The direct method, sometimes also called natural method, is a method that refrains from using the learners' native language and just uses the target language. It was established in Germany and France around 1900 and are best represented by the methods devised by Berlitz and de Sauzé although neither claim originality and has been re-invented under other names. The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language - a child never relies on another language to learn its first language, and thus the mother tongue is not necessary to learn a foreign language. This method places great stress on correct pronunciation and the target language from outset. It advocates teaching of oral skills at the expense of every traditional aim of language teaching. Such methods rely on directly representing an experience into a linguistic construct rather than relying on abstractions like mimicry, translation and memorizing grammar rules and vocabulary.
According to this method, printed language and text must be kept away from second language learner for as long as possible, just as a first language learner does not use printed word until he has good grasp of speech. Learning of writing and spelling should be delayed until after the printed word has been introduced, and grammar and translation should also be avoided because this would involve the application of the learner's first language. All above items must be avoided because they hinder the acquisition of a good oral proficiency.
The method relies on a step-by-step progression based on question-and-answer sessions which begin with naming common objects such as doors, pencils, floors, etc. It provides a motivating start as the learner begins using a foreign language almost immediately. Lessons progress to verb forms and other grammatical structures with the goal of learning about thirty new words per lesson.
......................................................
The direct method, sometimes also called natural method, is a method for teaching foreign languages that refrains from using the learners' native language and just uses the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are
.teaching vocabulary through pantomiming, realia and other visuals
.teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
.centrality of spoken language (including a native-like pronunciation)
.focus on question-answer patterns
.teacher-centeredness
Classroom instructions are conducted exclusively in the target language. Only everyday vocabulary and sentences are taught. (The language is made real.) Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. Grammar is taught inductively. New teaching points are introduced orally. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. Both speech and listening comprehensions are taught. Correct pronunciation and grammar are emphasized.
The direct method was an answer to the dissatisfaction with the grammar translation method, which teaches students in grammar and vocabulary through direct translations and thus focusses on the written language.
There was an attempt to set up such conditions as would imitate the mother tongue acquisition. For this reason the beginnings of these attempts were marked as The Natural methods. At the turn of the 18th and 19th centuries, Sauveur and Franke wrote psychological rootes regarding the associations made between the word and its meaning. They proposed that in language teaching we should move within the target-language system and this was the first stimulus for the rise of The Direct method.
Later on, Sweet recognized the limits of The Direct method and he proposed a substantial change in methodology, and for this reason there was an introduction of the audio-lingual method.
viernes, 26 de septiembre de 2008
Life of Brian - ROMANES EUNT DOMUS
CENTURION: What's this, then? 'Romanes Eunt Domus'? 'People called Romanes they go the house'?
BRIAN: It-- it says, 'Romans, go home'.
CENTURION: No, it doesn't. What's Latin for 'Roman'? Come on!
BRIAN: Aah!
CENTURION: Come on!
BRIAN: 'R-- Romanus'?
CENTURION: Goes like...?
BRIAN: 'Annus'?
CENTURION: Vocative plural of 'annus' is...?
BRIAN: Eh. 'Anni'?
CENTURION: 'Romani'. 'Eunt'? What is 'eunt'?
BRIAN: 'Go'. Let--
CENTURION: Conjugate the verb 'to go'.
BRIAN: Uh. 'Ire'. Uh, 'eo'. 'Is'. 'It'. 'Imus'. 'Itis'. 'Eunt'.
CENTURION: So 'eunt' is...?
BRIAN: Ah, huh, third person plural, uh, present indicative. Uh, 'they go'.
CENTURION: But 'Romans, go home' is an order, so you must use the...?
BRIAN: The... imperative!
CENTURION: Which is...?
BRIAN: Umm! Oh. Oh. Um, 'i'. 'I'!
CENTURION: How many Romans?
BRIAN: Ah! 'I'-- Plural. Plural. 'Ite'. 'Ite'.
CENTURION: 'Ite'.
BRIAN: Ah. Eh.
CENTURION: 'Domus'?
BRIAN: Eh.
CENTURION: Nominative?
BRIAN: Oh.
CENTURION: 'Go home'? This is motion towards. Isn't it, boy?
BRIAN: Ah. Ah, dative, sir! Ahh! No, not dative! Not the dative, sir! No! Ah! Oh, the... accusative! Accusative! Ah! 'Domum', sir! 'Ad domum'! Ah! Oooh! Ah!
CENTURION: Except that 'domus' takes the...?
BRIAN: The locative, sir!
CENTURION: Which is...?!
BRIAN: 'Domum'.
CENTURION: 'Domum'.
BRIAN: Aaah! Ah.
CENTURION: 'Um'. Understand?
BRIAN: Yes, sir.
CENTURION: Now, write it out a hundred times.
BRIAN: Yes, sir. Thank you, sir. Hail Caesar, sir.
CENTURION: Hail Caesar. If it's not done by sunrise, I'll cut your balls off.
BRIAN: Oh, thank you, sir. Thank you, sir. Hail Caesar and everything, sir! Oh. Mmm!Finished!
ROMAN SOLDIER STIG: Right. Now don't do it again.
[CENTURIONS chase BRIAN]
MAN: Hey! Bloody Romans.
The grammar translation method
The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. It was the predominant method in Europe in the 19th century. Most instructors now acknowledge that this method is ineffective by itself. It is now most commonly used in the traditional instruction of the classical languages.
At school, the teaching of grammar consists of a process of training in the rules of a language which must make it possible to all the students to correctly express their opinion, to understand the remarks which are addressed to them and to analyze the texts which they read. The objective is that by the time they leave college, the pupil controls the tools of the language which are the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts. The teaching of grammar examines the texts, and develops awareness that language constitutes a system which can be analyzed. This knowledge is acquired gradually, by traversing the facts of language and the syntactic mechanisms, going from simplest to the most complex. The exercises according to the program of the course must untiringly be practised to allow the assimilation of the rules stated in the course. That supposes that the teacher corrects the exercises. The pupil can follow his progress in practicing the language by comparing his results. Thus can he adapt the grammatical rules and control little by little the internal logic of the syntactic system. The grammatical analysis of sentences constitutes the objective of the teaching of grammar at the school. Its practice makes it possible to recognize a text as a coherent whole and conditions the training of a foreign language. Grammatical terminology serves this objective. Grammar makes it possible for each one to understand how the mother tongue functions, in order to give him the capacity to communicate its thought.
..............................................................
In applied linguistics, the grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.
Throughout Europe in the 18th and 19th centuries, the education system was formed primarily around a concept called faculty psychology. In brief, this theory dictated that the body and mind were separate and the mind consisted of three parts: the will, emotion, and intellect. It was believed that the intellect could be sharpened enough to eventually control the will and emotions. The way to do this was through learning classical literature of the Greeks and Romans, as well as mathematics. Additionally, an adult with such an education was considered mentally prepared for the world and its challenges. In the 19th century, modern languages and literatures begin to appear in schools. It was believed that teaching modern languages was not useful for the development of mental discipline and thus they were left out of the curriculum. As a result, textbooks were essentially copied for the modern language classroom. In America, the basic foundations of this method were used in most high school and college foreign language classrooms and were eventually replaced by the audiolingual method among others.
