture walking into this really bustling, dimly lit marketplace in
• 0:05
  Speaker 1: a foreign country.
• 0:06
  Speaker 2: Oh yeah, like total sensory overload exactly.
• 0:09
  Speaker 1: Yeah, and you don't know a single syllable of the
• 0:11
  Speaker 1: local language none.
• 0:13
  Speaker 2: Right, you're just completely linguistically blind.
• 0:16
  Speaker 1: Yeah. But you stand off to the side and you
• 0:18
  Speaker 1: just observe this customer interacting with a merchant, just people watching, right,
• 0:23
  Speaker 1: and you see a series of hand gestures, a subtle
• 0:27
  Speaker 1: shake of the head, a pointed finger at some specific
• 0:30
  Speaker 1: item m hm.
• 0:31
  Speaker 2: Reading the body language.
• 0:32
  Speaker 1: You see a sudden shift in posture, and then finally
• 0:36
  Speaker 1: this hurried exchange of currency.
• 0:38
  Speaker 2: So even without the words, you know exactly what just
• 0:41
  Speaker 2: went down.
• 0:41
  Speaker 1: Exactly, even without translating a single phone your brain instantly max.
• 0:46
  Speaker 2: Out the narrative because a negotiation clearly just happened.
• 0:49
  Speaker 1: Yeah, negotiation began, a rejection occurred, and some sudden compromise
• 0:54
  Speaker 1: was reached, right, probably fueled by I don't know, some
• 0:57
  Speaker 1: form of.
• 0:58
  Speaker 2: Scarcity, like the merchant saying it's the last one, right,
• 1:01
  Speaker 2: And how do.
• 1:01
  Speaker 1: You inherently know this? Because the human brain is just well,
• 1:05
  Speaker 1: it's evolutionarily wired to decode social dynamics.
• 1:08
  Speaker 2: We're built for it. We understand transactional intent and human
• 1:12
  Speaker 2: behavior way before we ever process localized vocabulary.
• 1:16
  Speaker 1: Welcome to our exploration of a highly specific fluency blueprint.
• 1:21
  Speaker 1: We know you are perpetually on a quest to master
• 1:24
  Speaker 1: new skills, you know, to really understand the complex underlying
• 1:28
  Speaker 1: mechanics of how we actually learn.
• 1:30
  Speaker 2: Yeah, how the brain actually acquires a new skill, not
• 1:33
  Speaker 2: just the textbook version of it.
• 1:34
  Speaker 1: So today we are analyzing this fascinating pedagogical framework that
• 1:39
  Speaker 1: takes that exact natural human instinct for pattern recognition and
• 1:44
  Speaker 1: it reverse engineers it into this incredibly sophisticated learning engine.
• 1:48
  Speaker 2: The framework we are deconstructing today, it's well, it's designed
• 1:51
  Speaker 2: to dramatically accelerate language acquisition, but it's not just for language, right, No,
• 1:55
  Speaker 2: not at all. The mechanics apply to mastering almost any
• 1:58
  Speaker 2: complex cognitive skill you can think of.
• 2:00
  Speaker 1: So it's about the biological process of learning itself, exactly.
• 2:03
  Speaker 2: It strips away all those traditional sterile classroom models of.
• 2:07
  Speaker 1: The endless lists of isolated nouns and verbs on.
• 2:09
  Speaker 2: A chalkboard, right, the stuff that puts you to sleep. Instead,
• 2:13
  Speaker 2: it anchors the entire learning process in real life conversational.
• 2:17
  Speaker 1: Modeling, which is so much more effective.
• 2:19
  Speaker 2: Oh, entirely. Our goal here is to uncover the biological
• 2:23
  Speaker 2: and psychological mechanisms that make the specific sequence of learning
• 2:28
  Speaker 2: so highly effective.
• 2:30
  Speaker 1: And it really is a journey, right. We're going to
• 2:32
  Speaker 1: follow the learner's brain through several distinct phases.
• 2:36
  Speaker 2: Yeah, moving from that initial contextual confusion straight into mechanical
• 2:41
  Speaker 2: language assembly.
• 2:42
  Speaker 1: Than into neurological automation, which we'll.
• 2:44
  Speaker 2: Explain right, and then physical embodiment and ultimately the psychological
• 2:48
  Speaker 2: resilience required to survive the inevitable plateaus of skill acquisition.
• 2:53
  Speaker 1: Which honestly might be the most important part. So the
• 2:56
  Speaker 1: entry point of this framework is a mandate that feels
• 2:59
  Speaker 1: honestly incredible.
• 3:00
  Speaker 2: Plea counterintuitive, especially if you spent your childhood sitting at
• 3:02
  Speaker 2: a desk parsing grammar rules.
• 3:04
  Speaker 1: Yeah, right. The instruction for the learner is to simply
• 3:07
  Speaker 1: listen to a recorded conversation between native speakers and focus
• 3:12
  Speaker 1: entirely on the meaning.
• 3:13
  Speaker 2: Just the overarching meaning, nothing else.
• 3:15
  Speaker 1: Yeah. You are literally instructed to ignore the individual words
• 3:19
  Speaker 1: you don't understand.
• 3:20
  Speaker 2: Which is so hard to do. We always want to
• 3:22
  Speaker 2: pause and look up every single word.
• 3:24
  Speaker 1: I know, it's a tough habit. To break. But the
• 3:26
  Speaker 1: framework models this through a very grounded, everyday scenario.
• 3:30
  Speaker 2: It's a great scenario.
• 3:31
  Speaker 1: Actually, yeah, it's this guy, a customer named Alex, who
• 3:35
  Speaker 1: walks into a bookstore looking for a gift for his sister,
• 3:38
  Speaker 1: and he interacts with a clerk named Sarah.
• 3:41
  Speaker 2: So the choice to begin with this macro level comprehension,
• 3:44
  Speaker 2: it's really rooted in this concept called cognitive scaffolding.
• 3:47
  Speaker 1: Okay, break that down for us. What is cognitive scaffolding.
• 3:50
  Speaker 2: Well, by demanding that you focus purely on the meaning
• 3:53
  Speaker 2: of the scenario, the framework is actively triggering your brain's
• 3:58
  Speaker 2: predictive models.
• 4:00
  Speaker 1: Because we all know how books store works exactly.
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  Speaker 2: You already possess a vast internal database of how retail
• 4:06
  Speaker 2: transactions function.
