When mimicry goes wrong!: The reality of Language Learning

I have just watched - again! - one of my favourite movies, RomCom and cheesy but it has so many relatable messages in it. One scene in particular made me sit down and type this entry.

One that shows that language learning doesn’t just involve grammar charts and vocabulary drills. It’s a deeply social, cultural, and emotional journey where mimicry plays a central role. Language learners are keen observers of everything they see and hear, and they often adopt not just the linguistic forms but the cultural behaviours that accompany them.

Sometimes, however, that instinct to imitate leads to unexpected and occasionally awkward outcomes.

Notting Hill and the greeting kiss (I know - doesn't make sense, but follow along :) )

One of the best pop culture illustrations of this mimicry instinct comes from the film Notting Hill - a favourite movie of mine. In a late scene, Hugh Grant’s character is desperately trying to find Julia Roberts at her hotel. The receptionist, breaking protocol, gives him the information he needs. Hugh Grant, overcome with gratitude, leaps over the counter and kisses him on the cheek. (See the video attachment)

Enter: the Asian tourist in the queue.

Witnessing this unexpected display of British cheek-kissing, he clearly thinks, “Ah, this is how we do things here,” and tries to replicate it. He jumps over the counter to kiss the receptionist, who - let’s just say - isn’t quite as receptive this time.

It’s a brilliant moment of comedy - but it’s also a realistic snapshot of how language learners often operate. We take in language and behaviour. We interpret what we see as “what is appropriate.” In unfamiliar cultural contexts, it’s natural to rely on observed behaviour to fill the gaps in our understanding.

This is imitation. It is also acquisition in action.

This is what language learners do all the time.

We copy. We infer cultural norms based on what we see. And sometimes, we get it charmingly wrong. Other times, we get it really wrong.

But the mistake is part of the process. It’s not a failure - it’s feedback.

My Own Cultural Misstep

I remember vividly, during my early days of experiencing the English culture in in England, encountering a word used by native speakers to refer to a minority group. It wasn’t presented with malice - just casually dropped into conversation. As a learner, I had no idea of the word’s derogatory connotation. I filed it away mentally, thinking I’d learned something “authentic.”

It was only later, when I used the word myself, that I was made aware of its offensive meaning. The shock and embarrassment were intense - but so was the lesson.

No textbook had prepared me for that. No grammar exercise had warned me. And that’s the reality: learners interpret language through context, not just instruction.

I think I might be stepping too far into the danger zone here, but I find it important to tell you what exactly this use was. It was in England and the minority group was referred to as 'Paki'! I am from Turkey and no wonder people in England kept me asking back then "is it ok if I refer to you as 'Turk'?" I thought it was totally fine.

Not knowing the cultural associations, though, I referred to a Pakistani person as 'Paki" (I am sorry if this sounds wrong to you. but it wasn't wrong for me at the time). that is when I received a reaction that made me feel so embarrassed, but how could I know the whole cultural connotation that went much deeper than a simple word?

Mimicry: A Natural Learning Strategy

Research in second language acquisition (SLA) has long acknowledged the role of mimicry and observation. Stephen Krashen’s Input Hypothesis, for instance, emphasises the importance of comprehensible input - language that learners can understand, even if it’s slightly above their current level. But what is often less emphasised is that this input isn’t purely linguistic. It’s social, visual, emotional, and cultural.

Language learners build understanding by noticing patterns, mirroring speech, intonation, and even behaviour. In contexts where formal instruction is limited or where cultural knowledge is not explicitly taught, learners rely heavily on these observations to make sense of social interactions.

While mimicry can lead to amusing or inappropriate uses, it’s also a powerful engine for learning. Mistakes, in this context, are not failures - they are natural byproducts of the learning process.

When learners are surrounded by unfamiliar language and culture, their instinct is to watch, listen, and imitate. This is especially true in adolescence - a stage of life already marked by identity exploration, peer influence, and a strong desire to belong. Mimicry is not only natural; it’s essential for navigating new environments.

So can we really blame a teenager for copying a certain behaviour or word they heard in a social context - even if it turns out to be inappropriate?

I'd argue - Not really.

In fact, mimicry is a key mechanism of language acquisition. Learners pick up not just phrases, but also tone, body language, humour, gestures, and interactional norms. They are trying to make sense of complex linguistic and social cues in real time. Mistakes are inevitable.

What This Teaches Us About Language Learning

Whether it’s a word, an idiom, a gesture, or a cheek kiss, language learners interpret everything as input. And when we don’t have enough context or cultural knowledge, we rely on what we see and hear - even when it’s misleading.

This is why affective filters - like embarrassment, shame, or fear of making mistakes -can shut down learning. If I had been scolded rather than corrected, I might have withdrawn. But the gentle feedback, the understanding, the space to learn - these are the things that kept me going.

Be understanding and forgiving of language learners!