Classes were conducted in the native language. A chapter in a typical textbook of this method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the instructor. Grammar thus provided the rules for assembling words into sentences. Tedious translation and grammar drills would be used to exercise and strengthen the knowledge without much attention to content. Sentences would be deconstructed and translated. Eventually, entire texts would be translated from the target language into the native language and tests would often ask students to replicate classical texts in the target language. Very little attention was placed on pronunciation or any communicative aspects of the language. The skill exercised was reading, and then only in the context of translation.
The method by definition has a very limited scope of objectives. Because speaking or any kind of spontaneous creative output was missing from the curriculum, students would often fail at speaking or even letter writing in the target language. A noteworthy quote describing the effect of this method comes from Bahlsen, who was a student of Plötz, a major proponent of this method in the 19th century. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules." Later, theorists such as Vietor, Passy, Berlitz, and Jespersen began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar translation was missing. They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar translation, students lacked an active role in the classroom, often correcting their own work and strictly following the textbook.
The grammar translation method stayed in schools until the 1960s, when a complete foreign language pedagogy evaluation was taking place. In the meantime, teachers experimented with approaches like the direct method in post-war and Depression era classrooms, but without much structure to follow. The trusty grammar translation method set the pace for many classrooms for many decades.
At school, the teaching of grammar consists of a process of training in the rules of a language which must make it possible to all the students to correctly express their opinion, to understand the remarks which are addressed to them and to analyze the texts which they read. The objective is that by the time they leave college, the pupil controls the tools of the language which are the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts. The teaching of grammar examines the texts, and develops awareness that language constitutes a system which can be analyzed. This knowledge is acquired gradually, by traversing the facts of language and the syntactic mechanisms, going from simplest to the most complex. The exercises according to the program of the course must untiringly be practised to allow the assimilation of the rules stated in the course. That supposes that the teacher corrects the exercises. The pupil can follow his progress in practicing the language by comparing his results. Thus can he adapt the grammatical rules and control little by little the internal logic of the syntactic system. The grammatical analysis of sentences constitutes the objective of the teaching of grammar at the school. Its practice makes it possible to recognize a text as a coherent whole and conditions the training of a foreign language. Grammatical terminology serves this objective. Grammar makes it possible for each one to understand how the mother tongue functions, in order to give him the capacity to communicate its thought.
..............................................................
In applied linguistics, the grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.
Throughout Europe in the 18th and 19th centuries, the education system was formed primarily around a concept called faculty psychology. In brief, this theory dictated that the body and mind were separate and the mind consisted of three parts: the will, emotion, and intellect. It was believed that the intellect could be sharpened enough to eventually control the will and emotions. The way to do this was through learning classical literature of the Greeks and Romans, as well as mathematics. Additionally, an adult with such an education was considered mentally prepared for the world and its challenges. In the 19th century, modern languages and literatures begin to appear in schools. It was believed that teaching modern languages was not useful for the development of mental discipline and thus they were left out of the curriculum. As a result, textbooks were essentially copied for the modern language classroom. In America, the basic foundations of this method were used in most high school and college foreign language classrooms and were eventually replaced by the audiolingual method among others.
Classes were conducted in the native language. A chapter in a typical textbook of this method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the instructor. Grammar thus provided the rules for assembling words into sentences. Tedious translation and grammar drills would be used to exercise and strengthen the knowledge without much attention to content. Sentences would be deconstructed and translated. Eventually, entire texts would be translated from the target language into the native language and tests would often ask students to replicate classical texts in the target language. Very little attention was placed on pronunciation or any communicative aspects of the language. The skill exercised was reading, and then only in the context of translation.
The method by definition has a very limited scope of objectives. Because speaking or any kind of spontaneous creative output was missing from the curriculum, students would often fail at speaking or even letter writing in the target language. A noteworthy quote describing the effect of this method comes from Bahlsen, who was a student of Plötz, a major proponent of this method in the 19th century. In commenting about writing letters or speaking he said he would be overcome with "a veritable forest of paragraphs, and an impenetrable thicket of grammatical rules." Later, theorists such as Vietor, Passy, Berlitz, and Jespersen began to talk about what a new kind of foreign language instruction needed, shedding light on what the grammar translation was missing. They supported teaching the language, not about the language, and teaching in the target language, emphasizing speech as well as text. Through grammar translation, students lacked an active role in the classroom, often correcting their own work and strictly following the textbook.
The grammar translation method stayed in schools until the 1960s, when a complete foreign language pedagogy evaluation was taking place. In the meantime, teachers experimented with approaches like the direct method in post-war and Depression era classrooms, but without much structure to follow. The trusty grammar translation method set the pace for many classrooms for many decades.
Seven Rules - A.J. Hoge (Effortless English)
Always Study and Review Phrases, Not Individual Words
you must change the way you study English. Your first action is to stop studying English words. What? Stop studying English words. That's right, do not memorize words. Native speakers do not learn English by remembering single words. Native speakers learn phrases. Phrases are GROUPS of words that naturally go together.
Research by Dr. James Asher proves that learning with phrases is 4-5 times faster than studying individual words. Also, students who learn phrases have much better grammar.
Never study a single, individual word.
When you find a new word, always write down The Phrase it is in. When you review, always review all of the phrase,.. not the word. Collect phrases. Your speaking and grammar will improve 4-5 times faster. Never again study a single word. Never write a single word in your notebook, always write the complete phrase. Learn Phrases Only.
tiene sentido. el contexto suele ser lo que le da el significado a la palabra (por algo en el diccionario se suelen incluir ejemplos de uso)
Don't Study Grammar
Stop studying grammar. Right now. Stop. Put away your grammar books and textbooks. Grammar rules teach you to think about English, you want to speak automatically-- without thinking!
creo que la mayor parte del tiempo nos complicamos sin necesidad. la gramatica esta bien para ciertas cosas. los tecnicismos tienen su uso y su lugar. la gramatica es necesaria, lo innecesario es complicarnos la vida con ella. en teoria aprender gramatica (estructura del idioma -reglas) nos debiera garantizar un rapido dominio del idioma. creo que depende para que usos especificos queremos aprender otro idioma. por dar un ejemplo claro de la "relatividad practica de la gramatica" (:P) podriamos observar la forma en que usamos nuestro idioma natal sin necesidad de ser doctos en temas de gramatica. al dia de hoy no recuerdo los extraños tecnicismos para usos sencillos de nuestra lengua. admito que estos tecnicismos son necesarios en ciertos campos y especializaciones, mas implicito esta que son "casos especiales" y no la norma. el comun de los hispanoparlantes no maneja un alto dominio en estos temas, y en realidad no necesita tenerlo tampoco.
The Most Important Rule: Listen First
You must listen to UNDERSTANDABLE English. You must listen to English EVERYDAY. Don't read textbooks. Listen to English. Its simple. That is the key to your English success. Stop reading textbooks. Start listening everyday. Learn With Your Ears, Not Your Eyes. In most schools, you learn English with your eyes. You read textbooks. You study grammar rules. Spend most of your study time listening- that is the key to great speaking.
escuchar, escuchar, escuchar. acostumbrar el oido.