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  Speaker 1: Right. You understand the fundamental mechanics of gift buying.
• 4:10
  Speaker 2: You know the role of a store clerk. You know
• 4:12
  Speaker 2: the general rhythm of customer service.
• 4:14
  Speaker 1: Yeah, you expect a greeting, an offer of help, but recommendation.
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  Speaker 2: Precisely so, when you listen to the interaction, even if
• 4:20
  Speaker 2: the specific syntax is completely foreign, your brain overlays this
• 4:25
  Speaker 2: pre existing knowledge onto the auditory input.
• 4:28
  Speaker 1: It's basically filling in the blanks before you even know
• 4:30
  Speaker 1: the words, and the scenario itself is just beautifully constructed
• 4:35
  Speaker 1: to trigger those predictive models.
• 4:37
  Speaker 2: It really is. It's not just a flat exchange.
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  Speaker 1: Right, So Alex mentions his sister loves mystery stories, and Sarah,
• 4:44
  Speaker 1: being a good clerk, suggests a new highly recommended detective.
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  Speaker 2: Novel standard retail interaction so far.
• 4:51
  Speaker 1: But then Alex rejects it, and his reasoning is what
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  Speaker 1: makes the scenario so realistic.
• 4:55
  Speaker 2: Yeah, it adds that necessary layer of friction.
• 4:58
  Speaker 1: He notes that his sister reason credit fast. You know,
• 5:01
  Speaker 1: so a single novel just won't last long enough to
• 5:04
  Speaker 1: be a good gift.
• 5:04
  Speaker 2: Which is such a specific real world problem, and Sarah,
• 5:08
  Speaker 2: acting as a competent salesperson, she pivots.
• 5:11
  Speaker 1: She suggests a much thicker book that is actually the
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  Speaker 1: first in a massive series.
• 5:15
  Speaker 2: Which is brilliant right. Because Alex likes the idea, he
• 5:18
  Speaker 2: realizes the utility of a longer read, and he decides
• 5:21
  Speaker 2: to move forward with it.
• 5:22
  Speaker 1: But then Sarah introduces this crucial, crucial.
• 5:26
  Speaker 2: Variable ah, Yes, the turning point of the whole conversation.
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  Speaker 1: She tells him. She says she should urge him to
• 5:33
  Speaker 1: buy it immediately. Because they only have two copies left.
• 5:36
  Speaker 2: There, it is the scarcity principle.
• 5:38
  Speaker 1: Right, and Alex immediately capitulates, stating that well, in that case,
• 5:42
  Speaker 1: he will take it right now so he doesn't miss out.
• 5:44
  Speaker 2: That introduction of scarcity is literally the lynchpin of the
• 5:48
  Speaker 2: entire exercise.
• 5:49
  Speaker 1: Why is that so important for a language learner.
• 5:52
  Speaker 2: Though, because it transforms the dialogue from a static, boring
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  Speaker 2: exchange of information into a dynamic negotiation of human behavior.
• 6:00
  Speaker 1: Oh wow, Yeah, that's a huge distinction.
• 6:02
  Speaker 2: When Sarah says there are only two copies left, she
• 6:05
  Speaker 2: injects urgency. She triggers a universally understood psychological response.
• 6:10
  Speaker 1: In Alex, the fear of missing out.
• 6:12
  Speaker 2: Exactly fomo. For a learner observing this, the brain recognizes
• 6:17
  Speaker 2: the shift in stakes.
• 6:18
  Speaker 1: The temperature of the room suddenly changes. Right.
• 6:20
  Speaker 2: The framework uses this urgency to demonstrate that language is
• 6:24
  Speaker 2: not merely descriptive. You know, it is active.
• 6:27
  Speaker 1: It's a tool.
• 6:28
  Speaker 2: Yes, it is a tool used to exert influence, navigate
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  Speaker 2: social pressure, and prompt immediate decision making.
• 6:34
  Speaker 1: It's so much more than just trading facts.
• 6:36
  Speaker 2: By establishing this high stakes context first, the brain creates
• 6:41
  Speaker 2: a conceptual framework.
• 6:42
  Speaker 1: So it's preparing the soil before planting the.
• 6:45
  Speaker 2: Seeds exactly when the specific, localized vocabulary is introduced later on.
• 6:51
  Speaker 2: The brain isn't trying to memorize arbitrary sounds, because.
• 6:54
  Speaker 1: That's what usually happens. Right. Can we just try to
• 6:56
  Speaker 1: memorize lists of sounds?
• 6:58
  Speaker 2: Yeah, and it fails. But the brain is slotting functional
• 7:02
  Speaker 2: tools into a pre existing narrative structure.
• 7:04
  Speaker 1: It's kind of like watching a foreign film without subtitles.
• 7:07
  Speaker 2: That is a perfect analogy.
• 7:09
  Speaker 1: You know, you might miss the specific vocabulary, but by
• 7:12
  Speaker 1: just observing the flow and the tone the body language,
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  Speaker 1: you grasp the plot.
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  Speaker 2: You know who the villain is, you know who is
• 7:20
  Speaker 2: falling in love.
• 7:21
  Speaker 1: Right, And that transition from the macro narrative to the
• 7:24
  Speaker 1: micro linguistics that is where this framework becomes incredibly surgical.
• 7:28
  Speaker 2: Oh, it really hones in on the mechanics next.
• 7:31
  Speaker 1: Yeah, Once that cognitive scaffolding is firmly in place, the
• 7:34
  Speaker 1: focus narrows entirely to the specific phrases that actually drove
• 7:38
  Speaker 1: the outcome of that bookstore interaction.
• 7:40
  Speaker 2: But notice what it doesn't do. It completely bypasses the
• 7:43
  Speaker 2: obvious vocabulary, right.
• 7:45
  Speaker 1: It doesn't drill the words for book or store, or sister.
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  Speaker 2: Or money, which is what every standard textbook would do
• 7:52
  Speaker 2: right less than one the bookstore exactly.
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  Speaker 1: But instead it targets transitionary phrases, things like to urge
• 8:00
  Speaker 1: that case and whise choice.
• 8:02
  Speaker 2: Those are very specific choices.
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  Speaker 1: It breaks these down meticulously. It provides definitions and a
• 8:08
  Speaker 1: whole barrage of varied sentence structures for.
• 8:10
  Speaker 2: Each one, just hammering them home.
