{"id":31191,"date":"2019-10-31T21:39:59","date_gmt":"2019-10-31T18:39:59","guid":{"rendered":"https:\/\/prohoster.info\/blog\/chto-meshaet-uchit-inostrannyj-yazyk\/"},"modified":"2019-10-31T21:39:59","modified_gmt":"2019-10-31T18:39:59","slug":"chto-meshaet-uchit-inostrannyj-yazyk","status":"publish","type":"post","link":"https:\/\/prohoster.info\/cs\/blog\/news\/chto-meshaet-uchit-inostrannyj-yazyk","title":{"rendered":"Co br\u00e1n\u00ed u\u010den\u00ed ciz\u00edho jazyka","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

Dnes existuje mnoho \u00fasp\u011b\u0161n\u00fdch metod pro studium angli\u010dtiny. R\u00e1d bych p\u0159idal sv\u00e9 t\u0159i centy z jin\u00e9ho \u00fahlu: \u0159\u00edct, co br\u00e1n\u00ed u\u010den\u00ed jazyka. <\/p>\n

Jednou z takov\u00fdch p\u0159ek\u00e1\u017eek je, \u017ee se ho u\u010d\u00edme na nespr\u00e1vn\u00e9m m\u00edst\u011b. Nejde o \u010d\u00e1sti t\u011bla, ale o z\u00f3ny v mozku. V prefront\u00e1ln\u00ed k\u016f\u0159e mozku jsou z\u00f3ny Wernicke a Broca, kter\u00e9 jsou spojeny s vn\u00edm\u00e1n\u00edm a produkc\u00ed \u0159e\u010di\u2026 U dosp\u011bl\u00fdch jsou tyto z\u00f3ny zodpov\u011bdn\u00e9 za p\u0159\u00edjem akustick\u00fdch sign\u00e1l\u016f a za samotnou mo\u017enost verb\u00e1ln\u00ed \u010dinnosti. <\/p>\n

A d\u011bti ve v\u011bku p\u011bti a\u017e sedmi let osvojuj\u00ed jin\u00fd jazyk s p\u0159ekvapuj\u00edc\u00ed lehkost\u00ed! I p\u0159esto, \u017ee jejich mozek je skute\u010dn\u011b nezral\u00fd. Formov\u00e1n\u00ed k\u016fry kon\u010d\u00ed kolem dvan\u00e1cti a\u017e patn\u00e1cti let \u2013 a teprve pot\u00e9 z\u00edsk\u00e1v\u00e1 \u010dlov\u011bk schopnost komplexn\u00edho logick\u00e9ho my\u0161len\u00ed, jak se \u0159\u00edk\u00e1, \"do hlavy se mu to dost\u00e1v\u00e1\"\u2026 V tomto v\u011bku z\u00f3ny Wernicke a Broca zraj\u00ed a za\u010d\u00ednaj\u00ed b\u00fdt zodpov\u011bdn\u00e9 za verb\u00e1ln\u00ed \u010dinnost \u010dlov\u011bka. Ale co se d\u011bje p\u0159ed zr\u00e1n\u00edm k\u016fry, kterou usilovn\u011b zat\u011b\u017eujeme p\u0159i u\u010den\u00ed ciz\u00edho jazyka?<\/p>\n

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\nB\u011b\u017en\u00e9 metody v\u00fduky ciz\u00edho jazyka nejsou samy o sob\u011b p\u0159\u00edli\u0161 produktivn\u00ed \u2013 mnoz\u00ed se podle nich u\u010dili, ale znalosti nez\u00edskali. Tyto metody p\u0159in\u00e1\u0161ej\u00ed v\u00fdsledky, kdy\u017e se z n\u011bjak\u00e9ho d\u016fvodu poda\u0159\u00ed aktivovat hlubok\u00e9 z\u00f3ny mozku, jeho starod\u00e1vn\u00e9 \u010d\u00e1sti, kter\u00e9 d\u011bti \u00fasp\u011b\u0161n\u011b vyu\u017e\u00edvaj\u00ed. <\/p>\n

M\u016f\u017eeme se k u\u010den\u00ed ciz\u00edho jazyka p\u0159istupovat velmi v\u011bdom\u011b: \u010d\u00edst a p\u0159ekl\u00e1dat, roz\u0161i\u0159ovat slovn\u00ed z\u00e1sobu, u\u010dit se gramatiku. Ale jazyk se osvojuje (pokud se osvojuje) na podv\u011bdom\u00e9 nebo nev\u011bdom\u00e9 \u00farovni. A to mi p\u0159ipad\u00e1 jako n\u011bjak\u00fd kouzeln\u00edk.<\/p>\n