Slow, Deep Learning Is Best
The secret to speaking easily is to learn every word & phrase DEEPLY. Its not enough to know a definition. Its not enough to remember for a test. You must put the word deep into your brain.To speak English easily, you must repeat each lesson many times. How do you learn deeply? Easy- just repeat all lessons or listening many times. For example, if you have an audio book, listen to the first chapter 30 times before you go to the second chapter. You could listen to the first chapter 3 times each day, for 10 days.
tal vez esto vaya un tanto en contra de los "supermetodos" rapidos de aprendizaje de idiomas. no es que no se pueda aprender rapido. esto me recuerda a aquello que dice: "apresurate lentamente". se cuidadoso con los metodos que te prometen el dominio en corto tiempo. la mayoria de estos metodos son basura. es buscar obtener "algo por nada" y resultar obteniendo "nada por algo".
Use Point Of View Mini-Stories
"How can I learn English grammar if I don'tstudy English grammar rules?"
You must learn grammar by listening to real English. The best way is to listen to the same story... told in different times (points of view): Past, Perfect, Present, Future. How do you do this? Easy! Find a story or article in the present tense. Then ask your native speaker tutor to write it again in the Past, with Perfect tenses, and in the Future. Finally, ask him to read and record these stories for you. Then you can listen to stories with many different kinds of grammar. You don't need to know the grammar rules. Just listen to the Point of View stories and you will improve grammar automatically! You can also find Point of View lessons and use them to learn grammar automatically.
tan sencillo y logico que hasta pereza me da comentarlo.
Use Only Real English Lessons & Materials
Something is wrong with the schools you went to, and the textbooks you used. English textbooks and audio tapes are horrible. You never learned REAL English. You learned TEXTBOOK English. To learn real English, you must listen to English that native speakers listen to. You must watch what they watch. You must read what they read. How do you learn Real English? It's easy. Stop using textbooks. Instead, listen only to real English movies, TV shows, audio books, audio articles, stories, and talk radio shows. Use real English materials.
el unico problema que veo aqui es el no encontrar textos acordes a nuestro nivel. otro es el de encontrarnos de frente con jerga al mejor estilo de la musica rap... a pesar de los peros, estoy de acuerdo con aquello de diferenciar el idioma de la vida real al idioma de los libros de enseñanza del idioma. al final tendremos que enfrentarnos a la vida real, asi que es mejor ir preparandonos :P.
Listen and Answer, not Listen and Repeat
Most English CDs use "listen and repeat". The speaker says something in English, and you repeat exactly what they said. This method is a failure. "listen and repeat" is not enough-- when you repeat, you only copy the speaker. But when you hear a question and you ANSWER it-- you must think in English.
esto me recuerda un tanto al metodo pimsleur. supongo que recordamos mejor lo que "creamos".
you must change the way you study English. Your first action is to stop studying English words. What? Stop studying English words. That's right, do not memorize words. Native speakers do not learn English by remembering single words. Native speakers learn phrases. Phrases are GROUPS of words that naturally go together.
Research by Dr. James Asher proves that learning with phrases is 4-5 times faster than studying individual words. Also, students who learn phrases have much better grammar.
Never study a single, individual word.
When you find a new word, always write down The Phrase it is in. When you review, always review all of the phrase,.. not the word. Collect phrases. Your speaking and grammar will improve 4-5 times faster. Never again study a single word. Never write a single word in your notebook, always write the complete phrase. Learn Phrases Only.
tiene sentido. el contexto suele ser lo que le da el significado a la palabra (por algo en el diccionario se suelen incluir ejemplos de uso)
Don't Study Grammar
Stop studying grammar. Right now. Stop. Put away your grammar books and textbooks. Grammar rules teach you to think about English, you want to speak automatically-- without thinking!
creo que la mayor parte del tiempo nos complicamos sin necesidad. la gramatica esta bien para ciertas cosas. los tecnicismos tienen su uso y su lugar. la gramatica es necesaria, lo innecesario es complicarnos la vida con ella. en teoria aprender gramatica (estructura del idioma -reglas) nos debiera garantizar un rapido dominio del idioma. creo que depende para que usos especificos queremos aprender otro idioma. por dar un ejemplo claro de la "relatividad practica de la gramatica" (:P) podriamos observar la forma en que usamos nuestro idioma natal sin necesidad de ser doctos en temas de gramatica. al dia de hoy no recuerdo los extraños tecnicismos para usos sencillos de nuestra lengua. admito que estos tecnicismos son necesarios en ciertos campos y especializaciones, mas implicito esta que son "casos especiales" y no la norma. el comun de los hispanoparlantes no maneja un alto dominio en estos temas, y en realidad no necesita tenerlo tampoco.
The Most Important Rule: Listen First
You must listen to UNDERSTANDABLE English. You must listen to English EVERYDAY. Don't read textbooks. Listen to English. Its simple. That is the key to your English success. Stop reading textbooks. Start listening everyday. Learn With Your Ears, Not Your Eyes. In most schools, you learn English with your eyes. You read textbooks. You study grammar rules. Spend most of your study time listening- that is the key to great speaking.
escuchar, escuchar, escuchar. acostumbrar el oido.
Slow, Deep Learning Is Best
The secret to speaking easily is to learn every word & phrase DEEPLY. Its not enough to know a definition. Its not enough to remember for a test. You must put the word deep into your brain.To speak English easily, you must repeat each lesson many times. How do you learn deeply? Easy- just repeat all lessons or listening many times. For example, if you have an audio book, listen to the first chapter 30 times before you go to the second chapter. You could listen to the first chapter 3 times each day, for 10 days.
tal vez esto vaya un tanto en contra de los "supermetodos" rapidos de aprendizaje de idiomas. no es que no se pueda aprender rapido. esto me recuerda a aquello que dice: "apresurate lentamente". se cuidadoso con los metodos que te prometen el dominio en corto tiempo. la mayoria de estos metodos son basura. es buscar obtener "algo por nada" y resultar obteniendo "nada por algo".
Use Point Of View Mini-Stories
"How can I learn English grammar if I don'tstudy English grammar rules?"
You must learn grammar by listening to real English. The best way is to listen to the same story... told in different times (points of view): Past, Perfect, Present, Future. How do you do this? Easy! Find a story or article in the present tense. Then ask your native speaker tutor to write it again in the Past, with Perfect tenses, and in the Future. Finally, ask him to read and record these stories for you. Then you can listen to stories with many different kinds of grammar. You don't need to know the grammar rules. Just listen to the Point of View stories and you will improve grammar automatically! You can also find Point of View lessons and use them to learn grammar automatically.
tan sencillo y logico que hasta pereza me da comentarlo.
Use Only Real English Lessons & Materials
Something is wrong with the schools you went to, and the textbooks you used. English textbooks and audio tapes are horrible. You never learned REAL English. You learned TEXTBOOK English. To learn real English, you must listen to English that native speakers listen to. You must watch what they watch. You must read what they read. How do you learn Real English? It's easy. Stop using textbooks. Instead, listen only to real English movies, TV shows, audio books, audio articles, stories, and talk radio shows. Use real English materials.
el unico problema que veo aqui es el no encontrar textos acordes a nuestro nivel. otro es el de encontrarnos de frente con jerga al mejor estilo de la musica rap... a pesar de los peros, estoy de acuerdo con aquello de diferenciar el idioma de la vida real al idioma de los libros de enseñanza del idioma. al final tendremos que enfrentarnos a la vida real, asi que es mejor ir preparandonos :P.