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  Speaker 1: Yeah. Like, it defines to urge as strongly asking someone
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  Speaker 1: to do something quickly, and then it offers examples arranging
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  Speaker 1: from a teacher urging students to study to an emperor
• 8:24
  Speaker 1: urging a subject.
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  Speaker 2: The deliberate curation of these specific phrases over standard nouns
• 8:29
  Speaker 2: is I mean, it's a masterclass in conversational mechanics.
• 8:31
  Speaker 1: How so, why are these phrases better than learning nouns?
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  Speaker 2: Because nouns are static. They are basically just the furniture
• 8:37
  Speaker 2: in the room.
• 8:38
  Speaker 1: Okay, I like that the furniture.
• 8:39
  Speaker 2: But phrases like in that case those are the hinges
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  Speaker 2: on the doors.
• 8:45
  Speaker 1: Oh wow, that's a great way to look at it.
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  Speaker 2: They are the kinetic elements of human dialogue. They are
• 8:51
  Speaker 2: what allow the conversation to actually move and change direction.
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  Speaker 1: I have to challenge the utility of isolating a phrase
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  Speaker 1: like in that case, though, I mean plain Devil's advocate here, Sure,
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  Speaker 1: go for it. The framework defines it as what we
• 9:05
  Speaker 1: say when we change our decision because of new information.
• 9:08
  Speaker 2: Right, a conditional pivot.
• 9:09
  Speaker 1: And the examples provided are highly situational things like deciding
• 9:14
  Speaker 1: to take an umbrella because it suddenly looks like rain,
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  Speaker 1: or you know, switching from te to coffee because.
• 9:19
  Speaker 2: Of a preference standard everyday pivots.
• 9:21
  Speaker 1: But if a learner has limited time, doesn't it make
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  Speaker 1: more mathematical sense to memorize the top five hundred most
• 9:27
  Speaker 1: frequently used words in a.
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  Speaker 2: Language the old frequencyless method.
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  Speaker 1: Right, Focusing on a conditional pivot phrase feels like optimizing
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  Speaker 1: for a very specific type of interaction rather than building
• 9:40
  Speaker 1: a broad foundational vocabulary.
• 9:41
  Speaker 2: I hear that a lot. But here's the flaw in
• 9:43
  Speaker 2: that logic. Memorizing the top five hundred words gives you
• 9:47
  Speaker 2: the illusion of capability, the illusion. Yes, it completely breaks
• 9:51
  Speaker 2: down in a live environment. Spontaneous conversation is inherently chaotic
• 9:55
  Speaker 2: and nonlinear.
• 9:56
  Speaker 1: It rarely goes the way you practiced it in your head.
• 9:59
  Speaker 2: Exactly. You rarely get to deliver a pre planned monologue.
• 10:03
  Speaker 2: You make a statement, the other person introduces a completely
• 10:06
  Speaker 2: unexpected variable, and you are forced to recalibrate your entire
• 10:10
  Speaker 2: response in milliseconds.
• 10:12
  Speaker 1: Right like Sarah suddenly saying we only have two copies left.
• 10:14
  Speaker 2: Precisely, if you only possess static nouns and basic verbs,
• 10:19
  Speaker 2: you experience a cognitive frieze when the context suddenly shifts.
• 10:23
  Speaker 1: You just stand there staring blankly.
• 10:24
  Speaker 2: We've all been there. A phrase like in that case
• 10:27
  Speaker 2: is a conversational clutch.
• 10:29
  Speaker 1: Like a clutch in a manual car.
• 10:31
  Speaker 2: Yes, it allows you to mechanically disengage from your previous
• 10:35
  Speaker 2: train of thought and smoothly shift gears into a new
• 10:38
  Speaker 2: response based on the incoming data.
• 10:40
  Speaker 1: So it buys you time and manages the transition.
• 10:43
  Speaker 2: By prioritizing these pivot phrases, the framework is optimizing for adaptability,
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  Speaker 2: and adaptability is the actual biological marker of fluency.
• 10:52
  Speaker 1: That makes a ton of sense. But the methodology for
• 10:56
  Speaker 1: encoding these pivot phrases into the brain is, well, it's
• 10:59
  Speaker 1: fascinatingly aggressive.
• 11:01
  Speaker 2: Oh, it does not hold back.
• 11:02
  Speaker 1: No, it doesn't. The framework defines a phrase like wise
• 11:05
  Speaker 1: choice provides the standard contextual examples, and then the auditory
• 11:10
  Speaker 1: component simply hammers the learner with relentless repetition.
• 11:13
  Speaker 2: Relentless is the perfect word for it.
• 11:15
  Speaker 1: It plays the phrase wise choice seven times in rapid
• 11:19
  Speaker 1: successive loops.
• 11:20
  Speaker 2: Wise choice, wise choice, wise choice, exactly like.
• 11:23
  Speaker 1: That, and the explicit instruction to the learner is that
• 11:26
  Speaker 1: this sheer volume of repetition is biologically necessary.
• 11:29
  Speaker 2: And it is what you are witnessing. There is the
• 11:31
  Speaker 2: forced transition from active high friction processing to passive automated retrieval.
• 11:36
  Speaker 1: Okay, what does high friction processing look like in the brain.
• 11:39
  Speaker 2: When you first encounter a new syntactic structure, your brain
• 11:42
  Speaker 2: relies on the prefrontal cortex to consciously assemble the meaning.
• 11:46
  Speaker 1: So it's taking a lot of energy.
• 11:47
  Speaker 2: A massive cognitive load. You are manually translating the concept
• 11:51
  Speaker 2: word by word, which.
• 11:53
  Speaker 1: Is why speaking a new language makes you physically exhausted
• 11:55
  Speaker 1: at first.
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  Speaker 2: Exactly wrote repetition. Though hearing and vocalizing the phrase repeatedly,
• 12:02
  Speaker 2: it initiates a biological process called myelination.
• 12:05
  Speaker 1: Myelination, I've heard of this in sports training too.
• 12:07
  Speaker 2: Yes, it's the exact same mechanism. Myelin is a fatty
• 12:11
  Speaker 2: substance that wraps around the axons of your neural pathways.
• 12:14
  Speaker 1: Like insulation on an electrical wire.
• 12:16
  Speaker 2: That is exactly what it is. Every time you repeat
• 12:19
  Speaker 2: the phrase, the myelin sheath grows thicker, insulating the pathway
• 12:23
  Speaker 2: and exponentially increasing the speed at which the electrical signal.
