{"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\/sk\/blog\/news\/chto-meshaet-uchit-inostrannyj-yazyk","title":{"rendered":"\u010co br\u00e1ni u\u010di\u0165 sa cudz\u00ed jazyk","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

Dnes existuje mnoho \u00faspe\u0161n\u00fdch met\u00f3d na u\u010denie angli\u010dtiny. Chcel by som prida\u0165 svoj n\u00e1zor z in\u00e9ho poh\u013eadu: podeli\u0165 sa o to, \u010do n\u00e1m br\u00e1ni v u\u010den\u00ed jazyka. <\/p>\n

Jednou z tak\u00fdchto prek\u00e1\u017eok je, \u017ee ho u\u010d\u00edme nie t\u00fdm spr\u00e1vnym sp\u00f4sobom. Re\u010d nie je o \u010dastiach tela, ale o oblastiach mozgu. V prefront\u00e1lnej k\u00f4re mozgu s\u00fa oblasti Wernicke a Broca, ktor\u00e9 s\u00fa spojen\u00e9 s vn\u00edman\u00edm a produkciou re\u010di... U dospel\u00fdch s\u00fa zodpovedn\u00e9 za prij\u00edmanie akustick\u00fdch sign\u00e1lov a za samotn\u00fa schopnos\u0165 re\u010dovej \u010dinnosti. <\/p>\n

A deti vo veku pribli\u017ene p\u00e4\u0165-\u0161es\u0165 rokov ovl\u00e1daj\u00fa in\u00fd jazyk prekvapuj\u00facou \u013eahkos\u0165ou! A to aj napriek tomu, \u017ee ich mozog je skuto\u010dne nezrel\u00fd. Tvorba k\u00f4ry kon\u010d\u00ed okolo dvan\u00e1stich a\u017e p\u00e4tn\u00e1stich rokov \u2013 a a\u017e vtedy \u010dlovek nadob\u00fada schopnos\u0165 dokon\u010den\u00fdch logick\u00fdch kon\u0161trukci\u00ed, ako sa hovor\u00ed, \u201edo hlavy mu to vch\u00e1dza\u201c... V tomto obdob\u00ed z\u00f3ny Wernicke a Broca dozrievaj\u00fa a za\u010d\u00ednaj\u00fa by\u0165 zodpovedn\u00e9 za re\u010dov\u00fa \u010dinnos\u0165 \u010dloveka. A \u010do sa deje pred dozret\u00edm k\u00f4ry, ktor\u00fa v intenz\u00edvne za\u0165a\u017eujeme pri u\u010den\u00ed cudz\u00edch jazykov?<\/p>\n

<\/a><\/noindex>
\nTradi\u010dn\u00e9 met\u00f3dy vyu\u010dovania cudz\u00edch jazykov samy o sebe nie s\u00fa ve\u013emi produkt\u00edvne \u2013 mnoh\u00ed sa pod\u013ea nich u\u010dili, ale znalosti nez\u00edskali. Tieto met\u00f3dy prin\u00e1\u0161aj\u00fa v\u00fdsledky vtedy, ke\u010f sa im z nejak\u00fdch d\u00f4vodov podar\u00ed aktivova\u0165 hlbok\u00e9 oblasti mozgu, jeho star\u0161ie \u010dasti, ktor\u00e9 \u00faspe\u0161ne vyu\u017e\u00edvaj\u00fa deti. <\/p>\n

M\u00f4\u017eeme sa celkom vedome pristupova\u0165 k u\u010deniu cudz\u00edch jazykov: \u010d\u00edta\u0165 a preklada\u0165, roz\u0161irova\u0165 slovn\u00fa z\u00e1sobu, u\u010di\u0165 gramatiku. Ale jazyk sa osvojuje (ak sa osvojuje) na podvedomej alebo nevedomej \u00farovni. A to sa mi zd\u00e1 ak\u00fdmsi k\u00fazlom.<\/p>\n