Druh\u00e1 p\u0159ek\u00e1\u017eka: samotn\u00e9 metodiky u\u010den\u00ed druh\u00e9ho jazyka. Jsou p\u0159evzaty z v\u00fduky rodn\u00e9mu jazyku. D\u011bti se u\u010d\u00ed gramotnosti podle slabik\u00e1\u0159e \u2014 ve \u0161kole nebo doma v\u0161echno za\u010d\u00edn\u00e1 abecedou, s nejjednodu\u0161\u0161\u00edmi slovy, pak fr\u00e1zemi, pot\u00e9 gramatikou a nakonec (pokud se dostanou) k stylistice\u2026 V cel\u00e9m \u0161koln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed jsou siln\u00e9 z\u00e1jmy u\u010ditele (ne jako osoby, ale jako sou\u010d\u00e1st syst\u00e9mu vzd\u011bl\u00e1v\u00e1n\u00ed): kolik hodin, podle schv\u00e1len\u00e9 metodiky, bylo vynalo\u017eeno na dan\u00e9 t\u00e9ma, jak\u00fd byl v\u00fdsledek v podob\u011b r\u016fzn\u00fdch test\u016f\u2026 za t\u00edm v\u0161\u00edm stoj\u00ed pe\u010dliv\u00e9 sledov\u00e1n\u00ed vynalo\u017een\u00e9ho \u010dasu a pen\u011bz. V podstat\u011b jazyk s\u00e1m, v\u00fdchova l\u00e1sky k n\u011bmu, hodnocen\u00ed toho, jak se dostal do \u017e\u00e1kovy mysli, a na jak dlouho z\u016fstal \u2013 tedy hlavn\u00ed z\u00e1jmy samotn\u00e9ho \u017e\u00e1ka \u2014 z\u016fst\u00e1vaj\u00ed na vedlej\u0161\u00ed koleji. V\u0161echny u\u010debn\u00ed procesy prob\u00edhaj\u00ed p\u0159\u00edli\u0161 racion\u00e1ln\u011b a povrchn\u011b. Tento lek\u010dn\u00ed syst\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed m\u00e1 ko\u0159eny ve st\u0159edov\u011bku a etabloval se v pr\u016fmyslov\u00e9 \u00e9\u0159e, kdy byla cenn\u00e1 standardizovan\u00e1 p\u0159\u00edprava a hodnocen\u00ed znalost\u00ed. S t\u00edmto lze jaksi souhlasit \u2013 dokonal\u00e9 metody neexistuj\u00ed. Byrokracie vl\u00e1dne s objektivn\u00edmi k tomu p\u0159edpoklady. Ale! Existuje obrovsk\u00fd rozd\u00edl: d\u00edt\u011b, kter\u00e9 se zdokonaluje ve \u0161kole v rodn\u00e9m jazyce, u\u017e um\u00ed se na n\u011bm vysv\u011btlit! Co\u017e se ned\u00e1 \u0159\u00edct o studentovi, kter\u00fd se pustil do nov\u00e9ho jazyka od nuly\u2026 Zde tradi\u010dn\u00ed syst\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed p\u0159in\u00e1\u0161\u00ed velmi skromn\u00e9 plody \u2013 vzpome\u0148te na svou zku\u0161enost a zku\u0161enosti zn\u00e1m\u00fdch.
\nJako dopln\u011bk k tomuto bodu: jak d\u00edt\u011b ch\u00e1pe, \u017ee to je ko\u0165\u00e1tko? Co\u017e je toto \u2014 slepice? Dosp\u011bl\u00e9mu lze poskytnout p\u0159eklad z jednoho jazyka do druh\u00e9ho, spojit slovo se slovem. U rodil\u00e9ho mluv\u010d\u00edho se v\u0161ak jev a pojem spojuj\u00ed jinak.<\/p>\n

T\u0159et\u00ed d\u016fvod. Skupina zn\u00e1m\u00e9ho americk\u00e9ho neurofyziologa Pauly Tallal zjistila, \u017ee p\u0159ibli\u017en\u011b 20 % lid\u00ed v populaci nezvl\u00e1d\u00e1 norm\u00e1ln\u00ed tempo \u0159e\u010di. (sem pat\u0159\u00ed tak\u00e9 pot\u00ed\u017ee jako dyslexie, dysgrafie a dal\u0161\u00ed nep\u0159\u00edjemnosti). Tito lid\u00e9 nest\u00edhaj\u00ed vn\u00edmat a ch\u00e1pat to, co sly\u0161\u00ed. Za tento proces je zodpov\u011bdn\u00fd moze\u010dek \u2014 tato 'mat mother board' na\u0161eho mozku se ukazuje jako neschopn\u00e1 zpracov\u00e1vat p\u0159ich\u00e1zej\u00edc\u00ed informace v re\u00e1ln\u00e9m \u010dase. Nen\u00ed to beznad\u011bjn\u00e9: je mo\u017en\u00e9 se tr\u00e9novat na zpomalen\u00e9m tempu a postupn\u011b dos\u00e1hnout norm\u00e1ln\u00ed rychlosti. V drtiv\u00e9 v\u011bt\u0161in\u011b p\u0159\u00edpad\u016f se to poda\u0159\u00ed. Ale je t\u0159eba v\u011bd\u011bt, \u017ee existuje i takov\u00e1 past, kter\u00e1 si \u017e\u00e1d\u00e1 speci\u00e1ln\u00ed p\u0159\u00edstupy.<\/p>\n

