{"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\/ro\/blog\/news\/chto-meshaet-uchit-inostrannyj-yazyk","title":{"rendered":"Ce ne \u00eempiedic\u0103 s\u0103 \u00eenv\u0103\u021b\u0103m o limb\u0103 str\u0103in\u0103","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

Ast\u0103zi exist\u0103 multe metode de succes pentru a \u00eenv\u0103\u021ba engleza. A\u0219 dori s\u0103 aduc o contribu\u021bie dintr-o alt\u0103 perspectiv\u0103: s\u0103 spun ce ne \u00eempiedic\u0103 s\u0103 \u00eenv\u0103\u021b\u0103m limba. <\/p>\n

Una dintre aceste obstacole este c\u0103 o \u00eenv\u0103\u021b\u0103m dintr-o alt\u0103 parte. Nu m\u0103 refer la p\u0103r\u021bile corpului, ci la zonele creierului. Exist\u0103 \u00een cortexul prefrontal zonele lui Wernicke \u0219i Broca, care sunt legate de percep\u021bia \u0219i produc\u021bia de vorbire\u2026 La adul\u021bi, acestea r\u0103spund pentru primirea semnalelor acustice \u0219i pentru capacitatea de a vorbi. <\/p>\n

Copiii de cinci-\u0219apte ani \u00eenva\u021b\u0103 o alt\u0103 limb\u0103 cu o u\u0219urin\u021b\u0103 surprinz\u0103toare! Acest lucru se \u00eent\u00e2mpl\u0103 \u00een ciuda faptului c\u0103 creierul lor este \u00eentr-adev\u0103r subdezvoltat. Formarea cortexului se finalizeaz\u0103 \u00een jurul v\u00e2rstei de doisprezece-cincisprezece ani \u2013 \u0219i atunci persoana dob\u00e2nde\u0219te capacitatea de a construi g\u00e2nduri logice bine definite, \u201eintr\u0103 \u00een minte\u201d, dup\u0103 cum se spune\u2026 \u00cen aceast\u0103 perioad\u0103, zonele lui Wernicke \u0219i Broca se dezvolt\u0103 \u0219i \u00eencep s\u0103 r\u0103spund\u0103 pentru activitatea vorbit\u0103 a omului. Dar ce se \u00eent\u00e2mpl\u0103 \u00eenainte de maturizarea cortexului, pe care noi \u00eel supunem unei stres\u0103ri intense \u00een timpul \u00eenv\u0103\u021b\u0103rii unei limbi str\u0103ine?<\/p>\n

<\/a><\/noindex>
\nMetodele obi\u0219nuite de predare a limbilor str\u0103ine \u00een sine nu sunt foarte productive \u2013 mul\u021bi au fost instrui\u021bi prin ele, dar nu au dob\u00e2ndit cuno\u0219tin\u021be. Aceste metode dau rezultate atunci c\u00e2nd, din anumite motive, reu\u0219esc s\u0103 activeze zonele profunde ale creierului, regiunile sale ancestrale de care copiii se folosesc cu succes. <\/p>\n

Putem aborda \u00eenv\u0103\u021barea unei limbi str\u0103ine cu toat\u0103 con\u0219tiin\u021ba: citind \u0219i tradus, complet\u00e2nd vocabularul, \u00eenv\u0103\u021b\u00e2nd gramatic\u0103. Dar limba (dac\u0103 este asimilat\u0103) este \u00eenv\u0103\u021bat\u0103 la un nivel subcon\u0219tient sau incon\u0219tient. \u0218i mi se pare c\u0103 acest lucru este o form\u0103 de magie.<\/p>\n