Listen and Answer, not Listen and Repeat
Most English CDs use "listen and repeat". The speaker says something in English, and you repeat exactly what they said. This method is a failure. "listen and repeat" is not enough-- when you repeat, you only copy the speaker. But when you hear a question and you ANSWER it-- you must think in English.
esto me recuerda un tanto al metodo pimsleur. supongo que recordamos mejor lo que "creamos".
jueves, 25 de septiembre de 2008
lunes, 22 de septiembre de 2008
Spaced repetition
When you have memorised something, you need to review that material, otherwise you will forget it. However, as you probably know from experience, it is much more effective to space out these revisions over the course over several days, rather than cramming all the revisions in a single session. This is what is called the spacing effect.
During the past 120 years, there has been considerable research into these aspects of human memory (by e.g. Ebbinghaus, Mace, Leitner and Wozniak). Based on the work of these people, it was shown that in order to get the best results, the intervals between revisions of the same information should gradually increase. This allows you to focus on things you still haven't mastered, while not wasting time on information you remember very well.
It is clear that a computer program can be very valuable in assisting you in this process, by keeping track of how difficult you find an card and by doing the scheduling of the revisions.
During the past 120 years, there has been considerable research into these aspects of human memory (by e.g. Ebbinghaus, Mace, Leitner and Wozniak). Based on the work of these people, it was shown that in order to get the best results, the intervals between revisions of the same information should gradually increase. This allows you to focus on things you still haven't mastered, while not wasting time on information you remember very well.
It is clear that a computer program can be very valuable in assisting you in this process, by keeping track of how difficult you find an card and by doing the scheduling of the revisions.
methods of teaching foreign languages
The grammar translation method
The direct method
The series method
The oral approach/Situational language teaching
The audio-lingual method
Communicative language teaching
Language immersion
Minimalist/methodist
Directed practice
Learning by teaching (LdL)
Proprioceptive language learning method
Silent Way
The direct method
The series method
The oral approach/Situational language teaching
The audio-lingual method
Communicative language teaching
Language immersion
Minimalist/methodist
Directed practice
Learning by teaching (LdL)
Proprioceptive language learning method
Silent Way
metodo callan
Método Callan en 5 puntos
95% de conversación
La mayoría de la clase es la conversación entre el profesor y los estudiantes. Por eso aprender es con el Método es rápido, interesante y entretenido.
Pregunta respuesta
El formato de la lección pregunta-respuesta te asegura involucrarte activamente en el uso del idioma al máximo.
Rapidez
El Método Callan consiga que el alumno hable, se concentre y no traduzca o piense en su propia lengua debido a que el profesor habla a una velocidad superior a la de una conversación normal.
Correción
Con el Método el estudiante está obligado a escuchar y también a hablar, porque le están haciendo preguntas todo el tiempo, le corrigen y no dejan de continuar si no pronuncia una frase correctamente.
Todo aspecto de la lengua
El conocimiento de una regla de gramática es menos importante que su aplicación. Este conocimiento se aprende por repetición de frases gramaticalmente correctas. Hay que recordar que se aprende su propio idioma sin saber gramática.
Debido a la naturaleza única del método hablarás en inglés durante toda la lección. Esto es muy importante, ya que la única manera de aprender a hablar un idioma es hablándolo. Por eso casí no hace falta estudiar en casa o por su cuenta.
otro metodo rapido pero no tan milagroso como los de los infomerciales (televentas y demas :P)
tal vez me quede con el lojban
esperanto, ido o interlingua?
que tan real es el valor propedeutico de estas lenguas auxiliares?
en realidad pueden acelerar la adquisicion de otro lenguaje?
solo funcionara con lenguas occidentales?
que tan real es el valor propedeutico de estas lenguas auxiliares?
en realidad pueden acelerar la adquisicion de otro lenguaje?
solo funcionara con lenguas occidentales?
false friends and false cognates
False friends are pairs of words in two languages or dialects (or letters in two alphabets) that look and/or sound similar, but differ in meaning.
False cognates, by contrast, are similar words in different languages that appear to have a common historical linguistic origin (regardless of meaning) but actually do not.
False cognates, by contrast, are similar words in different languages that appear to have a common historical linguistic origin (regardless of meaning) but actually do not.
rote learning
Rote learning is a learning technique which avoids understanding of a subject and instead focuses on memorization. The major practice involved in rote learning is learning by repetition. The idea is that one will be able to quickly recall the meaning of the material the more one repeats it.
Rote learning is widely used in the mastery of foundational knowledge. Examples include, phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulas in any science, etc. Rote learning, by definition, eschews comprehension, however, and consequently, it is an ineffective tool in mastering any complex subject at an advanced level. However, rote learning is still useful in passing exams. If exam papers are not well designed, it is possible for someone with good memorization techniques to pass the test without any meaningful comprehension of the subject. However, learning the context of a particular topic can make the subject more memorable.
Rote learning is sometimes disparaged with the derogative terms parrot fashion, regurgitation, cramming, or mugging because one who engages in rote learning may give the wrong impression of having understood what they have written or said. It is strongly discouraged by many new curriculum standards. For example, science and mathematics standards in the United States specifically emphasize the importance of deep understanding (deep structure) over the mere recall of facts, which is seen to be less important, although advocates of traditional education have criticized the new standards as slighting learning basic facts and elementary arithmetic, and replacing content with process-based skills.
"When calculators can do multidigit long division in a microsecond, graph complicated functions at the push of a button, and instantaneously calculate derivatives and integrals, serious questions arise about what is important in the mathematics curriculum and what it means to learn mathematics. More than ever, mathematics must include the mastery of concepts instead of mere memorization and the following of procedures. More than ever, school mathematics must include an understanding of how to use technology to arrive meaningfully at solutions to problems instead of endless attention to increasingly outdated computational tedium." -National Council of Teachers of Mathematics, Commonsense Facts to Clear the Air
A December 2006 study of Tennessee State achievement analyzed scores in math, science, reading and social studies of about 4000 middle school students over three years. Students were divided on the basis of whether or not they had hands-on trained teachers. This study found increased scores in science, social studies and math for students who had a hands-on science trained teacher for at least one year.
Eugène Ionesco commented upon rote learning in his play "The Lesson":
Professor: [...] unless you can comprehend the primary elements, how do you expect to be able to calculate mentally [...] how much, for example, are three billion seven hundred fifty-five million nine hundred ninety-eight thousand two hundred fifty one, multiplied by five billion one hundred sixty-two million three hundred and three thousand five hundred and eight? Pupil [very quickly]: That makes nineteen quintillion three hundred eighty-nine quadrillion six hundred and two trillion nine hundred forty-seven billion one hundred seventy-nine million one hundred sixty-four thousand five hundred and eight ... [...] Professor [Stupefied]: But how did you know that, if you don't know the principles of aritmetical reasoning? Pupil: It's easy. Not being able to rely on my reasoning, I've memorized all the products of all possible multiplications.
However, with some material rote learning is the only way to learn it in a timely manner; for example, when learning the Greek alphabet or the vocabulary of a foreign language. Similarly, when learning the conjugation of foreign irregular verbs, the morphology is often too subtle to be learned explicitly in a short time. However, as in the alphabet example, learning where the alphabet came from helps one to grasp the concept of it and therefore memorize it. (Native speakers and speakers with a lot of experience usually get an intuitive grasp of those subtle rules and are able to conjugate even irregular verbs that they have never heard before.)