• 12:27
  Speaker 1: Travels, so the repetition is literally changing the physical structure
• 12:30
  Speaker 1: of your brain.
• 12:31
  Speaker 2: The framework utilizes this rapid fire repetition to literally pave
• 12:35
  Speaker 2: a neurological highway.
• 12:37
  Speaker 1: Wow.
• 12:37
  Speaker 2: It reduces the synaptic friction so that eventually the phrase
• 12:41
  Speaker 2: bypasses conscious assembly altogether.
• 12:43
  Speaker 1: It just pops out when you need it right.
• 12:45
  Speaker 2: It simply materializes in your working memory the moment a
• 12:48
  Speaker 2: conversational pivot requires it.
• 12:51
  Speaker 1: Which means reading a textbook and achieving a feeling of familiarity.
• 12:55
  Speaker 1: Is entirely different from the neurological automation required to actually speed.
• 13:00
  Speaker 2: Reading gives you recognition, not production.
• 13:03
  Speaker 1: You can know the dictionary definition of a word, but
• 13:06
  Speaker 1: if the milin sheath hasn't been thickened through repetition, you
• 13:09
  Speaker 1: will still stare blankly when a real world conversation demands
• 13:14
  Speaker 1: that word.
• 13:14
  Speaker 2: The signal just can't travel fast enough.
• 13:16
  Speaker 1: You need the language to fire off autonomously. And this
• 13:19
  Speaker 1: realization bridges us directly into the most rigorous phase of
• 13:24
  Speaker 1: the learning engine.
• 13:25
  Speaker 2: Yeah, this is where it gets intense. This is where
• 13:27
  Speaker 2: the framework pivots from repetition to active generation Part three Right,
• 13:32
  Speaker 2: passive understanding is stripped away entirely.
• 13:35
  Speaker 1: Here the methodology introduces an intense, rapid fire interrogation based
• 13:39
  Speaker 1: on the initial bookstore narrative we talked.
• 13:41
  Speaker 2: About the listen and answer practice.
• 13:43
  Speaker 1: Yeah, and the critical parameter here is that the learner
• 13:46
  Speaker 1: must generate the answer out loud before the correct response
• 13:50
  Speaker 1: is provided by the audio.
• 13:51
  Speaker 2: You can't just wait for the answer, you have to
• 13:53
  Speaker 2: produce it.
• 13:53
  Speaker 1: It is a relentless sequence of forced negative and positive
• 13:59
  Speaker 1: syntactics instructions.
• 14:00
  Speaker 2: It's like linguistic tennis.
• 14:02
  Speaker 1: Yeah, the audio will ask did Sarah ask Alex if
• 14:05
  Speaker 1: he needed money?
• 14:05
  Speaker 2: And you have to jump in right.
• 14:07
  Speaker 1: The learner is forced to construct the negative response out loud, No,
• 14:11
  Speaker 1: she didn't ask him if he needed money?
• 14:12
  Speaker 2: And then boom, the next question.
• 14:13
  Speaker 1: Hits immediately the audio fire's back, did Sarah ask Alex
• 14:17
  Speaker 1: if he needed help?
• 14:18
  Speaker 2: And then you pivot to the positive.
• 14:21
  Speaker 1: The learner must then generate the positive Yes, she did,
• 14:24
  Speaker 1: she asked him if he needed help.
• 14:25
  Speaker 2: It's exhausting just talking about.
• 14:27
  Speaker 1: It, it really is. It meticulously covers every single narrative
• 14:31
  Speaker 1: detail of the transaction, demanding instantaneous vocalization.
• 14:36
  Speaker 2: This specific mechanism leverages the power of active recall, which
• 14:40
  Speaker 2: is a massive, massive differentiator in the neuroscience of learning.
• 14:44
  Speaker 1: Why is active recall so much better than just rereading.
• 14:47
  Speaker 2: Notes because there is a profound biological distinction between recognition
• 14:51
  Speaker 2: memory and recall memory.
• 14:53
  Speaker 1: Okay, break that down for us.
• 14:54
  Speaker 2: Recognition is passive. It occurs when a stimulus, like reading
• 14:58
  Speaker 2: a word in a book, it matches a stored memory
• 15:01
  Speaker 2: trace in your brain. It feels good, it feels great.
• 15:04
  Speaker 2: It gives you a dopamine hit of familiarity, basically tricking
• 15:07
  Speaker 2: you into believe in you have mastered the material.
• 15:10
  Speaker 1: Oh, that is so dangerous. We've all done that before.
• 15:12
  Speaker 2: Tests Exactly, you look at your notes and think, yeah,
• 15:14
  Speaker 2: I know this. But recall memory, however, requires your brain
• 15:18
  Speaker 2: to actively reach into the.
• 15:20
  Speaker 1: Neocortex without a safety net.
• 15:22
  Speaker 2: Right, you have to retrieve the specific neural enneagram without
• 15:26
  Speaker 2: any external cues and reconstruct it from scratch.
• 15:29
  Speaker 1: It's the difference between navigating a city using a GPS
• 15:33
  Speaker 1: versus driving purely from memory.
• 15:35
  Speaker 2: Oh that's a brilliant analogy, right.
• 15:37
  Speaker 1: The GPS gives you the illusion that you know the streets,
• 15:40
  Speaker 1: but the moment the screen goes dark, you realize you
• 15:43
  Speaker 1: have absolutely no internal map.
• 15:45
  Speaker 2: You're completely lost.
• 15:46
  Speaker 1: This rapid fire questioning forces the learner to turn off.
• 15:49
  Speaker 2: The GPS, it really does, and it goes deeper into
• 15:52
  Speaker 2: the neuroanatomy of language too.
• 15:54
  Speaker 1: How so what parts of the brain are we talking about?
• 15:56
  Speaker 2: Well, passive recognition primarily utilizes Wernicke's area. That's the region
• 16:01
  Speaker 2: of the brain responsible for language comprehension.
• 16:03
  Speaker 1: So Vernigue's area is for understanding what someone else.
• 16:06
  Speaker 2: Is saying exactly, But speaking that requires the activation of Brocus.
• 16:11
  Speaker 1: Area, a completely different region.
• 16:13
  Speaker 2: Yes, Broca's area governs the physical production of speech and
• 16:17
  Speaker 2: syntactic formulation.
• 16:19
  Speaker 1: So reading doesn't even touch the speaking part of your
• 16:21
  Speaker 1: brain exactly.