Druh\u00e1 prek\u00e1\u017eka: samotn\u00e9 met\u00f3dy u\u010denia druh\u00e9ho jazyka. S\u00fa skop\u00edrovan\u00e9 z vyu\u010dovania materinsk\u00e9mu jazyku. Deti sa u\u010dia p\u00edsmenk\u00e1m pod\u013ea slabik\u00e1ra \u2014 v \u0161kole alebo doma v\u0161etko za\u010d\u00edna abecedou, s najjednoduch\u0161\u00edmi slovami, potom fr\u00e1zami, potom gramatikou, a nakoniec (ak sa to podar\u00ed) sa dostan\u00fa k \u0161tylistike\u2026 V celom \u0161kolskom vzdel\u00e1van\u00ed s\u00fa siln\u00e9 z\u00e1ujmy u\u010dite\u013ea (nie ako osobnosti, ale ako \u010dasti vzdel\u00e1vacieho syst\u00e9mu): ko\u013eko hod\u00edn bolo v s\u00falade s ods\u00fahlasenou met\u00f3dou vynalo\u017een\u00fdch na dan\u00fa t\u00e9mu, ak\u00fd v\u00fdsledok bol dosiahnut\u00fd v podobe r\u00f4znych testov\u2026 za t\u00fdmto v\u0161etk\u00fdm sa skr\u00fdva d\u00f4kladn\u00fd preh\u013ead vynalo\u017een\u00e9ho \u010dasu a pe\u0148az\u00ed. V podstate, samotn\u00fd jazyk, vychov\u00e1vanie l\u00e1sky k nemu, hodnotenie toho, ako sa dostal do \u017eiaka \u201evn\u00fatri\u201c, a na ako dlho ostal \u2013 teda hlavn\u00e9 z\u00e1ujmy samotn\u00e9ho \u017eiaka \u2013 zost\u00e1vaj\u00fa na okraji. Cel\u00e9 vzdel\u00e1vanie prebieha pr\u00edli\u0161 racion\u00e1lne a povrchne. Tento syst\u00e9m vyu\u010dovania z hodiny na hodinu poch\u00e1dza zo stredoveku, etabloval sa v industri\u00e1lnej \u00e9re, ke\u010f sa cennila \u0161tandardizovan\u00e1 pr\u00edprava a hodnotenie vedomost\u00ed. S t\u00fdm sa d\u00e1 do ur\u010ditej miery s\u00fahlasi\u0165 \u2013 dokonal\u00e9 met\u00f3dy neexistuj\u00fa. Byrokracia prevl\u00e1da s objekt\u00edvnymi predpokladmi. Ale! Existuje jedna obrovsk\u00e1 rozdiel: die\u0165a, ktor\u00e9 v \u0161kole zdokonaluje svoj materinsk\u00fd jazyk, u\u017e vie, ako sa n\u00edm vyjadri\u0165! O \u010dom sa ned\u00e1 poveda\u0165 o \u0161tudentovi, ktor\u00fd sa p\u00fa\u0161\u0165a do nov\u00e9ho jazyka od nuly\u2026 Tu tradi\u010dn\u00fd syst\u00e9m vzdel\u00e1vania prin\u00e1\u0161a ve\u013emi skromn\u00e9 plody \u2013 spome\u0148te si na svoju sk\u00fasenos\u0165 a sk\u00fasenos\u0165 zn\u00e1mych.
\nAko doplnenie k tomuto bodu: ako die\u0165a ch\u00e1pe, \u017ee toto je ma\u010diatko? A \u010do toto \u2014 kura? Dospel\u00e9mu m\u00f4\u017eeme poskytn\u00fa\u0165 preklad z jedn\u00e9ho jazyka do druh\u00e9ho, prepoji\u0165 jedno slovo s druh\u00fdm. U rodil\u00e9ho hovoriaceho sa v\u0161ak jav a pojem sp\u00e1jaj\u00fa inak.<\/p>\n

Tret\u00ed d\u00f4vod. Skupina zn\u00e1mej americkej neurofyziologi\u010dky Pauly Tallal (Paula Tallal) zistila, \u017ee pribli\u017ene 20 % popul\u00e1cie nezvl\u00e1da norm\u00e1lne tempo re\u010di. (Sem patr\u00ed aj tak\u00fd ne\u0161\u0165astie ako dyslexia, dysgrafia a in\u00e9 nepohodlia). T\u00edto \u013eudia nesta\u010dia vn\u00edma\u0165 a ch\u00e1pa\u0165 to, \u010do po\u010duj\u00fa. Za tento proces zodpoved\u00e1 cerebellum \u2014 tento \"matersk\u00fd obvod\" n\u00e1\u0161ho mozgu sa ukazuje by\u0165 neschopn\u00fdm spracova\u0165 prich\u00e1dzaj\u00face inform\u00e1cie v re\u00e1lnom \u010dase. Vec nie je bezn\u00e1dejn\u00e1: je mo\u017en\u00e9 tr\u00e9nova\u0165 na spomalenom tempe a \u010dasom dosiahnu\u0165 norm\u00e1lnu r\u00fdchlos\u0165. V mnoh\u00fdch pr\u00edpadoch sa to podar\u00ed. Ale treba vedie\u0165, \u017ee existuje aj tak\u00e1 pasca, ktor\u00e1 si vy\u017eaduje \u0161peci\u00e1lne pr\u00edstupy.<\/p>\n