The source transmission could be auditory or visual, and is usually in the form of short bits such as rhyming phrases (but rhyming is not a prerequisite), rather than chunks of text large enough to make lengthy paragraphs. Brevity is not always the case with rote learning. For example, many Americans can recite their National Anthem, or even the much more lengthy Preamble to the United States Constitution. Their ability to do so can be attributed, at least in some part, to having been assimilated by rote learning. The repeated stimulus of hearing it recited in public, on TV, at a sporting event, etc. has caused the mere sound of the phrasing of the words and inflections to be "written", as if hammer-to-stone, into the long-term memory. Memorization is not learning. Rote learning is considered bad for children, because it can create bad studying habits at an early age.
Rather than viewing rote memorization as something opposed to understanding, it can be viewed in a complementary role. As the left hand is to the right so is the memory to the understanding and reason. Memorized facts serve as the grist in the mill of the understanding which can be recalled and processed or combined for new unique conclusions when needed. Any theory of learning that tries to oppose these two faculties to one another will suffer a great handicap.
Rote learning is widely used in the mastery of foundational knowledge. Examples include, phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulas in any science, etc. Rote learning, by definition, eschews comprehension, however, and consequently, it is an ineffective tool in mastering any complex subject at an advanced level. However, rote learning is still useful in passing exams. If exam papers are not well designed, it is possible for someone with good memorization techniques to pass the test without any meaningful comprehension of the subject. However, learning the context of a particular topic can make the subject more memorable.
Rote learning is sometimes disparaged with the derogative terms parrot fashion, regurgitation, cramming, or mugging because one who engages in rote learning may give the wrong impression of having understood what they have written or said. It is strongly discouraged by many new curriculum standards. For example, science and mathematics standards in the United States specifically emphasize the importance of deep understanding (deep structure) over the mere recall of facts, which is seen to be less important, although advocates of traditional education have criticized the new standards as slighting learning basic facts and elementary arithmetic, and replacing content with process-based skills.
"When calculators can do multidigit long division in a microsecond, graph complicated functions at the push of a button, and instantaneously calculate derivatives and integrals, serious questions arise about what is important in the mathematics curriculum and what it means to learn mathematics. More than ever, mathematics must include the mastery of concepts instead of mere memorization and the following of procedures. More than ever, school mathematics must include an understanding of how to use technology to arrive meaningfully at solutions to problems instead of endless attention to increasingly outdated computational tedium." -National Council of Teachers of Mathematics, Commonsense Facts to Clear the Air
A December 2006 study of Tennessee State achievement analyzed scores in math, science, reading and social studies of about 4000 middle school students over three years. Students were divided on the basis of whether or not they had hands-on trained teachers. This study found increased scores in science, social studies and math for students who had a hands-on science trained teacher for at least one year.
Eugène Ionesco commented upon rote learning in his play "The Lesson":
Professor: [...] unless you can comprehend the primary elements, how do you expect to be able to calculate mentally [...] how much, for example, are three billion seven hundred fifty-five million nine hundred ninety-eight thousand two hundred fifty one, multiplied by five billion one hundred sixty-two million three hundred and three thousand five hundred and eight? Pupil [very quickly]: That makes nineteen quintillion three hundred eighty-nine quadrillion six hundred and two trillion nine hundred forty-seven billion one hundred seventy-nine million one hundred sixty-four thousand five hundred and eight ... [...] Professor [Stupefied]: But how did you know that, if you don't know the principles of aritmetical reasoning? Pupil: It's easy. Not being able to rely on my reasoning, I've memorized all the products of all possible multiplications.
However, with some material rote learning is the only way to learn it in a timely manner; for example, when learning the Greek alphabet or the vocabulary of a foreign language. Similarly, when learning the conjugation of foreign irregular verbs, the morphology is often too subtle to be learned explicitly in a short time. However, as in the alphabet example, learning where the alphabet came from helps one to grasp the concept of it and therefore memorize it. (Native speakers and speakers with a lot of experience usually get an intuitive grasp of those subtle rules and are able to conjugate even irregular verbs that they have never heard before.)
The source transmission could be auditory or visual, and is usually in the form of short bits such as rhyming phrases (but rhyming is not a prerequisite), rather than chunks of text large enough to make lengthy paragraphs. Brevity is not always the case with rote learning. For example, many Americans can recite their National Anthem, or even the much more lengthy Preamble to the United States Constitution. Their ability to do so can be attributed, at least in some part, to having been assimilated by rote learning. The repeated stimulus of hearing it recited in public, on TV, at a sporting event, etc. has caused the mere sound of the phrasing of the words and inflections to be "written", as if hammer-to-stone, into the long-term memory. Memorization is not learning. Rote learning is considered bad for children, because it can create bad studying habits at an early age.
Rather than viewing rote memorization as something opposed to understanding, it can be viewed in a complementary role. As the left hand is to the right so is the memory to the understanding and reason. Memorized facts serve as the grist in the mill of the understanding which can be recalled and processed or combined for new unique conclusions when needed. Any theory of learning that tries to oppose these two faculties to one another will suffer a great handicap.
el im-paciente ingles
ESL (English as a second language)
ESOL (English for speakers of other languages)
EFL (English as a foreign language)
ELT (English language teaching)
TESL (teaching English as a second language)
TESOL (teaching English for speakers of other languages)
TEFL (teaching English as a foreign language)
EAL (English as an additional language)
ESD (English as a second dialect)
EIL (English as an international language)
ELF (English as a lingua franca)
ESP (English for special purposes, or English for specific purposes)
EAP (English for academic purposes)
ELL (English language learner)
LEP (limited English proficiency)
CLD (culturally and linguistically diverse)
ESOL (English for speakers of other languages)
EFL (English as a foreign language)
ELT (English language teaching)
TESL (teaching English as a second language)
TESOL (teaching English for speakers of other languages)
TEFL (teaching English as a foreign language)
EAL (English as an additional language)
ESD (English as a second dialect)
EIL (English as an international language)
ELF (English as a lingua franca)
ESP (English for special purposes, or English for specific purposes)
EAP (English for academic purposes)
ELL (English language learner)
LEP (limited English proficiency)
CLD (culturally and linguistically diverse)
Krayzie Bone - Getchu Twisted
learn english in just one lesson!!! :P
Chorus] Bone, Bone, Bone, Bone, Bone (repeated throughout chorus)Let me get ya twizted manLet me get ya twizted manLet me get ya twizted manLet me get ya twizted man
2xTeach 'em who the illestShow 'em who the realestWho can make ya feel it?Ha, ha who?