• 16:22
  Speaker 2: You cannot train Broca's area by reading or listening alone.
• 16:26
  Speaker 2: It's biologically impossible.
• 16:28
  Speaker 1: Wow. So you could have a genius level Wernicke's area
• 16:32
  Speaker 1: for a language and still not be able to order
• 16:35
  Speaker 1: a coffee.
• 16:35
  Speaker 2: Because Broca's area hasn't been activated. The rapid fire questioning
• 16:40
  Speaker 2: places the learner under a state of mild artificial.
• 16:43
  Speaker 1: Stress to force that activation right.
• 16:45
  Speaker 2: This synaptic friction forces the brain to bridge the gap
• 16:49
  Speaker 2: between comprehension and physical execution.
• 16:52
  Speaker 1: You literally have to build a bridge in your brain.
• 16:54
  Speaker 2: You have to retrieve the vocabulary, assemble the correct grammatical structure,
• 16:58
  Speaker 2: you know, ensuring you say didn't ask instead of the
• 17:01
  Speaker 2: incorrect didn't ask, which.
• 17:02
  Speaker 1: Is a very common mistake under pressure.
• 17:05
  Speaker 2: And you have to coordinate the complex motor functions of
• 17:08
  Speaker 2: your vocal track to produce the sound, all within a
• 17:11
  Speaker 2: two second window.
• 17:12
  Speaker 1: That is incredible. This exercise completely destroys the illusion of
• 17:17
  Speaker 1: passive competence.
• 17:19
  Speaker 2: It shatters it, and it fortifies the exact neural circuits
• 17:23
  Speaker 2: required for unscripted, real world dialogue.
• 17:27
  Speaker 1: This principle is universally applicable to anything you are attempting
• 17:31
  Speaker 1: to master, not just language.
• 17:33
  Speaker 2: Oh absolutely.
• 17:34
  Speaker 1: If you are preparing for a critical professional presentation and
• 17:37
  Speaker 1: you're just silently reading your slides, you are building a
• 17:40
  Speaker 1: false sense of security.
• 17:42
  Speaker 2: You're just activating Wernicke's area exactly.
• 17:45
  Speaker 1: You have to close the laptop and force yourself to
• 17:47
  Speaker 1: vocalize the concepts from scratch.
• 17:49
  Speaker 2: It's terrifying but necessary.
• 17:51
  Speaker 1: The mild panic you feel when you suddenly can't articulate
• 17:54
  Speaker 1: the next point, that cognitive strain is the physical sensation
• 17:58
  Speaker 1: of actual memory consolidation occurring.
• 18:00
  Speaker 2: That panic is the feeling of learning.
• 18:02
  Speaker 1: You are forcing the brain to build the pathways that
• 18:04
  Speaker 1: will save you when you are standing under the lights.
• 18:07
  Speaker 2: It is the deliberate application of what psychologists call desirable difficulty.
• 18:12
  Speaker 1: Desirable difficulty, I love that term.
• 18:14
  Speaker 2: Without that internal struggle to retrieve the information, the neurological
• 18:20
  Speaker 2: architecture remains fragile. It just won't hold up under pressure.
• 18:25
  Speaker 1: So at this stage in the framework, the learner has
• 18:28
  Speaker 1: established the contextual scaffolding.
• 18:30
  Speaker 2: Right, Yes, they know the scenario.
• 18:32
  Speaker 1: They've isolated the conversational pivot phrases. They've thickened the mile
• 18:37
  Speaker 1: in sheets through repetition.
• 18:39
  Speaker 2: The highways are built, and they've forced.
• 18:41
  Speaker 1: The integration of Wernicke's and Broca's areas through active recall.
• 18:45
  Speaker 1: So the mechanical assembly of the language.
• 18:47
  Speaker 2: Is complete on paper. Yes, you know the words and
• 18:51
  Speaker 2: you have the neurological pathways to retrieve them. On command.
• 18:55
  Speaker 1: But there is a glaring variable remaining a huge one,
• 18:58
  Speaker 1: because the mechanical assembly of syntax is frequently overshadowed by
• 19:01
  Speaker 1: the physical delivery.
• 19:02
  Speaker 2: How you say it matters just as much as what
• 19:04
  Speaker 2: you say.
• 19:04
  Speaker 1: The words you choose are often way less impactful than
• 19:07
  Speaker 1: the musicality of how you deliver.
• 19:08
  Speaker 2: Them, which requires a major shift. This requires a shift
• 19:12
  Speaker 2: from cognitive retrieval to physical embodiment, and the.
• 19:16
  Speaker 1: Framework addresses this through a technique called shadowing Part four. Shadowing.
• 19:21
  Speaker 2: It's an incredible technique.
• 19:22
  Speaker 1: The methodology demands that the learner read the dialogue lines
• 19:26
  Speaker 1: out loud a fraction of a second after the native speakers,
• 19:29
  Speaker 1: but with a highly specific focus.
• 19:31
  Speaker 2: Right, you're almost talking over them.
• 19:33
  Speaker 1: The instruction is to completely ignore the grammar and meaning
• 19:36
  Speaker 1: at this stage. You just focus entirely on mimicking the rhythm,
• 19:41
  Speaker 1: the intonation, and the subtle inflections of the native voices.
• 19:44
  Speaker 2: You become an echo.
• 19:45
  Speaker 1: Yeah. The dialogue is broken down line by line, isolating
• 19:49
  Speaker 1: the customer's hesitations and the clerk's persuasive cadence for exact replication.
• 19:54
  Speaker 2: The phenomenon you are targeting here is prosody.
• 19:57
  Speaker 1: Prosody what exactly does that encompass?
• 20:00
  Speaker 2: Every human language possesses a unique prosodic signature. It's basically
• 20:04
  Speaker 2: a specific melody composed of pitch variations, stress patterns, and rhythmic.
• 20:08
  Speaker 1: Timing, like the underlying music of the language.
• 20:11
  Speaker 2: Exactly, and prosody is what carries the pragmatic meaning of
• 20:14
  Speaker 2: a sentence.
• 20:15
  Speaker 1: Meaning the intent behind the words.
• 20:17
  Speaker 2: Yes. It distinguishes a genuine inquiry from a sarcastic remark,
• 20:21
  Speaker 2: or you know, a polite suggestion from an urgent demand.
• 20:24
  Speaker 1: It's the I'm fine versus I'm fine difference.
