{"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\/news\/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 lisada oma kolm kopikat teisest k\u00fcljest: r\u00e4\u00e4kida sellest, mis takistab keele \u00f5ppimist. <\/p>\n

\u00dcks selline takistus on see, et me \u00f5pime seda vale koha pealt. R\u00e4\u00e4kides mitte kehaosadest, vaid ajupiirkondadest. Esifrontaalses ajukoores on Wernicke'i ja Broca piirkonnad, mis on seotud k\u00f5ne tajumise ja tootmisega... T\u00e4iskasvanutel vastutavad need akustiliste signaalide vastuv\u00f5tmise ja k\u00f5ne tegevuse v\u00f5imaldamise eest. <\/p>\n

Aga viie-kuuene lapsed omandavad teist keelt \u00fcllatava kergusega! See on t\u00e4helepanuv\u00e4\u00e4rne, et nende aju on t\u00f5eliselt k\u00fcps. Ajakoori moodustumine l\u00f5ppeb umbes kaheksateistk\u00fcmne kuni viieteistk\u00fcmne aasta vanuselt - ja siis omandab inimene v\u00f5ime l\u00f5petatud loogilisi konstruktsioone luua, nagu \u00f6eldakse... Sel ajal k\u00fcpsevad Wernicke'i ja Broca piirkonnad ning hakkavad vastutama inimese k\u00f5ne tegevuse eest. Aga mis juhtub enne ajukoore k\u00fcpsemist, mida me innukalt koormame v\u00f5\u00f5rkeele \u00f5ppimisega?<\/p>\n

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\nTavap\u00e4rased v\u00f5\u00f5rkeele \u00f5petamise meetodid ei ole iseenesest v\u00e4ga efektiivsed - paljud on neist \u00f5ppinud, kuid teadmisi ei omandatud. Need meetodid annavad tulemusi siis, kui nad mingil p\u00f5hjusel suudavad aktiveerida ajukoore s\u00fcgavad piirkonnad, tema vanemad osad, mida lapsed edukalt kasutavad. <\/p>\n

Me saame t\u00e4iesti teadlikult l\u00e4heneda v\u00f5\u00f5rkeele \u00f5ppimisele: lugeda ja t\u00f5lkida, t\u00e4iendada s\u00f5navara, \u00f5ppida grammatikat. Kuid keel omandatakse (kui seda omandatakse) alateadlikul v\u00f5i teadvuseta tasandil. Ja mulle tundub, et see on mingi trikk.<\/p>\n

Teine takistus: teise keele \u00f5ppimise meetodid. Need on kopeeritud emakeele \u00f5ppimise \u00f5ppetundidest. Lapsi \u00f5petatakse lugema \u00f5pikute j\u00e4rgi \u2014 koolis v\u00f5i kodus algab k\u00f5ik t\u00e4hestikust, lihtsatest s\u00f5nadest, siis lausetest, seej\u00e4rel grammatikast, l\u00f5puks (kui see \u00fcldse juhtub) stiilist... K\u00f5ikides kooli\u00f5petustes on tugevalt esindatud \u00f5petaja huvid (mitte kui isiksus, vaid hariduss\u00fcsteemi osana): kui palju tunde on vastavalt heakskiidetud meetodile antud sellel teemal, millised on mitmekesised testitulemused... K\u00f5ik see n\u00f5uab hoolikat t\u00f6\u00f6aja ja raha arvestust. Suures plaanis j\u00e4\u00e4vad ise keele, armastuse kasvatamine selle vastu, hinnang sellele, kuidas see \u00f5pilastesse \"sisenes\" ja kui kauaks see j\u00e4i - see t\u00e4hendab, et \u00f5pilase peamised huvid - k\u00f5rvale. \u00d5ppimine on liiga ratsionaalne ja pinnapealne. See tunni p\u00f5hine hariduss\u00fcsteem on p\u00e4rit keskajast, juurdunud t\u00f6\u00f6stusajastul, kui oli hinnas standardiseeritud ettevalmistus ja teadmiste hindamine. Sellega v\u00f5ib mingil m\u00e4\u00e4ral n\u00f5ustuda - t\u00e4iuslikke meetodeid ei ole. B\u00fcrokraatia juhib objektiivsete eeldustega. Kuid! \u00dcks suur erinevus: laps, kes \u00f5ppib koolis emakeelt, oskab juba sellega suhelda! Erinevalt \u00fcli\u00f5pilasest, kes hakkab uut keelt \u00f5ppima nullist... Siin annab traditsiooniline \u00f5ppes\u00fcsteem v\u00e4ga tagasihoidlikke tulemusi - meenutage oma kogemusi ja tuttavate kogemusi.
\nK\u00e4esolevale punktile lisandub: kuidas laps m\u00f5istab, et see on kassipoeg? Kuidas ta teab, et see on kana? T\u00e4iskasvanule v\u00f5ib anda t\u00f5lke \u00fchelt keelt teisele, siduda s\u00f5na s\u00f5naga. Kuid emakeele k\u00f5nelejal seondub n\u00e4htus ja m\u00f5isted teisiti.<\/p>\n

