Japanese is a language spoken by over 130 million people, in Japan and in Japanese emigrant communities around the world. It is an agglutinative language and is distinguished by a complex system of honorifics reflecting the hierarchical nature of Japanese society, with verb forms and particular vocabulary to indicate the relative status of speaker and listener. The sound inventory of Japanese is relatively small, and has a lexically distinct pitch-accent system. The Japanese language is written with a combination of three different types of scripts: Chinese characters called kanji (??), and two syllabic scripts made up of modified Chinese characters, hiragana (???) and katakana (???). The Latin alphabet, r?maji (????), is also often used in modern Japanese, especially for company names and logos, advertising, and when inputting Japanese into a computer. Western style Arabic numerals are generally used for numbers, but traditional Sino-Japanese numerals are also commonplace. Japanese vocabulary has been heavily influenced by loans from other languages. A vast number of words were borrowed from Chinese, or created from Chinese models, over a period of at least 1,500 years. Since the late 19th century, Japanese has borrowed a considerable number of words from Indo-European languages, primarily English. Because of the special trade relationship between Japan and first Portugal in the 16th century, and then mainly Holland in the 17th century, Portuguese and Dutch have also been influential. German linguist, Johann Joseph Hoffmann noticed the systematic relationship between Japanese, Mongolian and Manchu language and wrote a book in the 19th century. The original language of Japan, or at least the original language of a certain population that was ancestral to a significant portion of the historical and present Japanese nation, was the so-called yamato kotoba (???? or infrequently ???, i.e. "Yamato words"), which in scholarly contexts is sometimes referred to as wa-go (?? or rarely ??, i.e. the "Wa words"). In addition to words from this original language, present-day Japanese includes a great number of words that were either borrowed from Chinese or constructed from Chinese roots following Chinese patterns. These words, known as kango (??), entered the language from the fifth century onwards via contact with Chinese culture, both directly and through the Korean peninsula. According to some estimates, Chinese-based words may comprise as much as 60%–70% of the total dictionary vocabulary of the modern Japanese language and form as much as 18%–40% of words used in speech. Like Latin-derived words in English, kango words typically are perceived as somewhat formal or academic compared to equivalent Yamato words. Indeed, it is generally fair to say that an English word derived from Latin/French roots typically corresponds to a Sino-Japanese word in Japanese, whereas a simpler Anglo-Saxon word would best be translated by a Yamato equivalent. A much smaller number of words has been borrowed from Korean and Ainu. Japan has also borrowed a number of words from other languages, particularly ones of European extraction, which are called gairaigo. This began with borrowings from Portuguese in the 16th century, followed by borrowing from Dutch during Japan's long isolation of the Edo period. With the Meiji Restoration and the reopening of Japan in the 19th century, borrowing occurred from German, French and English. Currently, words of English origin are the most commonly borrowed.

Esperanto is the most widely spoken artificial language. The name derives from Doktoro Esperanto, the pseudonym under which L. L. Zamenhof published the first book of Esperanto, the Unua Libro, in 1887. The word esperanto means 'one who hopes'. Zamenhof's goal was to create an easy and flexible language that would serve as a universal second language to foster peace and international understanding. Esperanto has a very regular structure. Words are often made from many other roots, and in this way the number of words which one must memorise is made much smaller. The language is phonetic, and the rules of pronunciation are very simple, so that everyone knows how to pronounce a written worde and vice-versa.Esperanto has had continuous usage by a community estimated at between 100,000 and 2 million speakers for over a century. By most estimates, there are approximately a thousand native speakers. No country has adopted the language officially. Today, Esperanto is employed in world travel, correspondence, cultural exchange, conventions, literature, language instruction, television (Internacia Televido), and radio broadcasting. Esperanto is also a language of internet websites, which can be explored from the Esperanto interface of Google Search.

Paul Pimsleur (1928 – 1972) was an authority in the field of applied linguistics. He taught French phonetics and phonemics at the University of California, Los Angeles after obtaining his Ph.D. in French and a master's degree in psychological statistics from Columbia University. After leaving UCLA, Pimsleur went on to faculty positions at Ohio State University, where he taught French and foreign language education. At the time, the foreign language education program at OSU was the major doctoral program in that field in the US. While at Ohio State he created and directed the Listening Center, one of the largest language laboratories in the United States. Pimsleur was later a Professor of Education and Romance Languages at The State University of New York at Albany, where he held dual professorships in Education and French. He was also a Fulbright lecturer at the Ruprecht Karl University of Heidelberg, and a founding member of the American Council on the Teaching of Foreign Languages. He did research on the psychology of language learning and in 1969 was Section Head of Psychology of Second Languages Learning at the International Congress of Applied Linguistics. His research focused on understanding the language acquisition process, especially the organic learning of children who speak a language without knowing its formal structure. For this, he studied the learning process of groups made of children, adults, and multilingual adults. The result of this research was the Pimsleur language learning system. His many books and articles had an impact on theories of language learning and teaching. In the period from 1958 to 1966, Pimsleur reviewed previously published studies regarding linguistic and psychological factors involved in language learning. He also conducted several studies himself. This led to the publication in 1963 of a coauthored monograph, Underachievement in Foreign Language Learning, which was published by the Modern Language Association of America. Through this research, he identified three factors that could be measured to calculate language aptitude: verbal intelligence, auditory ability and motivation. Pimsleur and his associates developed the Pimsleur Language Aptitude Battery (PLAB) based on these three factors to assess language aptitude. He was one of the first foreign language educators to show an interest in students who have difficulty in learning a foreign language, while doing well in other subjects. Today, the PLAB is used to determine the language learning aptitude or even a language learning disability among secondary school students. Dr. Pimsleur died unexpectedly of pneumonia during a visit to France in 1972.

Audio recordings of language programs—streaming—have an advantage over print or academic classes because hearing is how humans learn to speak. That is how we learned our native tongues, and how we effectively learn second languages. As babies, we listened to our parents speaking. In our hard-wired desire to communicate, we learned our native language by imitating them. According to linguists, babies begin by distinguishing basic syllables, and around 3 months, start to babble, making simple sounds (“ba-ba-ba” or “ma-ma-ma”). They also imitate the tonal changes of their parents’ language. By sixmonths, they can distinguish the sounds of their native language fromthose of foreign languages and begin to practice its sounds, intonations, and rhythms.Most children by the age of 1 year can say a few simple words, even if they aren’t clear on theirmeanings. At 18months, most children have a speaking vocabulary of eight to ten words. By 2, they begin forming simple sentences. And then language fluency begins to soar. In the early 1900s, European linguists proposed that language learning would be better if it were conducted in the target language. In this approach—called the Direct Method (or Natural Method)—all directions, explanations, and definitions are given in the language being taught. In a French class, French and only French is spoken or read. All grammar is learned inductively. While this method most closely imitates the way we learn our first language, it is difficult to teach and can be frustrating and discouraging to learners. Most audio-based language learning programs combine both native and target languages into talking phrasebooks.