A doua problem\u0103: metodele de \u00eenv\u0103\u021bare a unei a doua limbi. Acestea sunt copiate din lec\u021biile pentru \u00eenv\u0103\u021barea limbii materne. Copiii \u00eenva\u021b\u0103 s\u0103 scrie cu ajutorul abecedarului \u2014 \u00een \u0219coal\u0103 sau acas\u0103, totul \u00eencepe cu alfabetul, cu cele mai simple cuvinte, apoi fraze, apoi gramatic\u0103, \u0219i abia apoi ajung (dac\u0103 ajung) la stilistica... \u00cen \u00eentreaga educa\u021bie \u0219colar\u0103, interesele profesorului (nu ca persoan\u0103, ci ca parte a sistemului educa\u021bional): c\u00e2te ore, conform metodologiei aprobate, au fost dedicate acestui subiect, ce rezultate \u00een form\u0103 de teste diverse au fost ob\u021binute... totul este urm\u0103rit printr-o contabilitate riguros\u0103 a timpului \u0219i banilor cheltui\u021bi. \u00cen fond, \u00eens\u0103, limba \u00een sine, cultivarea dragostei pentru aceasta, evaluarea modului \u00een care a \u201eintrat\u201d \u00een elev \u0219i c\u00e2t timp va r\u0103m\u00e2ne \u2013 adic\u0103 principalele interese ale elevului \u2013 r\u0103m\u00e2n \u00een afara aten\u021biei. Toat\u0103 educa\u021bia se desf\u0103\u0219oar\u0103 prea ra\u021bional \u0219i superficial. Aceast\u0103 sistematizare a lec\u021biilor provine din Evul Mediu, a fost adaptat\u0103 \u00een perioada industrial\u0103, c\u00e2nd era apreciat\u0103 preg\u0103tirea \u0219i evaluarea standardizat\u0103 a cuno\u0219tin\u021belor. Cu toate acestea, putem oare s\u0103 fim de acord cu asta \u2013 nu exist\u0103 metode perfecte. Biurocra\u021bia controleaz\u0103 cu premise obiective pentru aceasta. Dar! O mare diferen\u021b\u0103: copilul care \u00ee\u0219i perfec\u021bioneaz\u0103 limba matern\u0103 la \u0219coal\u0103 deja \u0219tie s\u0103 se exprime \u00een ea! Ce putem spune despre un student care \u00eencepe \u00eenv\u0103\u021barea unei noi limbi de la zero... Aici, sistemul tradi\u021bional de \u00eenv\u0103\u021bare produce rezultate foarte modeste \u2013 aminti\u021bi-v\u0103 experien\u021ba voastr\u0103 \u0219i a celor cunoscu\u021bi.
\nCa o completare la acest punct: cum \u00ee\u0219i d\u0103 seama un copil c\u0103 acesta este un pisoi? Ce este acesta \u2014 o g\u0103in\u0103? Adultului i se poate oferi o traducere dintr-o limb\u0103 \u00een alta, leg\u00e2nd cuv\u00e2ntul de cuv\u00e2nt. La vorbitorii nativi, \u00eens\u0103, fenomenul \u0219i conceptul sunt conectate \u00een mod diferit.<\/p>\n

A treia cauz\u0103. Grupul cunoscutului neurofiziolog american Paula Tallal a stabilit c\u0103 aproximativ 20% din popula\u021bie nu reu\u0219e\u0219te s\u0103 \u021bin\u0103 pasul cu ritmul normal al vorbirii. (Aici intr\u0103 \u0219i probleme precum dislexia, disgrafia \u0219i alte nepl\u0103ceri). Aceste persoane nu reu\u0219esc s\u0103 perceap\u0103 \u0219i s\u0103 \u00een\u021beleag\u0103 ceea ce aud. Cerebelul este responsabil pentru acest proces \u2013 aceast\u0103 \u201eplac\u0103 de baz\u0103\u201d a creierului nostru se dovede\u0219te incapabil\u0103 s\u0103 gestioneze procesarea informa\u021biilor \u00een timp real. Problema nu este f\u0103r\u0103 solu\u021bie: se poate exersa la un ritm mai \u00eencet \u0219i, \u00een timp, se poate ajunge la o vitez\u0103 normal\u0103. \u00cen majoritatea cazurilor, acest lucru reu\u0219e\u0219te. \u00cens\u0103 trebuie s\u0103 \u0219tii c\u0103 exist\u0103 \u0219i astfel de blocaje, care necesit\u0103 abord\u0103ri speciale.<\/p>\n

