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#11
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Thanks a lot, David. I've been researching the term, and this is exactly what I meant. Anyway, it's not clear that it's an approach, but a syllabus, that's to say, a way to organise the topics the learner must take. Nevertheless, this last idea is a questioned one, or, at least, an objection that some people do to the fact that it was formerly considered an approach to language learning theory. This debate hasn't been held in the Spanish environment, although it's quite clear that un enfoque comunicativo y un enfoque nocio-funcional are not synonymous nor equivalents.
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I welcome all corrections to my English. Salu2 desde Madrid, Alfonso |
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#12
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Yes, you're right. When I was looking around to find the term, I found that the notional functional method is a way to organize a course, not really a teaching method.
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If you find something wrong with my Spanish, please correct it! |
#13
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No quiero estar de desacuerdo con vds. que dicen que uno puede aprender un segundo idioma sin aprender las leyes gramáticas, pero no entiendo como. Segun mi conocimiento, las reglas gramaticas son los
herramientos (o miembros) del idioma. Cuando uno aprende como funciona in coche tiene que entender la diferencia entre la sordina, la llanta, y bujia. Es cierto que un cirujano tiene que saber como funciona el higado y riñon. Me parece igual en el estudio de la lengua. Quiero saber como puede aprender un idioma sin entender como funciona sus partes. Gracias Ruego que me corrija. Last edited by poli; June 04, 2008 at 08:42 AM. |
#14
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There are also people who never go to a school of languages and, however, they learn a second language. It's been so most of the time of the History. The emphasis in learning grammar to acquire a second language is a consequence of the structuralism studies on the 50's, and, more ancient, from the beginning of classical philology, when Latin and ancient Greek started to be studied as dead objects. It's so deep inside the mind of any learner that most of the people even don't conceive the possibility of acquiring a language without learning its grammar. Anyway, notio-functional and communicative approaches are in the middle of the term. They don't rule out grammar. Neither they start by grammar for the learner to be able to speak, but they start by speaking for the learner to guess some very simple grammar rules. This difference is said to be between a deductive approach (grammar, traditional) and an inductive (communication, modern) approach to language learning.
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I welcome all corrections to my English. Salu2 desde Madrid, Alfonso Last edited by Alfonso; June 04, 2008 at 11:28 AM. Reason: Correction thanks to sweet Iris |
#15
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Quote:
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Take care, María José |
#16
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Thanks a lot, Iris, for your superb corrections.
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I welcome all corrections to my English. Salu2 desde Madrid, Alfonso |
#17
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Bueno, lo accepto. El matriz de idioma es innata en todos los seres humanos. Pero, cuando comencé a aprender español, nos enseñaba diálogos sin enseñar nada mas. El curso consistía en memorización y repetición. Francamente lo odiaba porque casi no entendía lo que repetía. Además los dialogos eran malos. Por ejemplo (todavía recuerdo): "Mi tocadisco es descompuesto" Sentía mas seguro cuando aprendí las palabras individuals y sus funciones en la frase.
Last edited by poli; June 04, 2008 at 12:09 PM. |
#18
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Poli, your are describing an even worse method of teaching based upon memory and repetition. I think nowadays very few people use that method. In Spain a lot of people started learning English with the following sentence: My tailor is rich; and, after that: My tailor is not rich. As you can see, very productive and helpful sentences.
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I welcome all corrections to my English. Salu2 desde Madrid, Alfonso |
#19
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I welcome all corrections to my English. Salu2 desde Madrid, Alfonso |
#20
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Si, capacidad es correcto, pero escogí matriz porque sorspecho que esa capacidad es algo mecánico en nuestros cerebros con reglas y funciones básicas aplicable a todos los idiomas.
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grammar, language acquisition, language learning |
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