Kolmas p\u00f5hjus. Tuntud Ameerika neurof\u00fcsioloogi Paula Tallali uurimisr\u00fchm on tuvastanud, et umbes 20% inimestest populatsioonis ei suuda normaalset k\u00f5netempot j\u00e4rgida. (siia kuuluvad ka sellised probleemid nagu d\u00fcsleksia, d\u00fcsgraafia ja muud ebamugavused). Need inimesed ei suuda tajuda ega m\u00f5ista seda, mida nad kuulevad. Protsessi eest vastutab v\u00e4ikeaju \u2013 selle meie aju \u201eemaplaat\u201c osutub olevat v\u00f5imetu t\u00f6\u00f6tlema saabuvat teavet reaalajas. Asi ei ole lootusetu: aeglasemas tempos harjutamine v\u00f5ib ajapikku viia normaalse kiiruseni. Enamasti \u00f5nnestub see. Kuid tuleb teada, et on ka selliseid olukordi, mis n\u00f5uavad erikohtlemist.<\/p>\n

Neljas p\u00f5hjus: elementaarne segadus m\u00f5istetest. See oli minu jaoks k\u00f5ige m\u00fcrgisem, t\u00f5en\u00e4oliselt. Mida me teeme teise keelega? Me \u00d5PPIMES seda. Koolis l\u00e4ks mul matemaatika ja f\u00fc\u00fcsikaga p\u00e4ris h\u00e4sti ja l\u00e4henesin inglise keele \u00f5ppimisele samamoodi. Tuleb \u00f5ppida s\u00f5nu ja grammatikat, ja millised v\u00f5iksid probleemid olla, kui k\u00f5ik on h\u00e4sti \u00f5ppinud ja h\u00e4sti meelde j\u00e4\u00e4nud? See, et k\u00f5ne tegevus omab p\u00f5him\u00f5tteliselt erinevat olemust ja on oma f\u00fcsioloogias palju mitmekesisem kui spekulatiivsed (ilma solvava varjundita) konstruktsioonid, tundsin alles palju aastaid hiljem.<\/p>\n

Viies p\u00f5hjus \u2013 osaliselt kattuv neljandaga. See on ego. Kui ma tean s\u00f5nu ja grammatikat, miks ma siis korduvalt lugenud fraasi kordama pean? (\u201eKas ma olen rumal?\u201d). See riivas minu eneseuhkust. Siiski ei ole keele omandamine teadmised, vaid oskus, mis v\u00f5ib kujuneda ainult korduvate harjutuste tulemusena, ning seda tuleb teha ilma enese kriitikat s\u00fcvendamata. Ps\u00fchholoogiline aspekt \u2013 refleksiooni v\u00e4henemine \u2013 koormab ka sageli t\u00e4iskasvanut. Minul oli enese kriitika v\u00e4hendamine keeruline.<\/p>\n

Kokkuv\u00f5ttes tahaksin teada teie kogemust inglise keele \u00f5ppimisel (\u00fcritan v\u00e4lja t\u00f6\u00f6tada meetodi keele omandamiseks, mis leevendaks nimetatud ja muid v\u00f5imalikke piiranguid). Tekib k\u00fcsimus: kui oluline on programmeerijale inglise keele omandamine professionaalsest miinimumist \u00fcle, mille osas (miinimumis) on lihtsalt v\u00e4ltimatu oskus? Kui oluline on p\u00f5hjalik keeleoskus reisimise, asukoha vahetuse ja ajutise viibimise puhul ingliskeelses v\u00f5i laiemalt \u2013 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 tuua v\u00e4lja oma arvamuse teiselt poolt: r\u00e4\u00e4kida sellest, mis takistab keele \u00f5ppimist. \u00dcks selline takistus on see, et me \u00f5pime seda mitte \u00f5igete meetoditega.","canonical_url":"https:\/\/prohoster.info\/et\/blog\/news\/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 | 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