[Verse 1]You see me hit the ground runnin'A hundred miles and still gunnin'I might be the coldest nigga that ever done itI hit 'em with the flow that'll get me paidMoney, at the same time in the game ya can't touch thisSmooth with the roughness, thuggish ruggishI put a little bit of singing with it, and they love it (Rugged)Put 'em all in the bucketBusted, lyrical killa to get dusted (dusted!!)I can tell how you bite my style, you can mean goodBut I'm finna shut 'em all down (all down)All y'all fall downMista Sawed Off, raw dawgI'm tellin' y'all now (y'all now)Y'all better get ready for Ball'R Records and ThugLine
Caught up in the rapture, we got ya just after one rhymeThey don't really wanna get it onThey don't wanna see the Bone, BoneWe can take it to the middle of the floor yo, harass them niggazGet up in 'em like the po-po'sStill flow, so coldKrayzie's axin' blazin' at yaAimed exactly atcha, gotchaShots will drop ya, fade ya propaRock the spot and make ya holla "Dolla bill y'all"Make a mill with my real dawgsWit the down niggaz, and I feel yallGotta kick it with the trill always, gotta chill with a ill squadThat'll really feel y'all, y'all, y'allBone still doin' it to 'emNo matter who in the room or who in the build'No matter who close the showYou ask the party people who stole it though, they know
[Chorus] Bone, Bone, Bone, Bone, Bone (repeated throughout chorus)Let me get ya twizted manLet me get ya twizted manLet me get ya twizted manLet me get ya twizted man
[Verse 2]They don't really wanna rumble, ya seen usSplit 'em while I hit 'emNigga did him in the first verseIf y'all suckas wanna work, nigga take off ya skirtand drop ya purseAnd I'ma do you like it hurt (word up!)Keep a Burna when I'm heated, get up in 'em like the automatic nine millimeterDrop a bomb on a niggaIt's the, original thugs, the criminals love us'Cause we give 'em somethin' to bump, the music is murderNigga y'all rememba "No Surrender"Then we hit 'em up on the "First of Tha Month"And everbody got scared when the niggaz said "Dear Mr Ouijia"Now I'm up in the club, in the cut with the ThugsPuffin' on bomb ass budFinna show 'em how to flow when I pour a lil mo' drinkie, drink off in my cupI still take a lil' Hen mix it with a lil GinShake, shake it all in (all in)A lil' somethin' that I made up, sip it with a friendNew drink I call Syn (Syn)And if you want it nigga' we can get it crackin'We can get into some action if you really wanna battle meMoney on the wood make the bank no goodMoney outta sight might start a fight (aight?)You ain't neva heard anotha like meSmooth with the roughness and, sucka freeShow 'em how I do it for these, wannabesI let them suckas know they ain't runnin' with none of these (nigga please)So cold I better freeze anything, thinkin' they hotThinkin' they not, easy to dropNigga y'all can believe it or notI'm back on the blockI'm takin' my spot back
[Chorus] Bone, Bone, Bone, Bone, Bone (repeated throughout chorus)Let me get ya twizted manLet me get ya twizted manLet me get ya twizted manLet me get ya twizted man
[Verse 3]Y'all better believe I keep it comin'Let 'em ride to the rhythm of a criminal, yes sirI'm willin' ta bet cha' when I unload, I reloadI aim it and dump, dump some mo'First sucka jump off, it's gon' blowThen them other niggaz really can't, they don't reallyunderstand how I come back and I manage to do this amount of damageWhen they run into the static so you know we get to handlin'Hangin' out the back, grandaddy of the CadillacBetter get up off me, I'm a really crabby niggaIf I gotta release it, I guess I gotta be a killaGet 'em with anotha thrilla, will pop off like a gorillaThey be waitin' on Krayzie 'cause ain't nobody reala (Now)Everybody wanna know if Krayzie comin' with a gunAnd now I make 'em feel it, if ya really think I'm bullshittin'Blowed up, I'm comin' for yaWhy you on some paranoia, murda mo we go, go, goMoney is the one and only missionIf it's gettin' too heated then nigga stay up out the kitchenYou trippin', you ever need a fixin?Well come on and see your niggaThe shit I finna bring to these shows will make ya feel it (can ya feel it?)I be runnin' so fast on a nigga, they don't even see me comin' like Shaq (yup, yup)But every know and then I gotta catch my windso let me take a second catch my breath (whoo)I'ma take this breatha but you know I won't ease up tonight(no, I won't ease up tonight)'Cause I still get at that ass fast or slow (slow)If you wanna see me with some paper partner pay the price (pay the price)Who coldest flow? Ho's this you know
[Chorus] Bone, Bone, Bone, Bone, Bone (repeated throughout chorus)Let me get ya twizted manLet me get ya twizted manLet me get ya twizted manLet me get ya twizted man
[Outro]YoI'm in the house now, for sureKrayzie Bone, Lil Jon on the track(Bone Bone Bone Bone Bone)
ninety percent of what you're saying ain't coming out of your mouth
it's not a bad time for her. she doesn't need any space. she may be into her career... but what she's really saying is, "get away from me now" (or possibly, "try harder, stupid")
database notes
si alguna razon ha de tener este caballero tal vez resida en su diferenciacion del ingles de texto de el ingles de la vida real. es mas que cierto.
"¡Pues -dijo el bobo -, la mejor forma de explicarlo es hacerlo!" Lewis Carrol
creo que la tecnica de flashcards combinada con la del repaso espaciado es una buena opcion para el acopio de vocabulario. ahora bien, es una real opcion solo cuando este es acompañado de su respectivo audio. en algun lugar hablaban sobre el problema de quien se basa solo en la lectura para aprender un idioma
no creo que un curso especifico de "la maestria". creo que las ganas y/o la necesidad hacen la diferencia, no las tecnicas. estoy de acuerdo en que algunas tecnicas funcionan mejor que otras; el detalle es que tu forma de afrontarlo no es necesariamente mi forma
Sevendust - Live Again
Feeling Nothing Lonely Empty You try to walk away but you fall You cannot understand what's this for In this world I see it more The pain you feel that I ignore You see my face and then you see nothin' Confused. you turn and live on I turn my face You're staring back again Look at yourself and live again Can't see me. you feel me Want me. you'll find me I'll be your everything Will you call You'll need more & more When you fall In this world I see it more The pain you feel that I ignore You see my face and then you see nothing Confused. you turn and live on I turn my face You're staring back again Look at yourself and live again How many times have you looked At yourself & felt mistreated How does it feel to know that This life of yours is real All of your life you've been led To believe your nothin' So look at yourself and start to live again You see my face and then you see nothing Confused you turn and live on I turn my face You're staring back again Look at yourself and live again If you don't change you'll be nothin' So look at yourself and live again I turn my face You're staring back again So look at yourself and live again
now that we found love what are we gonna do with it?
what's love got to do, got to do with it
what's love but a second hand emotion
what's love got to do, got to do with it
who needs a heart when a heart can be broken
haven't you wondered why I'm always alone when you are in my dreams?
jueves, 18 de septiembre de 2008
leelo de viva voz (en voz alta) - read it louder
pronunciacion idioma español para angloparlantes
INSISTO: LEEDLO EN ALTO
Boy as n r = Voy a cenar = I'm gonna have dinner
N L C John = en el sillon = on the armchair
Who and seek ago = Juan se cago = John is a chicken things.
S toy tree stone = estoy triston = I'm kind a sad.
Lost trap eat toss = los trapitos = the little rags
Desk can saw = descanso = (you) rest.
As say toon as = aceitunas = olives.
The head the star mall less stan dough = deje de estar molestando =stop bugging me.
See eye = si hay = yes we have
T n s free o ? = tienes frio = are you cold?
T N S L P P B N T S O = Tienes el pipi bien tieso = you have an erection.
Tell o boy ah in cruise tar = Te lo voy a incrustar = I'm going to insert it in you
Y ahora más:
Web us come ham on = Huevos con jamon
Web us come toss see no = Huevos con tocino
Web us tea be us = huevos tibios
Web us come shore is so = huevos con chorizo
Web be toes come free hall lit toes = huevitos con frijolitos
Does stack kit toes door add it toes the Paul Joe = dos taquitos doraditos de pollo
Does stack kit toes the car neat as = dos taquitos de carnitas
Come chill leap toes hall up pen Joe's = Con chilitos jalapeños
Come chill lack kill less = con chilaquiles
E free hall lit toes = y frijolitos
Train us on six the shell as = traenos un six de chelas
Kiss sea ram most does tea kill as = quisieramos dos tequilas
See Gary toes = cigarritos
Much as grass see as = muchas gracias
pd: no recuerdo quien me envio este spam. en fin...