• 20:27
  Speaker 2: Spot on. If you achieve perfect syntactical accuracy, but apply
• 20:31
  Speaker 2: the prosodic rhythm of your native tongue, your speech will
• 20:35
  Speaker 2: trigger subtle cognitive dissonance In a native listener.
• 20:38
  Speaker 1: They'll feel like something is slightly off exactly.
• 20:41
  Speaker 2: They will physically hear the correct words, but their brain
• 20:44
  Speaker 2: will struggle to parse the social intent, leading to conversational friction.
• 20:50
  Speaker 1: I look at the isolation of this shadowing exercise, and
• 20:54
  Speaker 1: I immediately think of a musician learning to master a
• 20:58
  Speaker 1: complex jazz solo.
• 21:00
  Speaker 2: Ah, that's a really good comparison.
• 21:02
  Speaker 1: Because if you only look at the sheet music you
• 21:04
  Speaker 1: are playing, the notes. Mathematically, you understand the structure, but
• 21:07
  Speaker 1: it sounds sterile.
• 21:08
  Speaker 2: It has no soul.
• 21:09
  Speaker 1: Right to actually learn the solo, you have to put
• 21:11
  Speaker 1: the sheet music away, put on the original recording, and
• 21:13
  Speaker 1: play over it endlessly.
• 21:15
  Speaker 2: You have to feel it.
• 21:16
  Speaker 1: You are listening for the micro hesitations, you know, the
• 21:19
  Speaker 1: way the artist breathes between phrases, the slight variations in
• 21:22
  Speaker 1: attack and decay. You are inhabiting the physical sound of
• 21:26
  Speaker 1: the artist.
• 21:26
  Speaker 2: That is exactly what shadowing is.
• 21:28
  Speaker 1: But why does the framework isolate this? I mean, why
• 21:32
  Speaker 1: not demand perfect prosody during the intense active recall phase
• 21:35
  Speaker 1: we just discussed.
• 21:36
  Speaker 2: It seems like it would save time to do both
• 21:38
  Speaker 2: at once.
• 21:39
  Speaker 1: Yeah, if they are answering the questions out loud anyway,
• 21:42
  Speaker 1: shouldn't they be practicing the melody at the exact same time.
• 21:45
  Speaker 2: It comes down to the biological limits of working memory
• 21:48
  Speaker 2: and something called cognitive bottlenecking.
• 21:50
  Speaker 1: Cognitive bottlenecking, okay, explain that when.
• 21:52
  Speaker 2: A learner is in the active recall phase, their prefrontal
• 21:55
  Speaker 2: cortex is operating at maximum capacity just to retrieve the
• 21:59
  Speaker 2: vocabulary and formulate the grammar.
• 22:01
  Speaker 1: The brain is basically maxed out.
• 22:02
  Speaker 2: Totally maxed. If you demand that they simultaneously monitor the
• 22:06
  Speaker 2: micro variations of pitch and rhythm. The cognitive load exceeds
• 22:10
  Speaker 2: their processing.
• 22:10
  Speaker 1: Bandwidth, so the system crashes.
• 22:12
  Speaker 2: Yes, the brain prioritizes syntactic survival over persodic accuracy. It
• 22:18
  Speaker 2: just tries to get the words out.
• 22:19
  Speaker 1: It drops the melody to save the grammar.
• 22:22
  Speaker 2: Exactly. By isolating shadowing into a separate phase where the
• 22:26
  Speaker 2: words are simply provided for you, you eliminate the cognitive load
• 22:30
  Speaker 2: of generation.
• 22:31
  Speaker 1: Ah because you don't have to think of what to say,
• 22:33
  Speaker 1: You're just repeating right.
• 22:35
  Speaker 2: The analytical translating centers of the brain are powered down.
• 22:39
  Speaker 2: This allows the learner to direct one hundred percent of
• 22:42
  Speaker 2: their neural resources toward the motor cortex.
• 22:45
  Speaker 1: So it becomes a pure physical workout.
• 22:47
  Speaker 2: It becomes a pure exercise and muscle memory. You are
• 22:50
  Speaker 2: physically training the tongue, the lips, the vocal cords, and
• 22:54
  Speaker 2: the diaphragm to align with a foreign acoustic template.
• 22:58
  Speaker 1: You are literally bridging the gap between intellectual knowledge and
• 23:02
  Speaker 1: physical execution.
• 23:03
  Speaker 2: Which is the ultimate goal of fluency.
• 23:05
  Speaker 1: It is an airtight, brilliantly sequenced blueprint for cognitive mastery. Yeah,
• 23:10
  Speaker 1: I mean, you build the environment you saw with the
• 23:12
  Speaker 1: kinetic tools. You forge the neural pathways through pressure, and
• 23:16
  Speaker 1: you refine the physical delivery through mimicry.
• 23:18
  Speaker 2: It covers all the bases.
• 23:19
  Speaker 1: It addresses every mechanical requirement for skill acquisition. But this
• 23:24
  Speaker 1: is exactly where the framework executes a fascinating structural pivot.
• 23:28
  Speaker 2: It really takes a left turn here.
• 23:30
  Speaker 1: Yeah, In the latter half of the module, it abruptly
• 23:32
  Speaker 1: abandons the mechanics of language entirely.
• 23:35
  Speaker 2: No more bookstores, no more vocabulary drills.
• 23:37
  Speaker 1: It moves away from retail transactions and introduces a narrative
• 23:41
  Speaker 1: designed to confront the single most devastating threat to any
• 23:44
  Speaker 1: learning endeavor.
• 23:45
  Speaker 2: The silent killer of progress.
• 23:48
  Speaker 1: The emotional and psychological toll of the process itself.
• 23:52
  Speaker 2: The framework introduces a new dialogue here between a learner
• 23:55
  Speaker 2: named Sarah and a mentor figure named Tom.
• 23:58
  Speaker 1: And the narrative immediately ground itself in intense emotional vulnerability.
• 24:02
  Speaker 2: It doesn't sugarcoated at all, not even a little.
• 24:05
  Speaker 1: Sarah initiates the conversation with a confession of deep frustration.
• 24:09
  Speaker 2: She is just fed up.
• 24:10
  Speaker 1: She states that she is incredibly frustrated with her progress,
• 24:14
  Speaker 1: feeling as though she is stagnating despite all her effort.
• 24:16
  Speaker 2: She's putting in the work but not seeing the results.