A patra cauz\u0103: confuzia elementar\u0103 \u00een concepte. Pentru mine, aceasta a fost poate cea mai toxic\u0103. Ce facem cu o a doua limb\u0103? O \u00ceNV\u0102\u021a\u0102M. M-am descurcat destul de bine la \u0219coal\u0103 cu matematica \u0219i fizica \u0219i am abordat studiul limbii engleze \u00een acela\u0219i mod. Trebuie s\u0103 \u00eenv\u0103\u021b cuvinte \u0219i gramatic\u0103, iar ce probleme ar putea exista dac\u0103 am \u00eenv\u0103\u021bat totul bine \u0219i m-am amintit tot? C\u0103 activitatea de vorbire are o natur\u0103 fundamental diferit\u0103 \u0219i, din punct de vedere fiziologic, este mult mai divers\u0103, am sim\u021bit-o doar dup\u0103 mul\u021bi ani.<\/p>\n

A cincea cauz\u0103 \u2013 par\u021bial suprapus\u0103 cu a patra. Este ego-ul. Dac\u0103 \u0219tiu cuvintele \u0219i gramatica, de ce s\u0103 repet de multe ori o fraz\u0103 citit\u0103? (\u201eSunt eu prost?\u201d). A fost atins\u0103 amorul propriu. Cu toate acestea, st\u0103p\u00e2nirea unei limbi nu este cunoa\u0219tere, ci o abilitate, care poate fi dezvoltat\u0103 doar prin repet\u0103ri multiple, \u00eentr-un context de reducere a criticilor la adresa proprie. O tem\u0103 psihologic\u0103 \u2013 sc\u0103derea auto-reflec\u021biei \u2013 de asemenea, \u00eei \u00eempov\u0103reaz\u0103 adesea pe adul\u021bi. Mie, sc\u0103derea auto-criticii mi-a venit greu.<\/p>\n

\u00cen concluzie, a\u0219 dori s\u0103 aflu despre experien\u021ba dumneavoastr\u0103 \u00een \u00eenv\u0103\u021barea limbii engleze (\u00eencerc s\u0103 dezvolt o metod\u0103 de \u00eenv\u0103\u021bare a limbii care s\u0103 dep\u0103\u0219easc\u0103 limit\u0103rile men\u021bionate \u0219i alte posibile constr\u00e2ngeri). Iar \u00eentrebarea care apare este: c\u00e2t de relevant\u0103 este pentru un programator st\u0103p\u00e2nirea limbii engleze dincolo de minimul profesional, pe care este inevitabil s\u0103-l de\u021bin\u0103? C\u00e2t de important\u0103 este cunoa\u0219terea extins\u0103 a limbii, av\u00e2nd \u00een vedere c\u0103l\u0103toriile, schimbarea loca\u021biei, \u0219ederea temporar\u0103 \u00eentr-un mediu vorbitor de limba englez\u0103 sau, mai larg, \u00eentr-un alt mediu cultural, unde engleza ar putea fi suficient\u0103 pentru comunicare?
\n
Sursa: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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Vreau s\u0103 adaug perspectiva mea asupra a ceea ce ne \u00eempiedic\u0103 s\u0103 \u00eenv\u0103\u021b\u0103m limba. Una dintre aceste obstacole este c\u0103 o \u00eenv\u0103\u021b\u0103m nu din locul potrivit.","canonical_url":"https:\/\/prohoster.info\/ro\/blog\/news\/chto-meshaet-uchit-inostrannyj-yazyk","robots":"max-image-preview:large","keywords":"","webmasterTools":{"miscellaneous":""},"schema":null,"og:locale":"ro_RO","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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