INSISTO: LEEDLO EN ALTO
Boy as n r = Voy a cenar = I'm gonna have dinner
N L C John = en el sillon = on the armchair
Who and seek ago = Juan se cago = John is a chicken things.
S toy tree stone = estoy triston = I'm kind a sad.
Lost trap eat toss = los trapitos = the little rags
Desk can saw = descanso = (you) rest.
As say toon as = aceitunas = olives.
The head the star mall less stan dough = deje de estar molestando =stop bugging me.
See eye = si hay = yes we have
T n s free o ? = tienes frio = are you cold?
T N S L P P B N T S O = Tienes el pipi bien tieso = you have an erection.
Tell o boy ah in cruise tar = Te lo voy a incrustar = I'm going to insert it in you
Y ahora más:
Web us come ham on = Huevos con jamon
Web us come toss see no = Huevos con tocino
Web us tea be us = huevos tibios
Web us come shore is so = huevos con chorizo
Web be toes come free hall lit toes = huevitos con frijolitos
Does stack kit toes door add it toes the Paul Joe = dos taquitos doraditos de pollo
Does stack kit toes the car neat as = dos taquitos de carnitas
Come chill leap toes hall up pen Joe's = Con chilitos jalapeños
Come chill lack kill less = con chilaquiles
E free hall lit toes = y frijolitos
Train us on six the shell as = traenos un six de chelas
Kiss sea ram most does tea kill as = quisieramos dos tequilas
See Gary toes = cigarritos
Much as grass see as = muchas gracias
pd: no recuerdo quien me envio este spam. en fin...
repeticion espaciada
el problema es aprender listas de frases y palabras (vocabulario)???
freeware:
mnemosyne
http://www.mnemosyne-proj.org/principles.php
anki
http://ichi2.net/anki/whyreview.html
memorylifter
http://www.memorylifter.com/about-memorylifter/how-we-learn.html
vtrain
http://www.vtrain.net/intro1.htm
wordbanker
http://www.catalyst-projects.com/features.htm
interlex
http://www.vocab.co.uk/why.htm
shareware:
quiz-buddy
http://www.quiz-buddy.com/
buensoft ingles
http://www.buensoft.com/spanish/
before you know it (byki)
http://www.byki.es/
supermemo 2006
http://www.super-memo.com/supermemo2006.html
freeware:
mnemosyne
http://www.mnemosyne-proj.org/principles.php
anki
http://ichi2.net/anki/whyreview.html
memorylifter
http://www.memorylifter.com/about-memorylifter/how-we-learn.html
vtrain
http://www.vtrain.net/intro1.htm
wordbanker
http://www.catalyst-projects.com/features.htm
interlex
http://www.vocab.co.uk/why.htm
shareware:
quiz-buddy
http://www.quiz-buddy.com/
buensoft ingles
http://www.buensoft.com/spanish/
before you know it (byki)
http://www.byki.es/
supermemo 2006
http://www.super-memo.com/supermemo2006.html
martes, 9 de septiembre de 2008
Memorizacion Ramon Campayo
la mayor parte de desarrollos de Campayo se "basan" en (por no decir que copian casi
integramente) tecnicas de Harry Lorayne. algunas de estas tecnicas tienen un fuerte
conocimiento de nuestros mecanismos mentales; algunas otras son elaborados artilugios poco naturales, poco acordes con nuestra naturaleza mental, pero al parecer efectivos.
la simple repeticion sin tecnica (trabajar a punta de fuerza bruta y ciega), lo que una y otra vez se recomienda, tiene un mas que digno reemplazo en la "repeticion espaciada". repeticion espaciada es la misma repeticion que conocemos mas el añadido de teorias
practicas de espacios de tiempo para la repeticion.
si deseas probar que tan efectivo es esto puedes descargar un programa gratuito de flashcards llamado anki (http://ichi2.net/anki/) o programas similares con vinculos desde la entrada "repaso espaciado" de wikipedia.
ahora volviendo a la clase de tecnicas comentada en el libro de Ramon Campayo, no veo porque estar en contra del uso de la intensidad para memorizar. la imaginacion activa/emotiva/sensorial es un medio muy eficaz de hecho. la mayor parte de personas que se alejan activamente de estos metodos normalmente lo hacen por desconocimiento o por conocimientos imprecisos, normalemente ideas un tanto nebulosas sobre los mismos. incluso quien difiere del uso de tecnicas tan "irracionales" puede darles un orden y una logica a las mismas si se da el tiempo de trabajarlas en vez de hablar negativamente de algo que no ha experimentado.
recuerden que no es cuestion de si os gusta o no. es cuestion de si es efectivo o no.
integramente) tecnicas de Harry Lorayne. algunas de estas tecnicas tienen un fuerte
conocimiento de nuestros mecanismos mentales; algunas otras son elaborados artilugios poco naturales, poco acordes con nuestra naturaleza mental, pero al parecer efectivos.
la simple repeticion sin tecnica (trabajar a punta de fuerza bruta y ciega), lo que una y otra vez se recomienda, tiene un mas que digno reemplazo en la "repeticion espaciada". repeticion espaciada es la misma repeticion que conocemos mas el añadido de teorias
practicas de espacios de tiempo para la repeticion.
El repaso espaciado es una técnica de aprendizaje en la que se
repasa a intervalos crecientes. Normalmente, en el repaso espaciado no se
realiza una simple relectura, sino que pretende ser un tipo de aprendizaje
activo, al obligarse al individuo a reaccionar a preguntas o estímulos. En este
contexto, suelen utilizarse reglas mnemotécnicas.
El repaso espaciado se
concibió teniendo en cuenta el funcionamiento de la memoria. Para empezar, el
sujeto se familiariza con la información para fijarla en la memoria.
Posteriormente, realiza repasos periódicos, y, conforme se va consolidando la
huella memorística, los repasos pueden distanciarse más y más en el tiempo.
Al parecer, la memoria de todas las personas funciona de forma muy parecida,
y los patrones de repaso son similares independientemente de las diferencias de
cociente intelectual. Por ejemplo, cuando se aprende una palabra extranjera, la
mayoría de las personas necesitan repetirla antes de 10 días para garantizar una
probabilidad de retentiva del 95%. El segundo repaso puede hacerse bastante más
tarde. Por ejemplo, antes de 25 días. Después de varios repasos, si el material
ha sido comprendido por el individuo, los intervalos entre los repasos pueden
ser de años sin pérdida de efectividad.
si deseas probar que tan efectivo es esto puedes descargar un programa gratuito de flashcards llamado anki (http://ichi2.net/anki/) o programas similares con vinculos desde la entrada "repaso espaciado" de wikipedia.
ahora volviendo a la clase de tecnicas comentada en el libro de Ramon Campayo, no veo porque estar en contra del uso de la intensidad para memorizar. la imaginacion activa/emotiva/sensorial es un medio muy eficaz de hecho. la mayor parte de personas que se alejan activamente de estos metodos normalmente lo hacen por desconocimiento o por conocimientos imprecisos, normalemente ideas un tanto nebulosas sobre los mismos. incluso quien difiere del uso de tecnicas tan "irracionales" puede darles un orden y una logica a las mismas si se da el tiempo de trabajarlas en vez de hablar negativamente de algo que no ha experimentado.
