26 messages over 4 pages: 1 2 3 4
Марк
Senior Member
Russian Federation
Joined 5061 days ago
2096 posts - 2972 votes 
Speaks: Russian*
| Message 25 of 26 22 January 2013 at 6:37pm | IP Logged |
mezzofanti wrote:
As someone who has spent extensive time teaching abroad, let me tell
you that the places
where the Grammar-Translation method is still used produce students who cannot
speak.
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Could you give examples of such countries?
3 persons have voted this message useful
| Serpent
Octoglot
Senior Member
Russian Federation
serpent-849.livejour
Joined 6602 days ago
9753 posts - 15779 votes
4 sounds
Speaks: Russian*, English, FinnishC1, Latin, German, Italian, Spanish, Portuguese
Studies: Danish, Romanian, Polish, Belarusian, Ukrainian, Croatian, Slovenian, Catalan, Czech, Galician, Dutch, Swedish
| Message 26 of 26 22 January 2013 at 8:30pm | IP Logged |
Марк wrote:
Iversen wrote:
I'm sure Mezzofanti is correct about the general efficiency of school
systems based on grammar-translation versus communicative strategies. But school systems
are dominated by kids who aren't really interested in grammar and vocabulary, but very
much so in babbling with their comrades. So if you want to get them just minimally
interested in a language and capable to say anything at all then it is logical to teach
them to say something in that languages, without even mentioning grammar. But we
are not all alike, and for those who are interested in learning a language or seven, AND
who on top of that are capable to sit down on our bums to study alone, the methods used
by grammar-translation shouldn't just be summarily dismissed.
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No, even if children were interested, it wouldn't give good results. What you hear you
remember better than what you see. |
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Depends on whether you're visual or aural or whatever. But of course if you only listen to your teacher and classmates you risk developing an incomprehensible pronunciation and it will be hard to understand natives at first.
3 persons have voted this message useful
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