{"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\/et\/blog\/novosti-interneta\/chto-meshaet-uchit-inostrannyj-yazyk","title":{"rendered":"Mis takistab v\u00f5\u00f5rkeele \u00f5ppimist","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

T\u00e4na on palju edukaid meetodeid inglise keele \u00f5ppimiseks. Soovin jagada oma m\u00f5tteid teisel teemal: \u00f6elda, mis takistab keele \u00f5ppimist. <\/p>\n

\u00dcks selline takistus on see, et me ei \u00f5pi seda \u00f5igesti. Jutt ei ole kehapiirkondadest, vaid ajupiirkondadest. Eesajukoores on Vernicke ja Broca piirkonnad, mis on seotud k\u00f5ne tajumise ja produtseerimisega... T\u00e4iskasvanutel vastutavad need akustiliste signaalide vastuv\u00f5tmise ja k\u00f5ne tegevuse v\u00f5imalustest. <\/p>\n

Kuid viie- v\u00f5i seitsme-aastased lapsed omandavad teist keelt \u00fcllatava kergusega! Isso vaatamata sellele, et nende aju on t\u00f5eliselt ebak\u00fcps. Koori areng l\u00f5peb umbes kaheteistk\u00fcmne kuni viieteistk\u00fcmne aastaselt \u2013 ja siis omandab inimene v\u00f5ime j\u00e4rkj\u00e4rguliseks loogiliseks m\u00f5tlemiseks, nagu \u00f6eldakse... Sel ajal k\u00fcpsevad Vernicke ja Broca piirkonnad ning hakkavad vastutama inimese k\u00f5ne tegevuse eest. Aga mis juhtub enne koore k\u00fcpsemist, mida me intensiivselt koormame v\u00f5\u00f5rkeele \u00f5ppimisel?<\/p>\n

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\nTavap\u00e4rased v\u00f5\u00f5rkeele \u00f5petamismeetodid iseenesest ei ole v\u00e4ga tulemuslikud \u2013 paljud on nende j\u00e4rgi \u00f5ppinud, kuid teadmisi ei ole omandanud. Need meetodid toovad tulemusi siis, kui nad mingil p\u00f5hjusel suudavad aktiveerida ajupoolkera s\u00fcgavamad alad, selle iidseid osi, mida lapsed edukalt kasutavad. <\/p>\n

Me saame t\u00e4iesti teadlikult l\u00e4heneda v\u00f5\u00f5rkeele \u00f5ppimisele: lugeda ja t\u00f5lkida, rikastada s\u00f5navara, \u00f5ppida grammatikat. Kuid keel omandatakse (kui omandatakse) alateadlikul v\u00f5i teadvustamata tasandil. Ja see tundub mulle mingisuguse trikina.<\/p>\n

Teine takistus: teise keele \u00f5petamise meetodid. Need on kopeeritud emakeele \u00f5pikutes kasutatavatelt \u00f5ppevormidelt. Lapsed \u00f5pivad kirja lugema \u00f5pikute p\u00f5hjal \u2014 koolis v\u00f5i kodus algab k\u00f5ik t\u00e4hestikust, lihtsatest s\u00f5nadest, hiljem fraasidest, seej\u00e4rel grammatika kallal ning l\u00f5puks (kui see juhtub) stiilistikast... Kogu koolihariduses on \u00f5petaja huvid (mitte kui isiksuse, vaid kui osa hariduss\u00fcsteemist) v\u00e4ga tugevad: kui palju tunde on vastavalt kinnitatud meetodile selle teema jaoks kulunud, milline tulemus erinevates testides on saavutatud... K\u00f5ik see n\u00f5uab hoolikat ajakulu ja rahakulude arvestust. Suures plaanis j\u00e4\u00e4b keele enda, selle armastuse kasvatamise, hinnangu sellele, kuidas see \u00f5pilasesse \u201esisenes\u201d ja kui kauaks see sinna j\u00e4i \u2014 seega \u00f5pilase enda peamised huvid \u2014 k\u00f5rvale. Kogu \u00f5ppimine toimub liiga ratsionaalselt ja pinnapealselt. See \u00f5ppetundide s\u00fcsteem on p\u00e4rit keskajast, mis on juurdunud t\u00f6\u00f6stusajastusse, kui hinnati standardiseeritud ettevalmistust ja teadmiste hindamist. K\u00f5igega sellega v\u00f5ib ehk leppida \u2014 ideaalset meetodit pole. B\u00fcrokratia juhib selle objektiivsete eeliste t\u00f5ttu. Kuid! \u00dcks tohutu erinevus: laps, kes koolis oma emakeelt t\u00e4iustab, oskab seda juba selgelt v\u00e4ljendada! Mis siis kehtib \u00fcli\u00f5pilase kohta, kes asub uue keele \u00f5ppimisele nullist... Siin annab traditsiooniline \u00f5petamiss\u00fcsteem \u00fcsna tagasihoidlikke tulemusi \u2014 meenutage oma kogemust ja tuttavate kogemusi.
\nKuidas aga laps m\u00f5istab, et see on kassipoeg? Kuidas see on kana? T\u00e4iskasvanu v\u00f5ib t\u00f5lkida \u00fchest keelest teise, seostades s\u00f5na s\u00f5naga. Keele emakeele r\u00e4\u00e4kijatel seondub asi ja m\u00f5te teisiti.<\/p>\n