recuerden que no es cuestion de si os gusta o no. es cuestion de si es efectivo o no.
lunes, 8 de septiembre de 2008
Ignoranti, quem portum petat, nullus suus ventus est
Ningún viento es favorable para el
que no sabe a que puerto va
que no sabe a que puerto va
The Braids - Bohemian Rhapsody
Mama just killed a man,Put a gun against his head, pulled my trigger, now he's dead.Mama, life had just begun,But now I've gone and thrown it all away.Mama, ooh, Didn't mean to make you cry,If I'm not back again this time tomorrow,Carry on, carry on as if nothing really matters.Too late, my time has come,Sends shivers down my spine, body's aching all the time.Goodbye, ev'rybody, I've got to go,Gotta leave you all behind and face the truth.Mama, ooh, I don't want to die,I sometimes wish I'd never been born at all.Chorus:Carry on, carry on as if nothing really matters.I Didn't mean to make you cry,If I'm not back again this time tomorrow,Mama, ooh, I don't want to die,I sometimes wish I'd never been born at all.Carry on, carry on as if nothing really matters.So you think you can stop me and spit in my eye.So you think you can love me and leave me to die.Ooooooooh, baby, can't do this to me, baby, just gotta get right outta here.(Pause)ooooooooh, baby, can't do this to me, baby, just gotta get right outta here.Carry on, carry on as if nothing really mattersI sometimes wish I'd never been born at all.Nothing really matters, Anyone can see,Nothing really matters,Nothing really matters to me.Any way the wind blows.(softly)
la propedéutica del esperanto
La propedéutica es el conjunto de saberes y disciplinas que hace falta conocer para preparar
el estudio de una materia. Constituye una etapa previa a la metodología (conocimiento de los
procedimientos y técnicas necesarios para investigar en un área científica).
el estudio de una materia. Constituye una etapa previa a la metodología (conocimiento de los
procedimientos y técnicas necesarios para investigar en un área científica).
se como el agua
aprende la forma pero busca lo que no la tiene
aprende todo y luego olvidalo todo
aprende el modo, luego encuentra tu propio modo
todos somos zombies (chop chop)
En 1937 la folclorista estadounidense Zora Neale Hurston conoció en Haití el caso de Felicia
Felix-Mentor, fallecida y enterrada en 1907 y a quien, sin embargo, muchos lugareños
aseguraban haber visto viva treinta años después convertida en zombi. Hurston se interesó
por rumores que afirmaban que los zombis existían realmente aunque no eran muertos vivientes sino personas sometidas a drogas psicoactivas que les privaban de voluntad.
Varias décadas más tarde, en 1982, el etnobotánico canadiense Wade Davis viajó a Haití para
estudiar lo que pudiera haber de verdad en la leyenda de los zombis y llegó a la conclusión
—publicada en dos libros: The Serpent and the Rainbow (1985) y Passage of Darkness: The Ethnobiology of the Haitian Zombie (1988)— de que se podía convertir a alguien en zombi mediante el uso de dos sustancias en polvo. Con la primera, llamada coup de poudre (en
francés, literalmente, «golpe de polvo», un juego de palabras con coup de foudre, que
significa «golpe de rayo» y también «flechazo» amoroso), se induciría a la víctima a un
estado de muerte aparente. Sus parientes y amigos la darían por muerta y la enterrarían, y
poco después sería desenterrada y revivida por el hechicero. En ese momento entrarían en
acción la segunda sustancia, una sustancia psicoactiva capaz de anular la voluntad de la
víctima.
El ingrediente principal de la primera sustancia, el coup de poudre, sería la tetrodotoxina
(TTX), una toxina que se encuentra en el pez globo, que habita las costas del Japón y el
Caribe. La TTX, administrada en una dosis semiletal (LD50 de 1 mg), es capaz de crear un
estado de muerte aparente durante varios días, en los cuales el sujeto sigue consciente a
pesar de todo. Otras fuentes hablan del uso del estramonio o datura, que en Haití se llama
concombre zombi, esto es, «pepino zombi».
Felix-Mentor, fallecida y enterrada en 1907 y a quien, sin embargo, muchos lugareños
aseguraban haber visto viva treinta años después convertida en zombi. Hurston se interesó
por rumores que afirmaban que los zombis existían realmente aunque no eran muertos vivientes sino personas sometidas a drogas psicoactivas que les privaban de voluntad.
Varias décadas más tarde, en 1982, el etnobotánico canadiense Wade Davis viajó a Haití para
estudiar lo que pudiera haber de verdad en la leyenda de los zombis y llegó a la conclusión
—publicada en dos libros: The Serpent and the Rainbow (1985) y Passage of Darkness: The Ethnobiology of the Haitian Zombie (1988)— de que se podía convertir a alguien en zombi mediante el uso de dos sustancias en polvo. Con la primera, llamada coup de poudre (en
francés, literalmente, «golpe de polvo», un juego de palabras con coup de foudre, que
significa «golpe de rayo» y también «flechazo» amoroso), se induciría a la víctima a un
estado de muerte aparente. Sus parientes y amigos la darían por muerta y la enterrarían, y
poco después sería desenterrada y revivida por el hechicero. En ese momento entrarían en
acción la segunda sustancia, una sustancia psicoactiva capaz de anular la voluntad de la
víctima.
El ingrediente principal de la primera sustancia, el coup de poudre, sería la tetrodotoxina
(TTX), una toxina que se encuentra en el pez globo, que habita las costas del Japón y el
Caribe. La TTX, administrada en una dosis semiletal (LD50 de 1 mg), es capaz de crear un
estado de muerte aparente durante varios días, en los cuales el sujeto sigue consciente a
pesar de todo. Otras fuentes hablan del uso del estramonio o datura, que en Haití se llama
concombre zombi, esto es, «pepino zombi».
En algún momento hará falta un disparate, no dejéis escapar al loco
thou (du)
se utilizaba en el pasado para tratar familiarmente en segunda persona del singular
si te quieres dirigir a un grupo, dices:
you people [iu pipol] = vosotros
you guys [iu gais]: vosotros
se utilizaba en el pasado para tratar familiarmente en segunda persona del singular
si te quieres dirigir a un grupo, dices:
you people [iu pipol] = vosotros
you guys [iu gais]: vosotros
deep dish ft anousheh khalili - flashdance
he doesn't mean a thing to me, just another pretty face to see, he's all over town, knockin em down, and I'd never let him next to me, He's the kind of guy who thinks he's smart, he's the type that always looks the part, he's on the make, he's on the take, and I'd never let him touch my heart, He didn't mean to catch my eye, well he's lucky he just walked on by, If he ever met, a girl like me, are you kidding? well I'd tell him that i'd rather die.... he doesn't mean a thing to me, just another pretty face to see, cos all of the time, not that I'm dying for this, and I'd never let him next to me, He's the kind of guy who thinks he's smart, he's the type that always looks the part, he's on the make, he's on the take, and I'd never let him touch my heart, He didn't mean to catch my eye, well he's lucky he just walked on by, If he ever met, a girl like me, are you kidding? well I'd tell him that i'd rather die....
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