\u0160tvrt\u00fd d\u00f4vod: element\u00e1rne zm\u00e4tok v pojmoch. Pre m\u0148a bola t\u00e1to najotr\u00e1vnej\u0161ia. \u010co rob\u00edme s druh\u00fdm jazykom? U\u010c\u00cdME sa ho. V \u0161kole som sa celkom dobre c\u00edtil s matematikou a fyzikou a k \u0161t\u00fadiu angli\u010dtiny som pristupoval rovnak\u00fdm sp\u00f4sobom. Treba sa nau\u010di\u0165 slov\u00e1 a gramatiku, a ak som to v\u0161etko dobre nau\u010dil a zapam\u00e4tal, ak\u00e9 m\u00f4\u017eu by\u0165 probl\u00e9my? To, \u017ee jazykov\u00e1 \u010dinnos\u0165 m\u00e1 z\u00e1sadne in\u00fa povahu a pod\u013ea svojej fyziol\u00f3gie je ove\u013ea rozmanitej\u0161ia ne\u017e \u0161pekulat\u00edvne (bez ur\u00e1\u017eliv\u00e9ho podtextu) kon\u0161trukcie, som poc\u00edtil a\u017e po mnoh\u00fdch rokoch.<\/p>\n

Piaty d\u00f4vod \u2013 \u010diasto\u010dne sa prekr\u00fdvaj\u00faci so \u0161tvrt\u00fdm. To je ego. Ak pozn\u00e1m slov\u00e1 a gramatiku, pre\u010do viackr\u00e1t opakova\u0165 pre\u010d\u00edtan\u00fa fr\u00e1zu? (\u201e\u010co, som hl\u00fapy?\u201c). Dot\u00fdkalo sa to mojej cti. Av\u0161ak osvojenie jazyka nie je vedomos\u0165, ale zru\u010dnos\u0165, ktor\u00e1 m\u00f4\u017ee by\u0165 vytvoren\u00e1 iba v\u010faka opakovan\u00fdm opakovaniam, pri\u010dom na pozad\u00ed zn\u00ed\u017eenia kritiky vo\u010di sebe. Psychologick\u00e1 nuance \u2014 zn\u00ed\u017eenie reflexie \u2013 tie\u017e \u010dasto ob\u0165a\u017euje dospel\u00fdch. Mne zn\u00ed\u017eenie seba kritiky robilo probl\u00e9my.<\/p>\n

Na z\u00e1ver by ma zauj\u00edmalo, ak\u00e9 m\u00e1te sk\u00fasenosti s u\u010den\u00edm angli\u010dtiny (sna\u017e\u00edm sa vypracova\u0165 met\u00f3du osvojovania jazyka, ktor\u00e1 by nejako odstr\u00e1nila uveden\u00e9 a in\u00e9 mo\u017en\u00e9 obmedzenia). A vyvst\u00e1va ot\u00e1zka: Ak\u00e1 aktu\u00e1lna je pre program\u00e1tora znalos\u0165 angli\u010dtiny nad r\u00e1mec profesion\u00e1lneho minima, ktor\u00e9ho ovl\u00e1danie (minima) je jednoducho nevyhnutn\u00e9? Ak\u00e1 d\u00f4le\u017eit\u00e1 je roz\u0161\u00edren\u00e1 znalos\u0165 jazyka z h\u013eadiska cestovania, zmeny lokality, do\u010dasn\u00e9ho pobytu v anglicky hovoriacej alebo \u0161ir\u0161ie \u2013 inej kult\u00farnej oblasti, kde m\u00f4\u017ee by\u0165 angli\u010dtina dostato\u010dn\u00e1 na komunik\u00e1ciu?
\n
Zdroj: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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Chcem prida\u0165 svoje tri centy z inej str\u00e1nky: poveda\u0165 o tom, \u010do br\u00e1ni u\u010di\u0165 sa jazyk. Jednou z tak\u00fdch prek\u00e1\u017eok je \u2013 u\u010d\u00edme sa ho nie t\u00fdm spr\u00e1vnym sp\u00f4sobom.","canonical_url":"https:\/\/prohoster.info\/sk\/blog\/news\/chto-meshaet-uchit-inostrannyj-yazyk","robots":"max-image-preview:large","keywords":"","webmasterTools":{"miscellaneous":""},"schema":null,"og:locale":"sk_SK","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 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