• 24:19
  Speaker 1: She explicitly admits a desire to see faster results. I
• 24:23
  Speaker 1: mean it is a raw articulation of the despair that
• 24:26
  Speaker 1: haunts every person who has ever tried to master a
• 24:29
  Speaker 1: complex discipline.
• 24:30
  Speaker 2: We have all been Sarah. What she is articulating is
• 24:32
  Speaker 2: the neurological reality of the learning plateau.
• 24:35
  Speaker 1: The plateau the worst phase.
• 24:37
  Speaker 2: It really is, because when you first initiate the acquisition
• 24:40
  Speaker 2: of a new skill, the trajectory of improvement is incredibly steep.
• 24:45
  Speaker 1: You go from knowing nothing to knowing fifty words in.
• 24:47
  Speaker 2: A week exactly. Going from zero knowledge to basic competence
• 24:50
  Speaker 2: triggers massive releases of dopamine.
• 24:53
  Speaker 1: It feels amazing.
• 24:54
  Speaker 2: The brain rewards the novel stimuli, and the rapid visible
• 24:58
  Speaker 2: progress creates this intoxicated feedback loop. You feel like a genius,
• 25:02
  Speaker 2: but inevitably, biological habituation occurs. The brain down regulates its
• 25:07
  Speaker 2: dopamine receptors as the novelty.
• 25:09
  Speaker 1: Fades, so the high wears off.
• 25:11
  Speaker 2: The low hanging fruit of basic vocabulary is gone. You
• 25:14
  Speaker 2: enter a phase where massive amounts of cognitive effort yield
• 25:17
  Speaker 2: almost imperceptible improvements and performance.
• 25:20
  Speaker 1: You are putting in the hours you know, doing the shadowing, drilling,
• 25:24
  Speaker 1: the active recall, but when you step into a real
• 25:27
  Speaker 1: conversation you still stumble.
• 25:29
  Speaker 2: The friction feels identical, but the reward has vanished.
• 25:32
  Speaker 1: Precisely, this is the valley of despair in the learning curve.
• 25:36
  Speaker 2: It's brutal.
• 25:37
  Speaker 1: This is the exact sociological coordinate where the vast majority
• 25:41
  Speaker 1: of individuals abandon the language, put the guitar in the closet,
• 25:44
  Speaker 1: or cancel the gym membership.
• 25:46
  Speaker 2: It's where dreams go to die.
• 25:47
  Speaker 1: Honestly, the framework recognizes that mechanical perfection is completely useless
• 25:52
  Speaker 1: if the learner's psychological resilience collapses during this plateau.
• 25:56
  Speaker 2: So it deploys TOM as a mechanism to fundamentally rewire
• 26:00
  Speaker 2: the learner's expectations.
• 26:01
  Speaker 1: How does Tom respond to Sarah's frustration, Because it's not
• 26:05
  Speaker 1: just a bat on the back.
• 26:06
  Speaker 2: No, he provides a lexicon entirely dedicated to endurance. He
• 26:10
  Speaker 2: introduces idioms centered on patients, emphasizing that substantial achievements require
• 26:14
  Speaker 2: extended timelines.
• 26:15
  Speaker 1: Things like good things come to those who wait.
• 26:18
  Speaker 2: Exactly, he defines the concept of consistent practice as executing
• 26:22
  Speaker 2: the methodology regularly, regardless of the immediate emotional feedback.
• 26:26
  Speaker 1: Doing it even when you don't want to.
• 26:28
  Speaker 2: Right. He mandates the creation of small achievable goals to
• 26:32
  Speaker 2: artificially track progress when the macro level improvements are invisible, and.
• 26:37
  Speaker 1: He concludes with a directive to simply keep at it,
• 26:41
  Speaker 1: you know, to maintain the exertion even when the brain
• 26:44
  Speaker 1: is screaming that the effort is futile.
• 26:47
  Speaker 2: But the true brilliance of this framework, and this is
• 26:49
  Speaker 2: my favorite part, is how it delivers this message.
• 26:52
  Speaker 1: Yeah, it doesn't just let you listen to it passively.
• 26:54
  Speaker 2: No, it subjects the psychological pep talk to the exact
• 26:57
  Speaker 2: same rigorous active recall interrogation used for the bookstore scenario.
• 27:03
  Speaker 1: That is so meta.
• 27:04
  Speaker 2: It forces the learner to mechanically generate the vocabulary of resilience.
• 27:08
  Speaker 1: So the audio asks did Sarah want to see slower results?
• 27:12
  Speaker 2: And the learner must vocalize know she didn't want to
• 27:15
  Speaker 2: see slower results.
• 27:16
  Speaker 1: And then the audio asks what kind of results did
• 27:18
  Speaker 1: she want to see?
• 27:19
  Speaker 2: And the learner vocalizes faster results.
• 27:21
  Speaker 1: By treating the psychological struggle as the core component of
• 27:24
  Speaker 1: the curriculum. The framework completely normalizes the despair.
• 27:27
  Speaker 2: It says, hey, we expected you to feel this way,
• 27:29
  Speaker 2: here are the words for it.
• 27:31
  Speaker 1: It embeds the cognitive tools needed for emotional survival directly
• 27:35
  Speaker 1: into the linguistic pathways. It provides an intellectual prophylactic against failure.
• 27:41
  Speaker 2: That's a great way to put it. When the learner
• 27:43
  Speaker 2: eventually hits their own inevitable plateau and the dopamine crashes,
• 27:47
  Speaker 2: they won't internalize the stagnation as a personal defect.
• 27:50
  Speaker 1: They won't assume they just lack the genetic aptitude for
• 27:53
  Speaker 1: fluency right.
• 27:54
  Speaker 2: They won't say I'm just bad at languages.
• 27:56
  Speaker 1: They will recognize the neurochemical reality of their situation and care.
• 28:00
  Speaker 2: They'll realize they have simply entered the seraphase of the journey, and.
• 28:04
  Speaker 1: They will possess the pre programmed vocabulary of consistent practice
• 28:08
  Speaker 1: to navigate it.
• 28:09
  Speaker 2: This is deeply tied to the neurobiology of motivation.
• 28:13
  Speaker 1: Let's dig into that. How does motivation actually work here?
• 28:16
  Speaker 2: When Tom instructs Sarah to set small, achievable goals, he
• 28:20
  Speaker 2: is providing a mechanical workaround for the habituated dopamine system.
