Esperanto .micro lesson for beginners 1
lingue e altro γλώσσες και διάφορα άλλα πράγματα publikigis antaŭ 11 jaroj en Esperanto Ĉu ne?
Neniu ĝenro specifite.
Proponu ĝenrojn
Ni ne povas montri ĉi tiun filmeton al vi, ĉar viaj agordoj pri kuketoj ne permesas tion al ni.
Por rigardi kaj re-agordi viajn kuketojn, vizitu la paĝon Kuketoj.
Vi povas daŭre spekti la filmeton ĉe la originala platformo:
Originala paĝo
Spekti filmon ĉe Tubaro ne ŝtelas la spekton de Jutubo. La spekto enkalkuliĝas en ambaŭ Tubaro kaj Jutubo. Mi komprenas.
- 0 Spektoj
- Komentu!
- 0
Via ŝato/malŝato, ankaŭ viaj ĝenro-proponoj por ĉi tiu afiŝo estas konservita nur en Tubaro, ili ne estas sendataj ekster niaj serviloj. Simile, la statistikoj pri la afiŝo (spektoj, ŝatoj, komentoj ktp), ankaŭ aliaj atribuoj, ekzemple ĝenroj, venas de Tubaro mem. Ili neniel estas rilataj al tiuj ĉe la originala platformo. Mi komprenas.
Viaj signaloj pri problemoj rilate ĉi tiun afiŝon estos sendataj nur al la administrantoj de Tubaro. Ĉi tiu funkcio neniel estas rilata al ebla simila eco ĉe la originala platformo de la filmo. Por raporti problemon al la administrantoj de la originala platformo, uzu la raportofunkcion ĉe tiu platformo. Mi komprenas.
Priskribo
The five hypotheses that Krashen proposed are as follows:
The input hypothesis. This states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. Krashen called this level of input “i+1”, where “i” is the language input and “+1” is the next stage of language acquisition.
The acquisition–learning hypothesis claims that there is a strict separation between acquisition and learning; Krashen saw acquisition as a purely subconscious process and learning as a conscious process, and claimed that improvement in language ability was only dependent upon acquisition and never on learning.
The monitor hypothesis states that consciously learned language can only be used to monitor language output; it can never be the source of spontaneous speech.
The natural order hypothesis states that language is acquired in a particular order, and that this order does not change between learners, and is not affected by explicit instruction.
The affective filter hypothesis. This states that learners’ ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment. At such times the affective filter is said to be “up”.
If i represents previously acquired linguistic competence and extra-linguistic knowledge, the hypothesis claims that we move from i to i+1 by understanding input that contains i+1. Extra-linguistic knowledge includes our knowledge of the world and of the situation, that is, the context. The +1 represents new knowledge or language structures that we should be ready to acquire.[3]
The comprehensible input hypothesis can be restated in terms of the natural order hypothesis. For example, if we acquire the rules of language in a linear order (1, 2, 3…), then i represents the last rule or language form learned, and i+1 is the next structure that should be learned.[4] It must be stressed, however, that just any input is not sufficient; the input received must be comprehensible.[3] According to Krashen, there are three corollaries to his theory.Corollaries of the input hypothesis[edit]
Talking (output) is not practicing
Krashen stresses yet again that speaking in the target language does not result in language acquisition. Although speaking can indirectly assist in language acquisition, the ability to speak is not the cause of language learning or acquisition. Instead, comprehensible output is the result of language acquisition.[3][5]
When enough comprehensible input is provided, i+1 is present
If language models and teachers provide enough comprehensible input, then the structures that acquirers are ready to learn will be present in that input. According to Krashen, this is a better method of developing grammatical accuracy than direct grammar teaching.[3]
The teaching order is not based on the natural order
Instead, students will acquire the language in a natural order by receiving comprehensible input.[3]
Acquisition-learning hypothesis[edit]