Kolmas p\u00f5hjus. Tuntud Ameerika neurof\u00fcsioloogi Paula Tallali uurimused n\u00e4itavad, et umbes 20% elanikkonnast ei suuda taluda normaalset k\u00f5netempot. (Siia alla kuuluvad ka sellised probleemid nagu d\u00fcsleksia, d\u00fcsgraafia ja muud ebameeldivused). Need inimesed ei j\u00f5ua kuulatu tajumise ja m\u00f5istmiseni. Protsessi eest vastutab v\u00e4ikeaju \u2014 see on meie aju \u201eemaplaat\u201d, mis ei suuda reaalajas sisenevat teavet t\u00f6\u00f6delda. Asi ei ole lootusetu: aeglasemas tempos treenides on v\u00f5imalik aja jooksul normaalsele kiirusel j\u00f5uda. Enamikul juhtudel \u00f5nnestub see. Kuid tuleb teada, et on ka n\u00e4iteid, mis n\u00f5uavad erilisi l\u00e4henemisi.<\/p>\n

Neljanda p\u00f5hjus: elementaarne segadus m\u00f5istetes. See oli minu jaoks ilmselt k\u00f5ige m\u00fcrgisem. Mida me teise keelega teeme? Me \u00d5PPIME seda. Ma sain koolis matemaatikas ja f\u00fc\u00fcsikas \u00fcsna h\u00e4sti hakkama ning l\u00e4henesin inglise keele \u00f5ppimisele sama moodi. Tuleb \u00f5ppida s\u00f5nu ja grammatikat, ning millised probleemid v\u00f5ivad tekkida, kui k\u00f5ik on h\u00e4sti selgeks \u00f5pitud ja meeles? See, et k\u00f5ne tegevus on olemuselt hoopis erinev ja oma f\u00fcsioloogias palju mitmekesisem kui spekulatiivsed (ilma solvava alatoonita) konstruktsioonid, sai mulle selgeks alles p\u00e4rast palju aastaid.<\/p>\n

Viies p\u00f5hjus \u2013 osaliselt kattuv neljandaga. See on ego. Kui ma tean s\u00f5nu ja grammatikat, miks siis lugeda lauset mitu korda? (\u201eKas ma olen rumal?\u201c). Selline m\u00f5te riivab eneseuhkust. Siiski ei ole keele omandamine teadmine, vaid oskus, mis saab vormitud vaid mitmekordsete kordustega, ja seda kriitikat oma aadressilt k\u00f5rvaldades. Ps\u00fchholoogiline nuhtlus \u2013 enesepeegelduse v\u00e4hendamine \u2013 k\u00e4tkeb sageli ka t\u00e4iskasvanut. Minule andis enesekritika v\u00e4hendamine raskusi.<\/p>\n

Kokkuv\u00f5tteks tahaksin teada teie kogemust inglise keele \u00f5ppimisel (p\u00fc\u00fcan v\u00e4lja t\u00f6\u00f6tada keele omandamise metoodikat, mis aitaks \u00fcle saada nimetatud ja teistest v\u00f5imalikest piirangutest). K\u00fcsimus on j\u00e4rgmine: kui oluline on programmeerijale inglise keele omandamine professionaalsest miinimumist \u00fcle, mille valdamine (miinimum) on lihtsalt v\u00e4ltimatu? Kui t\u00e4htis on keele edasiarendamine, arvestades reisimist, asukoha vahetust v\u00f5i ajutist viibimist ingliskeelses v\u00f5i laiemalt - muus kultuurilises keskkonnas, kus inglise keel v\u00f5ib olla piisav suhtlemiseks?
\n
Allikas: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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Soovin jagada oma arvamust teisest k\u00fcljest: r\u00e4\u00e4kida sellest, mis takistab keele \u00f5ppimist. \u00dcks selline takistus on see, et me ei \u00f5pi seda \u00f5igest kohast. Jutt ei k\u00e4i kehaosadest, vaid aju piirkondadest. Ajus on prefrontaalses koores Verickei ja Broca alad, mis on seotud","canonical_url":"https:\/\/prohoster.info\/et\/blog\/novosti-interneta\/chto-meshaet-uchit-inostrannyj-yazyk","robots":"max-image-preview:large","keywords":"","webmasterTools":{"miscellaneous":""},"schema":null,"og:locale":"et_EE","og:site_name":"ProHoster | \u041a\u0443\u043f\u0438\u0442\u044c \u043d\u0430\u0434\u0435\u0436\u043d\u044b\u0439 \u0445\u043e\u0441\u0442\u0438\u043d\u0433 \u0434\u043b\u044f \u0441\u0430\u0439\u0442\u043e\u0432 \u0441 \u0437\u0430\u0449\u0438\u0442\u043e\u0439 \u043e\u0442 DDoS, VPS VDS \u0441\u0435\u0440\u0432\u0435\u0440\u044b","og:type":"article","og:title":"\ud83e\udd47\u0427\u0442\u043e \u043c\u0435\u0448\u0430\u0435\u0442 \u0443\u0447\u0438\u0442\u044c \u0438\u043d\u043e\u0441\u0442\u0440\u0430\u043d\u043d\u044b\u0439 \u044f\u0437\u044b\u043a | ProHoster","og:description":"\u0421\u0435\u0433\u043e\u0434\u043d\u044f \u0435\u0441\u0442\u044c \u043c\u043d\u043e\u0433\u043e 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