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ТЕМА: когда лучше начинать изучать язык?

Re: когда лучше начинать изучать язык? 6 года 6 мес. назад #15

А я считаю, что, когда начать заниматься изучением иностранного языка, зависит от ребенка, его способностей. Если он в состоянии воспринимать материал в 1 классе - почему бы и нет. Другое дело, что дети сейчас совсем другие...
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Re: когда лучше начинать изучать язык? 6 года 6 мес. назад #16

Я думаю, что маленькие дети не очень понимают зачем они изучают английский язык. Лучше дело обстоит с теми, кого часто вывозят заграницу. Там хоть появляется мотивация. Я остальные просто слушают рассказы о том, что язык им поможет в будущем, а это всё очень призрачно и абстрактно!!!
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Re: когда лучше начинать изучать язык? 6 года 6 мес. назад #17

Но ведь маленьких можно научить в игре. Например, кто больше запомнит слов и т.д. Мною проверено. Играя, дети запомнят все!
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Re: когда лучше начинать изучать язык? 6 года 5 мес. назад #18

Согласна с Виктором, через игру английский язык будет восприниматься без каких - либо "мучений". Пока со своей трех летней дочкой поем песни на английском и я ввожу фразы обихода на языке: Спасибо, пожалуйста и др. слова. Смотрим мультики для малышей на английском, научилась считать до десяти. Планирую с четырех лет проводить занятия, посмотрим, что получится. На вопрос зачем, я ответила себе: "Для общего развития и тренировки памяти лишним не будет".
Последнее редактирование: 6 года 5 мес. назад от Осипова Наталья Евгеньевна.
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Re: когда лучше начинать изучать язык? 6 года 5 мес. назад #19

Нашла вот такую статью. Интересно, что вы думаете об этом, коллеги?

Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults. They have the ability to imitate pronunciation and work out the rules for themselves. Any idea that learning to talk in English is difficult does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books.
The advantages of beginning early
• Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English.
• Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language.
• Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards.
• Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages. Picking up third, fourth, or even more languages is easier than picking up a second.
• Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society.
Последнее редактирование: 6 года 5 мес. назад от Осипова Наталья Евгеньевна.
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Re: когда лучше начинать изучать язык? 6 года 5 мес. назад #20

Stages in picking up English
• Spoken language comes naturally before reading and writing.
Silent period
• When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.
• During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language. Where the adult uses “parentese” (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language.
Beginning to talk
• After some time, depending on the frequency of English sessions, each child (girls often more quickly than boys) begins to say single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’, ‘I can’t’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements. The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word. This stage continues for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases.
Building up English language
• Gradually children build up phrases consisting of a single memorised word to which they add words from their vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorised language to which they add their own input (‘That’s my chair’, ‘Time to play’). Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences.
Understanding
• Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English.
Frustration
• After the initial novelty of English sessions, some young children, especially boys, become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases.
Mistakes
• Children should not be told they have made a mistake because any correction immediately demotivates. Mistakes may be part of the process of working out grammar rules of English or they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in learning their home language, if children have an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time.
Gender differences
• Boys’ brains develop differently from girls’ and this affects how boys pick up language and use it. Sometimes mixed classes make little provision for boys, who may be overshadowed by girls’ natural ability to use language. If young boys are to reach their potential, they need some different language experiences with girls and their achievements should not be compared with those of girls.
Последнее редактирование: 6 года 5 мес. назад от Осипова Наталья Евгеньевна.
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Re: когда лучше начинать изучать язык? 4 года 10 мес. назад #21

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Спасибо коллегам за правильные комментарии и интересные статьи. Разделяю ваши взгляды. Все мы разные. Поэтому и изучение чего либо должно быть своевременно и индивидуально. Загонять всех в какие-то шаблоны, стандарты... да еще ставить за это оценки, чем ранить сердца и души... неумно.
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