\u010ctvrt\u00fd d\u016fvod: element\u00e1rn\u00ed zmatek v pojmech. Pro m\u011b byla asi nejjedovat\u011bj\u0161\u00ed. Co d\u011bl\u00e1me s druh\u00fdm jazykem? U\u010c\u00cdME se ho. Ve \u0161kole jsem si celkem dob\u0159e vedl v matematice a fyzice a stejn\u00fdm zp\u016fsobem jsem p\u0159istoupil k u\u010den\u00ed angli\u010dtiny. Je t\u0159eba se nau\u010dit slova a gramatiku, a jak\u00e9 mohou b\u00fdt probl\u00e9my, kdy\u017e jsem v\u0161echno dob\u0159e nau\u010dil a dob\u0159e zapamatoval? To, \u017ee mluvn\u00ed aktivita m\u00e1 zcela jinou povahu a po sv\u00e9 fyziologii je mnohem r\u016fznorod\u011bj\u0161\u00ed ne\u017e spekulativn\u00ed (bez ur\u00e1\u017eliv\u00e9ho podtextu) konstrukce, jsem poc\u00edtil a\u017e po mnoha letech.<\/p>\n

P\u00e1t\u00fd d\u016fvod \u2013 \u010d\u00e1ste\u010dn\u011b se p\u0159ekr\u00fdv\u00e1 se \u010dtvrt\u00fdm. To je ego. Pokud zn\u00e1m slova a gramatiku, pro\u010d tolikr\u00e1t opakovat p\u0159e\u010dtenou v\u011btu? (\u201eJsem snad hloup\u00fd?\u201c). Dot\u00fdkalo se to m\u00e9ho sebev\u011bdom\u00ed. P\u0159esto osvojov\u00e1n\u00ed jazyka \u2014 to nen\u00ed znalost, ale dovednost, kter\u00e1 se m\u016f\u017ee utv\u00e1\u0159et pouze v d\u016fsledku mnohokr\u00e1t opakovan\u00e9 \u010dinnosti, a to v atmosf\u00e9\u0159e uvoln\u011bn\u00e9 kritiky na svou adresu. Psychologick\u00e1 finta \u2014 sn\u00ed\u017een\u00ed sebereflexe \u2014 tak\u00e9 \u010dasto zat\u011b\u017euje dosp\u011bl\u00e9ho. Mn\u011b se sni\u017eov\u00e1n\u00ed sebekritiky d\u00e1valo obt\u00ed\u017en\u011b.<\/p>\n

Shrnut\u00ed, r\u00e1d bych se dozv\u011bd\u011bl o va\u0161ich zku\u0161enostech se studiem angli\u010dtiny (sna\u017e\u00edm se vypracovat metodiku osvojov\u00e1n\u00ed jazyka, kter\u00e1 by n\u011bjak\u00fdm zp\u016fsobem odstranila uveden\u00e1 a dal\u0161\u00ed mo\u017en\u00e1 omezen\u00ed). A vznik\u00e1 ot\u00e1zka: jak aktu\u00e1ln\u00ed je pro program\u00e1tora zvl\u00e1dnut\u00ed angli\u010dtiny nad r\u00e1mec profesn\u00edho minima, jeho\u017e znalost (minima) je prost\u011b nevyhnuteln\u00e1? Jak d\u016fle\u017eit\u00e9 je roz\u0161\u00ed\u0159en\u00e9 ovl\u00e1d\u00e1n\u00ed jazyka z hlediska cestov\u00e1n\u00ed, zm\u011bny lokality, do\u010dasn\u00e9ho pobytu v anglicky mluv\u00edc\u00edm nebo obecn\u011b jin\u00e9 kulturn\u00ed sf\u00e9\u0159e, kde m\u016f\u017ee b\u00fdt angli\u010dtina dostate\u010dn\u00e1 pro komunikaci?
\n
Zdroj: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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Chci p\u0159idat sv\u00e9 t\u0159i hal\u00e9\u0159e z jin\u00e9ho \u00fahlu pohledu: \u0159\u00edct, co n\u00e1m br\u00e1n\u00ed jazyk se u\u010dit. 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