• 28:23
  Speaker 1: A workaround.
• 28:24
  Speaker 2: Yeah, because fluency is an abstraction. It is a shifting
• 28:28
  Speaker 2: horizon that you can never truly reach because they're always
• 28:31
  Speaker 2: more complexity to master.
• 28:33
  Speaker 1: You can always learn one more word or one more idiom. Right.
• 28:37
  Speaker 2: If absolute fluency is your only metric for success, your
• 28:41
  Speaker 2: brain exists in a perpetual state of perceived failure.
• 28:45
  Speaker 1: You are constantly measuring the massive distance between where you
• 28:49
  Speaker 1: are and this impossible, ghostly standard.
• 28:52
  Speaker 2: Exactly, it's incredibly demotivating.
• 28:54
  Speaker 1: But by shrinking the horizons.
• 28:56
  Speaker 2: Yes, by shifting the objective from achieving fluency to to
• 29:00
  Speaker 2: a hyper localized goal, like I will execute five minutes
• 29:04
  Speaker 2: of perfect dectory.
• 29:05
  Speaker 1: Call today, or I will successfully deploy the phrase in
• 29:08
  Speaker 1: that case in one live interaction.
• 29:10
  Speaker 2: Exactly. By doing that, you hijack the reward circuitry. You
• 29:14
  Speaker 2: manufacture a localized dopamine spike based on the execution of
• 29:18
  Speaker 2: the process itself rather than the attainment of a distant outcome.
• 29:22
  Speaker 1: You rewire the basal ganglia to crave the daily friction
• 29:25
  Speaker 1: rather than the final reward.
• 29:27
  Speaker 2: You surrender the desperate need for the result, and you
• 29:29
  Speaker 2: fall completely in love with the architecture.
• 29:31
  Speaker 1: Of the practice That is just so profound. We began
• 29:34
  Speaker 1: this exploration analyzing the cold hard mechanics of contextual scaffolding
• 29:38
  Speaker 1: and syntactic automation.
• 29:39
  Speaker 2: The nuts and bolts of learning.
• 29:41
  Speaker 1: But as we strip away the layers of this methodology,
• 29:44
  Speaker 1: we expose a really profound universal truth.
• 29:47
  Speaker 2: The mind and the emotions are linked.
• 29:49
  Speaker 1: The cognitive mechanics of mastery, the Mielin sheathes, the integration
• 29:53
  Speaker 1: of Broca's area, the physical embodiment of prosody. They are
• 29:58
  Speaker 1: fundamentally inseparable from the emotional endurance required to sustain them.
• 30:02
  Speaker 2: You can't have one without the other.
• 30:04
  Speaker 1: You can possess the most optimized learning engine in the world,
• 30:08
  Speaker 1: but without the psychological framework to survive the value of despair,
• 30:12
  Speaker 1: the mechanics are ultimately worthless.
• 30:14
  Speaker 2: They're just a parked car with no fuel.
• 30:17
  Speaker 1: Think about the environment we navigate every single day. We
• 30:20
  Speaker 1: exist in an ecosystem engineered to provide instantaneous gratification.
• 30:24
  Speaker 2: Oh, everything is immediate. Now.
• 30:26
  Speaker 1: We are conditioned by algorithms to expect frictionless, rapid fire.
• 30:30
  Speaker 2: Solutions, next day delivery, instant streaming.
• 30:33
  Speaker 1: We want the overnight transformation, the thirty day mastery, the
• 30:36
  Speaker 1: immediate neurological download.
• 30:37
  Speaker 2: We all harbor the same vulnerabilities as Sarah.
• 30:40
  Speaker 1: We are all quietly desperate to see faster results, but
• 30:44
  Speaker 1: true fluency. Whether you are attempting to wire a new
• 30:47
  Speaker 1: language into your neo cortex, hone the complexities of a
• 30:51
  Speaker 1: professional craft, or build the deep structural foundations of a
• 30:55
  Speaker 1: meaningful relationship, it demands an absolute surrender.
• 30:59
  Speaker 2: It requires surrendering to the slow, agonizing, highly unglamorous process
• 31:04
  Speaker 2: of repetition.
• 31:05
  Speaker 1: It requires sitting quietly in the extreme discomfort of.
• 31:08
  Speaker 2: Incompetence, which is so hard to do.
• 31:10
  Speaker 1: It demands that we abandon the comforting illusion that progress
• 31:14
  Speaker 1: is a neat linear sequence and instead weigh deeply into
• 31:18
  Speaker 1: the chaotic, unpredictable reality of continuous adaptation.
• 31:21
  Speaker 2: It's a messy journey.
• 31:23
  Speaker 1: So we present a specific challenge to you, the listener.
• 31:25
  Speaker 2: Time to apply this.
• 31:26
  Speaker 1: Audit your own pursuits. Identify one specific area in your
• 31:30
  Speaker 1: life right now where you have crashed into a plateau.
• 31:32
  Speaker 2: Where are you stuck?
• 31:34
  Speaker 1: Where have you been frantically searching for a shortcut, a hack,
• 31:36
  Speaker 1: or an optimization simply because the reality of the daily
• 31:39
  Speaker 1: friction has become too uncomfortable.
• 31:41
  Speaker 2: Stop looking for the bypass.
• 31:43
  Speaker 1: Acknowledge the neurochemical reality of the plateau, lower your immediate expectations,
• 31:48
  Speaker 1: establish one microscopic, actionable process goal for tomorrow, and simply
• 31:53
  Speaker 1: keep at it.
• 31:54
  Speaker 2: Just keep at it.
• 31:55
  Speaker 1: Thank you so much for staying with us until the
• 31:57
  Speaker 1: very end of this extensive exploration. We know your attention
• 32:00
  Speaker 1: and your time are immensely valuable, and we appreciate you
• 32:03
  Speaker 1: dedicating them to this pursuit of understanding. We really do.
• 32:06
  Speaker 1: If you found this breakdown of cognitive mechanics and skill
• 32:09
  Speaker 1: acquisition valuable, please hit that subscribe button so you don't
• 32:12
  Speaker 1: miss our future examinations into the fascinating architecture of how
• 32:16
  Speaker 1: we learn, adapt and grow. Until next time, keep practicing,
• 32:21
  Speaker 1: grant yourself the grace of patience, and we bid you
• 32:24
  Speaker 1: a very warm and fond farewell.